17 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.4904 vol. 1 | no. 1 | februari 2020 | hal. 17-22 the development of interactive magic card (imc) based on flash card review abdul muhith1, ulfa wulan agustina2, yuyun bahtiar3, nurul afidah4 1, 2, 3fakultas ilmu pendidikan, universitas kh. a. wahabhasbullah, indonesia 1mehfilmuhith@gmail.com, 2ulfa.wulanagustina@unwaha.ac.id, 3yuyunbahtiar6@gmail.com, 4nurulafidah@unwaha.ac.id *) correspondence: mehfilmuhith@gmail.com abstract this research aimed to develop interactive magic card as a medium that is suited to learning needs. there are 2 objectives in this study; 1) developing interactive magic card as a learning medium; 2) find out the feasibility of the media. this research uses the research and development method which was adapted from borg and gall. this english learning media is an html5-based flash card application that was developed to help students in mastering vocabulary and improve their speaking and writing skills. the results of this study indicate that; 1) the results of the material expert validation are 89; 2) the results of media expert validation are 84; 3) main field test results are 91. based on the results of the study, the researchers concluded that interactive magic cards suitable for use as a medium for learning english. keywords: interactive magic card; flash card introduction in learning english, vocabulary become one of the elements that must be learned, both mastering reading, listening, listening and writing. as for learning english, some teachers or students find difficulty to mastery english because they do not know the vocabulary. they also have difficulty to speak, write and memorize the vocabulary. in teaching english educator needs media to deliver material. media is a media that bring instructional purpose of massages or information of learning. media is means of expressing massage and information (sanaky, 2013).media is one of the tools to facilitate learning and teaching activities. the media is proven effective to help teachers and students to understand the material and to make it fun. according to djamara (as cited mokhammad, 2018), the media in learning has several types, namely visual media, audio media and audio visual media. media that is often used in learning is visual media or classical media. visual media is a classic media which can be directly observed. as a modern media, we often found the multimedia-based media, namely media designed by using technology or computers. the purpose of learning media is making it easier for teachers and students to understand the lesson. there are some media that is used to master the vocabulary such as picture media, card and paper. commonly in learning vocabulary the teacher used visual media to teach vocabulary. visual media is a printing media that contain picture and able to see directly. visual media often used to teach english language. the visual media commonly used to master vocabulary are flash cards. flash cards are visual learning media that use cards. commonly flash cards are used as learning media to master vocabulary. the famous flash card media is powerful enough to be used to master vocabulary. flash card is a card-shaped media where the card contains images, language and how to pronounce it, make it easier for students to memorize and understand english vocabulary (fitriani&nulanda, 2017). http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.4904 muhith, a., agustina, u.w., bahtiar, y., afidah, n. 18 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license along with the advancement of technological development, spurring every educator and researcher to develop a learning media with the aim of making it is easier and more effective in its use such as flash cards. in general, flash cards only use a media card that contains images, language and how to pronounce it. with the development of technology, educators and researchers try to develop flash card media into learning media that is more practical, easy and effective. from there educators and researchers developed flash card learning media that were originally based classically into modern flash cards or often referred to as multimedia-based flash card media. interactive magic card (imc) is one of the multimedia-based flash card learning media. interactive magic card (imc) is specifically designed to solve problems in english learning especially in vocabulary learning in english learning. imc is intentionally designed using multimedia with the aim that educators and students are easier, more practical, and effective in understanding and mastering english, especially in vocabulary learning. methods this research uses research and development method developed by borg and gall. the following descriptions are: figure 1. the procedure of research and development (borg & gall) research and information collecting data the researcher makes like a pre-research and gathering suitable data that will support the research and give estimation for the acceptable media application according the data. planning the research the researcher makes a plan for conduct the research. include the theme, materials for the media, supporting tools, previous study and so on. develop preliminary form of product this is the main process, there is to make new product. the researcher make it based on the previous product with additional or disappear some items depend on the goal. preliminary field testing the researcher do the first trial and judged by the expert to identify how the product running well. it will be conducted to the expert and for the participant (user learner). they will fulfill the questionnaire. with the testing, the author will identify some revisions for the product to make it more perfect. main product revision the product revision was based on suggestion and addition by preliminary field testing. hoped from the next testing, the result of product will increase than before. data for this research consist of two types and will be collaborated for getting the specific and maximal result. main field testing http://riset.unisma.ac.id/index.php/jreall/user the development of interactive magic card (imc) based on flash card review 19 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license this field testing with renewable media is getting previous revision. in this step, there will look for the learner response according to the questionnaire. final product revision this is follow up after the previous step before the product will be published and disseminated results and discussion this chapter discusses the result of development and answers the objectives of the research. according to sugiono (as cited in rima, 2016) research and development is a research method used to make a product and test the effectiveness of product.this chapter is divided into four parts. the first is the result of developing product. the second is the result of expert validation and revision. the third is the result of try out, and the fourth is the final product. developing product 1. the researcher concluded the result of observation and interviews as follow: 2. the teacher used demonstration method to teach english material, the teacher only explains and then the students do the exercise on the students’ worksheet. 3. the students have difficulty to speak the vocabulary correctly. this indicated when the researcher asked the students to pronounce a word. 4. the students have difficulty to memorize the vocabulary quickly. this indicated when the researcher asked the students about some vocabularies that is memorized. 5. the students have problems in writing words. this indicated when the researcher asks the students to write some vocabularies correctly. based on the observation and interview, the researcher concluded that the students have problem in understanding the meaning of some vocabularies. expert validation table 1. media validation based on the table above, the score showed that 89>89% it means that the result of interactive magic card (imc) based on media validation is “good” classification. table 2. mastery validation http://riset.unisma.ac.id/index.php/jreall/user muhith, a., agustina, u.w., bahtiar, y., afidah, n. 20 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license based on the table above, the score showed that 70>84% it means that the result of interactive magic card (imc) based on material validation is “good” classification. the expert validator added the suggestion as follow: 1. the product is less of intruction button, 2. the material is static, 3. there is no benchmark of success the result of main field testing on this part, the researcher did the main field testing in al-muhibbin islamic boarding school tambakberas, jombang. there are 10 students who fill out the questionnaires. the ability of students consists of different level; these are low, middle and high level. they were chosen by the result of observation, need analysis and discussions to the teacher. on the main field testing, the researcher used ten computers and a projector tools to support the implementation of media. these activities are done in the class. table 3. the result of questionnaire analysis based on the above, the main field testing get score 91,7. it means that the media of imc in a very good category. based on the score, the media of imc is no needed revision. final product http://riset.unisma.ac.id/index.php/jreall/user the development of interactive magic card (imc) based on flash card review 21 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license conclusion based on the result of research and discussion, the researcher concluded that imc (interactive magic card) media designed by researcher is easy to use in english learning. the feasibility based on: the result of media validation is 85 score in good category, the result of material validation on the first validation is 60 score in fair category and on the second validation is 85 in a good category, and the result of user validation in preliminary field study is 88, 16 score and get 90, 30 score in field study. references anisa. 2018. designing king al post as english teaching media for beginner students. skripsi tidak diterbitkan. jombang: fakultas ilmu pendidikan universitas kh. a. wahab hasbullah. aprianto.(2015). media pembelajaran, (online). (http://dikyaprianto0.blogspot.com/2015/01/media-pembelajaran.html?m=1, diakses8 januari 2015). asyari& silvia.(2016). pengembangan media pembelajaran berupa bulletin dalam bentuk buku saku untuk pembeljaran ipa terpadu. jurnal ilmiah pendidikan fisika, (online). vol. 5, no. 1, (http://ejournal.radenintan.ac.id/index.php/al-biruni/article/view/100, diakses 5 april 2016). fitriyani&nulanda.(2017). efectifitas media flash card dalam meningkatkan kosa kata bahasa inggris. jurnal ilmiah psikologi, (online). vol. 4, no. 2, (https://journal.uinsgdac.id/index/php/psy/article/view/1744, diakses 2017). frida.(2009). function and benefits of learning media, (online). (https://www.google.com/amp/s/educationlearning.wordpress.com/2009/01/16/function -and-benefits-of-learning-media/amp/diakses 16 januari 2009). huda. (2018). pengertiandandefinisi media pembelajaran, (online).(http://fatkhan.web.id/pengertian-dan-definisi-media-pembelajaran/diakses 23 januari 2018). madasari.(2012). pengembangan media pembelajaran flash card berbasis computer pada standar kompetensi menjelaskan dasar-dasar sinyal video di smk negeri 1 sidoarjo. jurnal pendidikan tekhnik electro, (online).vol. 1, no. 2, (https://jurnalmahasiswa.unesa.ac.id/index/php/jurnal-pendidikan-electro/issue/view/92, diakses 2012). mokhammad.(2018). jenis media pembelajaran, (online).(https://www.haruspintar.com/jenis-jenismedia-pembeljaran/diakses 5 agustus 2018). muhson.(2010). pengembangan media pembelajaran berbasis tekhnologi informasi. jurnal pendidikan akuntansi indonesia, (online).vol. 8, no. 2, (https://journal.uny.ac.id/index.php/jpakun/article/view/949, diakses 1 desember 2016). natsya.(2015). media pembelajaran berbasis multimedia, (online). (http://ekanatasya999.com/2015/06/media-pembelajaran-berbasismultimedia_7.html?m=/diakses 7juni2015). rima.(2016). penelitian dan pengembangan research, (online). (https://rimatrian.blogspot.com/2016/11/penelitian-dan-pengembanganreseacrh.html?m=1, diaksesnovember 2016) sahaja.(2014). pengertian media pembelajaran, (online). (https://irwansahaja.blogspot.com/2014/08/pengertian-media-pembelajaran.html?m=1, diakses 16 maret 2012). sanaky.(2013). media pembelajaran interaktif-inovatif. yogyakarta: kaukaba dipantara. sofianti.(2016). pengumpulan data kuisioner atau angket, (online). (https://www.googele.com/amp/s/sofianti.wordpress.com/2016/05/15/metodepengumpulan-data-kuisioner-atau-angket/amp/diakses 15 mei 2016). http://riset.unisma.ac.id/index.php/jreall/user eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.18654 volume 3 | number 2 | p. 115-119 published on august 10th, 2022 an analysis of affixation in sasak language dialect fahimah saifuddin1, lalu dwi satria ardiansyah2 1,2uiversitas nahdlatul ulama ntb 1fahimahsaifuddin2@gmail.com, 2laludwisatriaardiansyah@gmail.com *) correspondence: fahimahsaifuddin2@gmail.com abstract this study aims to show how many affixations in sasak language meriak-meriku dialect and the semantic meaning. the methodology used in this study is qualitative method by following two steps. those are: firstly, the researcher reads the english book that consists of affixes both inflection and derivation. seconddly, the researcher writes all the data collected. this study based on david h. deterding, gloria r. poedjosoedarmo, william o’grady, and michael dobrovolsky theories about affixation both inflection and derivation. finally, the result of this study is in sasak language dialect mriak-mriku has nine affixations that have different meaning. keywords: affixation; dialect meriak-meriku in sasak language; qualitative method introduction nowadays, some of the regional languages begin to be discussed by some writers. language consists of two fields, which are the sound and the meaning (andina muchti, 2021). this study tries to show one of the languages used in indonesia. on lombok island, there are three language-speaking communities with a large number of speakers, namely the sasak language-speaking community (natives), the balinese-speaking community, and the sumbawa-speaking community (mahsun, 2007). sasak is one of the ethnic in lombok island were located in west nusa tenggara province. lombok is a small island, but many different languages are used there. different village has some different dialect. the researcher focuses in analysis of morphology especially the form of affixation. morphology is the study of morphemes and their arrangement into words (aridawati, et al, 1995). according to verhaar morphology is a branch of linguistics that identifies the basic units of language as grammatical units (in handayani, 2017). then, morphology has vital impact on the development and perception of english words (akbulut, 2017). arifin and junaiyah stated that affixation is the morphological process that converts a lexeme into a word after getting affixes, which in our language are quite numerous (in saputra, 2017). austin (sapitri, 2018) stated that there are five major dialects of sasak language: 1) ngeno-ngene dialect 2) ngeno-ngene dialect is dialect spoken in central west coast and central east to north east coast. 3) meno-mene dialect 4) meno-mene dialect is dialect spoken by people arround puyung and praya towns, central lombok. 5) ngeto-ngete dialect 6) ngeto-ngete dialect is dialect spoken by people around suralaga in sembalun in north – east. 7) ngeno-ngene dialect 8) ngeno-ngene dialect is dialect spoken around bayan in the nort (this dialect also called kutokute dialect) journal of research on english and language learning 115 is licensed under acreative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.18654 mailto:1fahimahsaifuddin2@gmail.com mailto:fahimahsaifuddin2@gmail.com http://riset.unisma.ac.id/index.php/jreall/user fahimah saifuddin, lalu dwi satria ardiansyah 9) meriak-meriku dialect meriak-meriku dialect is dialect spoken by people at the south-central area around bonjeruk and sengkol (pujut). based on the statement above, the researcher wants to discuss about affixation in sasak language dialect meriak-mriku. this study writes based on booij, deterding and poedjosoedarmo’s theory about affixation. before the researcher chooses their theory about affixation, the researcher explains some theory from some linguist about affixation. below are some example of affixation in english: lynda buys a new car she combs her sister’s hair inflectional suffix –s can be attached to the verbs if the subject is third person such as she, he, and it. related to affixation in sasak language dialect mriak mriku, this study is conducted to answer these questions: what are the word formations of affixation in sasak language dialect mriak mriku? and what is the meaning in sasak language, especially in mriak-mriku dialect? methods this study is qualitative research. then, qualitative method is a method that produced descriptive data such as written words and attitude of people who has observed moleong (mn wahid, 2012). then moleong stated that the qualitative method is a research method that produces descriptive data in the form of written or spoken words from people who can be observed (nurjam’an et al., 2015). the data of this research are english and sasak language especially for affixation and its function of sasak language dialect mriak-mriku. the writer uses some books that related with the study. the books contain the materials related to the topic of this study, such as: the first is the grammar of english morphology and syntax for english teacher in southers asia by david h. deterding and gloria r. poedjosoedarmo published by prentice hall, 2001). the second is contemporary linguistics: an introduction second edition by o’grady and dobrovolsky. they stated that morphology is the component of a grammar that deals with the internal structure of words (sapitri, 2018). collecting the data is very important in this research. according to (arikunto suharsimi, 2013), there are six methods of collecting data; test, questionnaires, interview, observation, rating scale, and documentation. because the researcher is native speaker of sasak language, so the data is collected by the researcher. the researcher also takes the information from the other sasak native speakers. in this research, the writer takes the steps are as follows: 1) firstly, the researcher reads the english book that consists of inflection and derivation affixes. 2) secondly, the researcher writes all the collected data into papers. 3) thirdly, the data is analysed based on the theory used. results and discussion the research found there are eight prefixes such as prefix ke-, me-, ne-, te-, pe-, te(passive), and be-, peng. then, there are two suffixes such as suffix –n and –an. can be seen from the followed table: table 1. prefix’s function no prefixes functions 1 keplanning 2 meplanning 116 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user an analysis of affixation in sasak language dialect 3 neplanning 4 teplanning 5 peimperative 6 te(passive) passive 7 beverb 8 pengnoun table 2. suffix’s function no suffixes functions 1 -n possessive 2 -an comparative based on the analysis of writer as a native speaker and from other native speaker of sasak language who use dialect meriak-meriku, the researcher found nine types of affixes of sasak language dialect meriak-meriku. nine of them are prefixes and suffixes. below is discussion: 1. prefix a. prefix keexample: eku kelalo sekolah (planning) i will go to school prefix keattach to the verb for the first-person subject. the function of these prefix is to explain the planning. b. prefix me prefix meattach to the verb for the second singular person subject. the meaning of these prefix is to explain the planning (plan) example: side melalo sekolah (planning) you will go to school c. prefix ne prefix neattach to the verb for the third singular and plural person. the meaning of these prefix is to explain the planning (plan). example: nie nelalo sekolah she/he/they will go to school d. prefix te prefix teattach to the verb for the first plural person. the meaning of these prefix is to explain the planning (plan). prefix tealso can be meant passive depend on the form of the sentences. look at the different usage of prefix tein active and passive form: example: ite telalo sekolah (planning) we will go to school bale iku tebeli isik jhon (passive) that house is bought by jhon e. prefix pe journal of research on english and language learning 117 is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user fahimah saifuddin, lalu dwi satria ardiansyah prefix peis one of the affixes in sasak language. it is derivational affix. this prefix changes the word class and it modifies the meaning of the base word. the class of the base word is an adjective. prefix peused for active sentence. prefix –pe attached to the verb put in the first sentence becomes imperative. then, prefix –pe attached to the verb put after verb becomes progressive. this prefix has meaning as action verb example: penyalak tv sekeli! (imperative) switch on the television, please! rita kakn penyalak tv (prograssive) rita is switching on the television bagus legi pengemos dedare (noun) the girl’s smile is so beautiful f. prefix be prefix beused for active sentence. this prefix has meaning as action verb. it is derivational and inflectional affix. this prefix changes the word class and it modifies the meaning of the base word. the class of the base word is verb or noun. example: jah betakong iku! (verb) don’t wear that cloth! 2. suffixes a. suffix n the suffix is derivational affix. this suffix changes the word class and it modifies the meaning of the base word. the class of the base word is noun attached become possessive pronoun. example: iku takongn jhon (possessive) that is jhon’s cloth b. suffix – an it sufix is inflactional affix. the class of the base word is adjective. suffix an is attached to the noun to indicate comparative. example: beleqan balen jhon sak dait richard (comparative) jhon’s house is bigger than that richard’s conclusions as shown in discussion that in sasak language dialect mriak-mriku has nine affixations that has different function. nine of them are kinds of prefixes and suffixes. the prefixes in sasak language dialect mriak-mriku consist of prefix keattach to the verb for the first-person subject, prefix meattach to the verb for the second singular person subject, prefix neattach to the verb for the third singular and plural person, prefix teattach to the verb for the first plural person, prefix peand beused for active sentence. this prefix has meaning as action verb, preffix tealso mean passive depend on the form of the sentences. however, in sasak language meriak-meriku dialect has two sufixes. 118 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user an analysis of affixation in sasak language dialect those are sufix n is attached to the noun to indicate genitive, sufix an is attached to the noun to indicate comparative. after the data is analyzed, the researcher can find the types of prefixes and suffixes along with the meaning of each word added to the prefix and suffix. for further research, it is expected to find types of affixations in languages that have a wider scope. acknowledgments the researcher would like to thank to lp2m unu ntb for the funds provided so that this journal can be submitted for publication. references andina muchti, s. o. (2021). analisis penggunaan afiksasi pada teks naratif mahasiswa bipa di universitas bina darma plembang. indonesia 1,2. 1–8. arikunto suharsimi. (2013). prosedur penelitian suatu pendekatan praktik. in jakarta: rineka cipta (hal. 172). http://r2kn.litbang.kemkes.go.id:8080/handle/123456789/62880 fatma demiray akbulut. (2017). effects of morphological awareness on second language vocabulary knowledge. 10(2), 67–84. handayani, l. (2017). afiks pembentuk kata kerja bahasa sasak di desa bunjeruk kecamatan jonggat kabupaten lombok tengah. ida ayu aridawati, nazir thoir, i made purwa, d. s. (1995). struktur bahasa sasak umum. in pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan. mahsun. (2007). metode penelitian bahasa. in fakultas adab dan humaniora uin sunan ampel surabaya. mn wahid. (2012). metodologi penelitian. 1–5. nurjam’an, m. i., mahajani, t., & budiana, s. (2015). analisis proses morfologis afiksasi pada teks deskriptif peserta didik kelas vii. pedagogia, 7(2), 274–283. sapitri, e. r. (2018). derivational affixes in sasak meno-mene dialect at keruak village east lombok by : eva ramdanika sapitri. 1–26. saputra, m. r. (2017). analisis afiksasi dalam album raya lagu iwan fals. universitas maritim raja ali haji, 1–14. conflict of interest statement we would like to declare that the study was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. journal of research on english and language learning 119 is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user 107 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9524 volume 2 | number 2 | p. 89-94 published on ………., … achievement of students' language proficiency and their attitudes toward tmm online rattana jangpiboonpong1*) 1foreign languages department, faculty of international studies, prince of songkla university phuket campus, phuket, thailand *) correspondence: rattana.ja@phuket.psu.ac.th abstract this ongoing study is conducted to explore language proficiency and the attitudes of 63 first year students from faculty of international studies who use tell me more online (tmm online) as their learning tool (academic year 1/2020) and the effectiveness of tmm online in enhancing students’ english language proficiency. the evaluation results from all english courses which the students registered in the semester will be used as a research instrument to see the student progress in english language learning or their language proficiency. questionnaires and the semi-structured interview will be also launched to acquire the attitudes of the students towards doing self-learning exercises from tmm online. the results for the first phrase of data analysis was to see the attitude towards tmm online. it was revealed that the students’ satisfaction on content, materials used, and application of tmm online was at the satisfied level. keywords: achievement; language proficiency; attitudes introduction it is very important for the university students to increase their levels of language proficiency especially the students who study in an international program. they need to use language for studying in classes and also their graduation condition or exit examination. self-learning lessons are one of the effective methods to help the students achieve the goals and the expected learning outcomes. moreover, there are several language self-learning programs which have been selected by the universities and use as the tools to enhance and improve students’ language proficiency. tell me more online (tmm), language learning software is one of the choices for prince of songkla university which has contributed to five campuses in pattani, had yai, surat thani, phuket, and trang. therefore, it is important to look back to the effectiveness of asynchronous programs which the university use to evaluate the students’ language proficiency and get them ready to be graduated. it is also needed to see the attitudes of the program users because listening to students’ own voices is the first step to develop and obtain an effective instructional programs (csizér, k., kormos, j., & sarkadi, á., 2010). it can also help develop students’ language skills to lead them to the success of studying in the university. so that, this study is conducted to acquire the attitudes of the students towards doing selflearning exercises from tmm online. the study is also focused to explore and analyze students’ english language proficiency. the expectation of this study is to contribute its results to the area of english language learning in order to find the appropriate language teaching and learning strategies to assist the students to enhance and develop language skills. furthermore, students’ suggestions or their opinions for selecting good online self-learning software also take the important role to develop their language proficiency. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9524 mailto:rattana.ja@phuket.psu.ac.th rattana jangpiboonpong 108 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license methods this ongoing research is conducted and collected the data from 63 undergraduate students who are freshmen. all of them were admitted to study in the international business: china (ibc) program in academic year 2020. the study is separated into phrases to investigate the data of students’ attitudes towards doing self-learning exercises from tmm online and their achievement of language proficiency. this study is a kind of quantitative research mixed with qualitative one. the location of conducting and collecting research data is faculty of international studies (fis), prince of songkla university, phket campus (psu phuket). the university is located on andaman coast in the southern region of thailand. questionnaire focused on attitudes towards doing self-learning exercises from tmm online was launched during the first semester academic year 2020, and semi-structure interview was used to acquire their opinions about the software for language learning. furthermore, language proficiency and class evaluation results from english courses which the students registered will be analyzed to see their achievement and the effects of tmm online on english language learning. that will be after the final examination period, around the mid of december 2020. the descriptive statistics, distribution or percentages were used to analyze the data which is collected from the participants. five-point likert rating scale interpretation is also used to generate the students’ satisfactions or attitudes towards tmm online. results and discussion the subjects of this study are 63 first year students who are majoring in international business: china. most subjects are females (79.40%). they are all studying in the faculty of international studies, prince of songkla university, phuket campus. all of them enroll the english language courses in the first semester of academic year 2020. table 1. level of education started to learn english level of education started to learn english numbers of students percentage 1. prekindergarten 8 12.70 % 2. kindergarten 42 66.70% 3. primary 4. secondary 8 5 12.70 % 7.90% as shown in table 1, most of the students started to learn english at the kindergarten level, with the highest percentage (66.70). there were only 5 of them who began to learn english at secondary level, which is the least number (7.90%). table 2. length of time for studying english length of time (year) numbers of students percentage 1. 1-5 2 3.17 % 2. 6-10 7 11.11% 3. 11-15 4. 16-20 36 18 57.14 % 28.53% from table 2, most students (57.14%) spent 11-15 years to learn english, and some of them (28.53%) took only 11-15 years with this language. however, few students have 1-5 years to get familiar with english. http://riset.unisma.ac.id/index.php/jreall/user achievement of students' language proficiency and their attitudes toward tmm online 109 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 3. english courses students enrolled in semester 1 academic 2020 courses numbers of students percentages english for fundamental listening and speaking 36 57.10 english for fundamental reading and writing 55 87.30 english for intermediate listening and speaking 16 25.40 english for intermediate reading and writing 5 7.90 english for advanced listening and speaking 12 19.00 english for advanced reading and writing 2 3.20 the information from the table 3 indicated that most of them need to register for english fundamental reading and writing and english fundamental listening and speaking which was based on toeic mock test or the real toeic test results they have got before the first semester started. the numbers of students are 55 and 36 respectively. (note: students are required to register for two english courses focused on four skills; listening, speaking, reading and writing.) table 4. attitude towards doing self-study using tmm online focused on content and materials i am satisfied with tmm online because… x̅ s.d 1. the content on tmm online is interesting and attractive. 3.30 .994 2. the content is useful. 3.84 .766 3. the lessons were designed in accordance with the content in the english courses i enrolled 3.65 .845 4. the content in each lesson is easy to understand. 3.73 .846 5. teaching aids and activities of each lesson are interesting. 3.40 .959 the data collected and shown on the table 4 can indicate that the content and materials used in tell me more online were appropriate and satisfied the students. the average scores of most questions were higher than 3.50. however, the satisfaction on how interesting or attractive the content is, being at a moderate level. table 5. attitude towards doing self-study using tmm online focused on knowledge application i am satisfied with tmm online because… x̅ s.d 1. i can develop my english language skills 3.63 .885 2. the content can be applied to use in my daily life. 3.65 .845 3. the content learnt from tmm online help me get more understanding of the english lessons in my class. 3.87 .823 4. doing self-learning exercises helps develop my english language skills more than studying in classes. 3.44 .996 5. learning from an asynchronous program is very important for me, and i can be succeeded in my study. 3.51 1.076 6. i gain more self confidence in using english language. 3.40 1.040 7. it can help me in studying other courses which english is used as a main language for teaching and learning activities. 3.56 .980 the data collected and shown on the table 5 can indicate that the students believed that they could apply knowledge gained from doing the selflearning exercises in tell me more online. the average scores of most questions were higher than 3.50. however, the satisfaction on self-confidence development and the benefits of doing self-study via tmm online, being at a moderate level. students’ suggestions on selecting a self-learning program or a good online learning software. the suggestions from the students are as follows; 1. essay writing lessons should be provided to assist the students who take an advanced course. 2. the software should be innovated with ios system support. 3. the content such as vocabulary list need to be updated. 4. it is necessary to make the program easy to access. http://riset.unisma.ac.id/index.php/jreall/user rattana jangpiboonpong 110 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 5. mobile applications on ios and android system should be innovated for users’ convenience 6. interesting and attractive features should be provided on system as we know that an asynchronous program is one of the computer-assisted language learning (call) which can benefit the students who would like to enhance their language skills. for this study which is focused on students’ attitudes towards doing self-study using tmm online focused on content, materials, and its application. the research results revealed that the students realize the usefulness of spending their valuable time to finish self-learning exercises on tmm online. the students also taught that it was not too difficult to complete the online exercises, so they came up with the positive attitudes. the findings confirm the study on efl learners’ satisfaction with the online learning program, tell me more by george and panida. (gyamfi and sukseemuang, 2018). george and panida were also conducted the research on the attitudes topics towards tmm online. the results are also in accordance with rucheng (li, 2012) whose study considered on practices and attitudes during autonomous online learning or call. rucheng confirmed that call affected the students’ english language ability. additionally, the self-learning lessons design on tmm online was consisted of interesting and attractive features. the video simulation or roleplaying which were recorded by the native speakers are provided to encourage, motivate and enhance the students’ language skills. the exercises were provided in the appropriate series form the basic to the advanced level which were relied on the learners’ ability or their background. according to the results of attitude towards doing self-study using tmm online focused on knowledge application, it can be indicated that the students may not waste time to do selflearning lessons on tmm online. that is because they could apply the things they have learned from the software to the learning strategies for the english courses they registered. another important consideration, the students referred that they can apply the content they learned to their daily life because the lessons from this program were designed and stimulated from the real situations. from all reasons mentions may lead to the development of students’ language proficiency. conclusion in conclusion, it can be indicated that using self-learning program is still useful for the students who enroll to study in an international program for a university level especially the ones who are majoring in international business: china, fis, psu phuket. as you can see from the analyzed data, the level of satisfaction or attitudes of the ibc students were in the satisfied and moderate level. additionally, language proficiency or evaluation results from the english courses that the students registered will be proofed to see the influence of doing self-learning exercise on tmm online. acknowledgements i would like to thank the following people and organizations for helping with this research project: english education department, faculty of teacher training and education, university of islam malang for arranging the great conference and kind consideration of research acceptance. research unit of faculty of international studies, psu phuket for funding and support. i would particularly like to thank napacha p., who guided and encouraged me to conduct this research, and all fis first year students from ibc program for sharing their opinions, attitudes towards tmm online selflearning, and some useful information references csizér, k., kormos, j., & sarkadi, á. (2010). the dynamics of language learning attitudes and motivation: lessons from an interview study of dyslexic language learners. the modern language journal, 94(3), 470-487. http://www.jstor.org/stable/40856179 http://riset.unisma.ac.id/index.php/jreall/user achievement of students' language proficiency and their attitudes toward tmm online 111 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license gyamfi g. &sukseemuang p. (2018). efl learners’ satisfaction with the online learning program, tell me more. turkish online journal of distance education-tojde, 1 (13), 183-202. https://files.eric.ed.gov/fulltext/ej1165887.pdf likert r. (1932). a technique for the measurement of attitudes. arch psychology, 22(140), 55. https://legacy.voteview.com/pdf/likert_1932.pdf li, r (2012). the influence of computer applied learning environment on efl or esl education. theory and practice in language studies, 2(1), 187–191. https://doi.org/10.4304/tpls.2.1.187 191 http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.4304/tpls.2.1.187-%20191 https://doi.org/10.4304/tpls.2.1.187-%20191 37 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5116 vol. 1 | no. 1 | februari 2020 | hal. 37 40 are you ready to vlog? a newly sophicticated way to improve students’ speaking ability fitrotul maulidiyah politeknik negeri malang, indonesia fitrotulmaulidiyah@polinema.ac.id *) correspondence: fitrotulmaulidiyah@polinema.ac.id abstract students find it hard to speak english despite the fact that they have the basic knowledge of the language due to the lack of motivation and confidence. as the technology advances, teachers must be willing to take advantage of the potential channels provided by it. this study aims to improve students’ motivation and confidence to speak english through the use of vlog in the youtube channel as well as to find out the element that affect the most to the improvement of the motivation and confidence. the data were obtained through classroom observations, questionnaires and interviews. in terms of findings, this study revealed that the use of vlog in the youtube channel improved students’ motivation and confidence. the data also suggested that students were most motivated and confident to speak english because they were given enough time to think of what they wanted to talk about and it was done in the place they found familiar. therefore, teachers are suggested to bring technology into the classrooms more often and adjust it to the situation where students find it convenient to speak up. keywords: blogging; vlog; motivation; youtube channel introduction blogging has turned into an exploding interest among the internet communities these years. it has been an unavoidable tool among every element of people in daily life. as the world gets narrower, internet has become one responsible tool to changes occurring. as it could clearly be seen, internet performs significant roles in educational aspects in which many classes make use of internet in several kinds of instruments and activities. in english classroom, one of the latest approaches inenglish teaching and learning is through the integration of technology in the classroom environment (mutmainna, 2016). for many years, internet has become one serious challenge of technology in people’s lives. through the use of internet, people could text, chat, browse, call and make video call. through internet people could also empower themselves through sharing stories in their own sites. this activity is called blogging. “weblogs” or “blogs” or “blogging” is a type of technology which allows people to writetheir personal journals online which can be published and viewed over the web (mutmainna, 2016). in recent years, blogging has become an exploding passion among internet communities (gao, tian, & huang, 2010). this blogging process is worldwide famous. from around 1997, blogging has become a quickly spreading passion among internet literates (parker & pfeiffer, 2005). it is also said that a blog entry is essentially a regular text entry into a web page in which people publish experiences, thoughts, and opinions. nowadays, many people have their own personal blog as homepages. within the context of english as a foreign language (efl), utilizing blogs has emerged as a language learning tool (aydin, 2014). furthermore, it has been stated by aydin (2014) that the use of blogs plays a pivotal role in establishing interactions among students and between teachers and students in the target language. blogs invite participation and have the potential to democratize a classroom since the learners are given the chance of equal participation (mutmainna, 2016). blogs http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5116 fitrotul maulidiyah 38 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license are also beneficial. it is claimed that blogs work best when learners get into the habit of using them (mutmainna, 2016). many foreign educators have started applying this technology to classroom instruction and language learning too (campbell, 2003; johnson, 2004; lankshear & knobel, 2003; richardson, 2004, as cited in mutmainna, 2016). in relation with blogging, vlogging has become one prominent medium to visualize people’s life. videoblogging is the new trend in blogging. as defined by wikipedia (2008), videoblogging, shortened as vlogging in this article, is a form of blogging for which the medium is a video. a videoblog, or vlog, is defined as a blog that uses video as its main source instead of texts. current videoblogs are essentially text blogs with externally linked videos for each entry (parker & pfeiffer, 2005). videoblogging offers a richer web experience than typical text blogging because it combines movies, sound, still images, and text, increasing the information—and potentially emotions—shared with users. most people who have vlogs usually describe various topics such as hobbies, tips, brief speech, and so forth. this is one reason a vlog usually is considered as online diaries. those online and orally spoken diaries are the main component of learning target languages. vlog offers a comfortable and personal site for people to practice the target languages. doing the videos online offers learners the opportunity to practice their language skills anywhere and with little prior preparation, which keeps them involved in the process (thomas, 2009). video blogging or ‘vlogging’ as part of blogging trend tends to have a positive effect on enhancing learners’ fluency, accuracy, and accent or language complexity. since vlogging is mostly oral, speaking is the major component being emphasized. speaking is the heart of learning english. speaking as one productive skill offers a real result for someone who learns a foreign language. it is considered as the most important skill for business and government officers as it is the main communication tool worldwide. speaking is extremely important when it comes to the output process of learning second language. moreover, the teaching and evaluating of speaking is somewhat being ignored. it is also absent from the testing in every foreign language classroom since the objectivity of the testing is rather questioned. it should be raters, not teachers, who evaluate or judge the speaking ability of someone. the goal is the ability of language learners to orally express their ideas. once speaking goals have been determined, the next step consists of questioning how they are going to be achieved. according to johnson and pearson in darmiyati (2007, p.16), there are two causes of low englishspeaking achievement. they usually come from external and internal factors. external factors can be classified into two groups: social and non-social factors. social factors can come from the students themselves and non-social factors can be the place or location, the weather, and time when the learning process happens. internal factors can also be classified into two groups. they are physiological factors and psychological factors. the physiological factors include the function of certain organs that students have while the psychological factors can be the students’ motivation and interest. motivation is one of the internal factors considered very important in teaching and learning process. it assumes that motivation has a great role in determining the success of learning process to reach the goal of learning and the students’ activeness. it means that the students with low motivation probably will face difficulties in learning process while students with high motivation or highly motivated students can reach the learning’s objectives easily. highlymotivated students tend to participate actively during learning process. they often ask questions and like to share ideas with their friends. based on the explanation above, this study would focus on students to enhance their speaking skill. it also aimsatfinding out howmotivation could influence the learning process. furthermore, it is expected that vlogging might stimulate students to learn how to speak english by implementingaccurate andproper english grammar, to choose suitable vocabularies, and to create as well as to develop creative ideastowards their speaking activities in everyday classes. http://riset.unisma.ac.id/index.php/jreall/user are you ready to vlog? a newly sophicticated way to improve students’ speaking ability 39 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license methods research setting and participants this study was undertaken atpoliteknik negeri malang focusing on english department study program. there are three classes in english department and only one class which will randomly be chosen to be the participant of this study. one classroom consists of 25 students. they are considered to have sufficient knowledge and ability in english as reflected from their daily performance score especially in reading and writing activities yet they have problems in speaking. based on the classroom observation result and interview with the speaking teacher which were done before this study, students seemed reluctant duringthe speaking activities. they showed only little interest during the activities and mostly produced simple and unelaborated sentences. students also showed less initiative to voluntarily speak up or ask questions. techniques of collecting data this study employed three techniques of collecting data namely classroom observation, questionnaires and interview with the speaking teacher. the observation was carried out to find out students’ participations and responses in speaking activities. it was done three times, each after two vlog tasks. open-ended questionnaires were addressed to the respondents to get their responses in the form of written data. the interview with the speaking teacher was conducted to gain further information on students’ motivation and confidence to speak english. the questions revolved around the speaking teacher’s observation and evaluation as the classroom teacher and how she perceived students’ performance during speaking activities. as for the task for vlog in youtube channel, it was given after each unit in the material book was completed. students were required to make one vlog for one unit/topic of discussion. results and discussion through classroom observation, it is noticed that students’ motivation and confidence gradually improved. it was not yet seen until the second classroom observation that students showed more participation in speaking activities as well as higher responses. they stayed excited throughout the whole speaking activities and spent longer time speaking until the given time by the teacher was up. by the time the last observation was conducted, it was clear that students now were more motivated and confident to speak in the class using english. regardless the complexity of the activities, the students remained highly participated. from the open-ended questionnaires distributed to the students at the end of the cycle, most of the students gave positive response towards the use of vlog in youtube channel in improving their motivation and confidence. they agreed that the use of vloghelped growing their motivation and confidence to speak english higher. mostly it wasbecause the tasks were done in the place where they found most comfortable such asin their houses or bedrooms and that they were given enough time to think on what theywanted to say. the questionnaires also revealed that when being given the choice, studentsenjoyed doing vlogging as much as the common speaking activities in the class with theirpeers. vlog enabled them to speak freely and comfortably without feeling anxious butdoing activities in class with the peers also gave them enjoyable learning moment andinteractions. since all of the students recorded the vlogs using their phones and that they were fairly technology savvy, all of them were enthusiastic on the ideas of bringing more technology into classroom activities. for one thing, technology was something that they were familiar with. it was also flexible and a lot more interactive compared to the traditional teaching media. conclusion one goal of any academic program should be to provide a foundation from which students can further develop their own ability to adapt and continue learning on their own (wu, yen & marek: 2011). in a nutshell, incorporating vlog in youtube channel in teaching helped to improve http://riset.unisma.ac.id/index.php/jreall/user fitrotul maulidiyah 40 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students’ motivation and confidence of english department students at politeknik negeri malang.most of the factors which indicated higher motivation and confidence were reflected from the students’ response and participation in the classroom. additionally, the teacher agreed on seeing the improvement of her students’ during her teaching session. bringing technology into teaching and learning process is now proven to be one of the most effective ways to improve students’ general performance in quite significant result. for future improvement, the habit of combining technology into one of the teaching techniques used in class should not just stop here. most importantly, teachers need to be more technology savvy and need to keep up with the advancement of the technology in order to be able to help students to improve their english. references arianingsih, y. (2005). hubungan motivasi berprestasi dengan hasil belajar mata pelajaran ekonomi pada siswa kelas ii smp negeri 5 jambi. a thesis. universitas jambi. unpublished. aydin, s. (2014). the use of blogs in learning english as a foreign language. mevlana international journal of education (mije), 4(1), pp. 244-259. retrieved from: http//mije.mevlana.edu.tr/ berliner, d. c., & gage, n. l. (1984). educational psychology third edition. boston: standford university and university of arizona. dornyei, z. (2003). attitudes, orientation and motivations in language learning advances in theory, research and application. language learning. vo. 52, supplement 1. gao, w., et al. (2010). vlogging: a survey ofvideoblogging technology on the web. acmcomputing surveys, (42)4. pp: 15.1 – 15.55. gunelius, s. in https://www.lifewire.com/what-is-a-vlog-3476285. accessed on march 20th 2017. juhana (2012). psychological factors that hinder students from speaking in english class (a case study in a senior high school in south tangerang, banten, indonesia), journal of education and practice, 3 (12), 100-101. karch, m. in https://www.lifewire.com/channel-youtube-1616635. accessed on march 20th 2017. mutmainna, m. (2016). implementing blogs as a learning tool in asian efl/esl learning context. brac university journal, xi(1), 27-35. philips, n., & lindsay, g. (2006). motivation in gifted students. high ability studies, 17 (1), 57-72. su, y.c. (2006). efl teachers’ perception of english language policy at the elementary level in taiwan, educational studies, (32) 3 educational technology and society, 265-283. wu, w.v., yen, l.l., marek, m. (2011). using online efl interaction to increase confidence, motivation and ability., 14 (3), 127. http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.11435 volume 2 | number 2 | p. 140-144 published on july 14th, 2021 140 metacognitive writing strategies for vocational high school students imas masyithoh1, eko suhartoyo2 1,2english education department, universitas islam malang, indonesia 121701073116@unisma.ac.id, 2suhartoyoeko@unisma.ac.id *) correspondence: 21701073116@unisma.ac.id abstract english writing task for students is considered as the most complex task since they need to combine all english skills on writing construction. metacognition, the highest order thinking, has to be in writing strategies (planning, monitoring, evaluating). the students who use their metacognition can know which effective writing strategies on doing their writing task. this research aimed to elaborate on whether there are significant differences between high and low achievers in writing using metacognitive strategies or not. the researcher selected the ex-post facto research and emerged two instruments; (1) writing test – descriptive text to differentiate between high and low achievers in writing (2) questionnaire – to identify the most and the least uses of metacognitive writing strategies. with the independent t-test for analyzing the data, the findings are; (1) the uses of metacognitive writing strategies and students’ writing performance are not significantly different. the mean of each strategy had been compared to the mean of students’ performance; moreover, based on the statistical analysis at spss, it showed no significant difference. (2)the most frequently used strategy by high and low achievers in writing is planning while the least is monitoring. from these findings, the null hypothesis is accepted. although there were no significant differences in the uses of metacognitive writing strategies between high and low achievers in writing; the students have already known what effective writing strategies to improve their writing. keywords: metacognition; metacognitive writing strategies; students’ performance; writing introduction considering that english is in subject-categorized in permendikbud no 37 2018; however national examination has been excluded for higher school’s graduation, english still needs to deepen in term of preparations (yunardi, 2014). since those examinations call english as complex and structured in limited time test, learning writing is good to be students’ ‘on focus.’ aside from understanding students’ english proficiency level, figuring out their way of facing the subject then following their perceptions in conducting the lesson is the right choice. one step in doing this is the teacher would examine students’ metacognitive writing strategies for seeing what they are in prefer to, the way class running, and writing strategies that they have already used, not mention to those that they have not used. metacognitive writing strategies, in short, is one of the writing strategies that has been proved by numerous researchers in their significant effect on learning english (binandeh et al, 2017). this finding had university students as participants, thus the present research was genuinely conducted to examine if metacognitive writing strategies also contributed on vocational high school students’ writing achievements. mohite’s (2014) research revealed the most and less use of writing strategies in english by polish senior high school students. evaluating is in the first place, then monitoring and planning, and they are metacognitive writing strategies used by the participants. yet, the instrument – questionnaire was broadly in three categories; social, cognitive, and metacognitive. further research should be demanded better findings while investigating one of the categories as consideration. then, the roles of high and low achievers in writing were to seek the differences of their use in metacognitive strategies by wang and han (2017). they asserted that writing achievements do not contribute any differences in students’ uses of metacognitive strategies. whereas, farahian and avarzamani’s (2018) finding was not in line with wang and han's. they declared that writing achievements give significant http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.11435 mailto:21701073116@unisma.ac.id metacognitive writing strategies for vocational high school students 141 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license roles in using metacognitive strategies. regarding the exact opposite of both findings and the different background knowledge of participants chinese university students, and iranian university students, respectively, the most recent research should be eagerly conducted. therefore, the present research is to investigate whether there are significant differences between high and low achievers in writing using metacognitive strategies or not. in addition, it is also to discover the most and the least used of metacognitive writing strategies by high and low achievers in writing. methods this study applied an ex-post facto research design and addressed a quantitative approach in form of a questionnaire. that is the initial aim that through a questionnaire, research might have a broader sample – participants in the reason of time efficiency and work. participants who covered up the population and sample in this research were 14 students of grade 10 in smk darul ulum purwodadi. in this quantitative research, the researcher adapted two questionnaires for identifying metacognitive writing strategies used by students. they were english language writing strategies (elws) from a master dissertation of miroslawa mohite (mohite, 2014) and metacognitive strategies of writing survey (msws) used in the research by moqbali, humaidi, and hilal (2020). to examine which are high and low achievers in writing, the writing test also be used. the researcher chose the descriptive text for the writing test since the students have learned it. all data gathering was in one week. subsequently, the researcher analyzed the data in ibm spss with the independent t-test. results and discussion writing test score was for dividing participants into high and low achievers in writing. the scores consisted of knowledge score and skill score. the mean of students’ scores on both categories is the minimum completeness on descriptive text assignments (80.7). the students who have a higher score than 80.7 are considered as high achievers in writing, and the students who have a lower score than 80.7 are considered as low achievers in writing. thus, nine students are categorized as high achievers in writing, and five students are categorized as low achievers in writing. then, both categories were compared to their use of metacognitive writing strategies (planning, monitoring and evaluating) to figure out if they were significantly different or not. table 1. independent t-test for planning strategy on metacognitive writing strategies planning high low n 9 5 x̄ 34.67 30.60 s 7.211 6.066 t 1.064 1.122 sig. (2-tailed) .308 .289 significant value level at the 0.05 level (2-tailed) based on table 1, the data showed that the mean of the use of planning strategy on metacognitive writing strategies for high achievers in writing is 34.67 and for low achievers in writing is 30.60. with the standard deviation -7.211 and 6.066 for high and low achievers in writing, respectively, the t value is 1.064, and the sig value is .308. since sig value (.308) is higher than sig level at 0.05 level, the use of planning strategy on metacognitive writing strategies and students’ writing achievements are not significantly different. table 2. independent t-test for monitoring strategy on metacognitive writing strategies monitoring high low n 9 5 x̄ 25 22.4 s 3.428 4.037 t 1.280 1.217 sig. (2 tailed) .225 .262 http://riset.unisma.ac.id/index.php/jreall/user imas masyithoh, eko suhartoyo 142 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license significant value level at the 0.05 level (2-tailed) according to table 2, the mean difference between the two groups is 2.6. the standard deviation for high achievers in writing is 3.428 and 4.037 for low achievers in writing. in addition, t value is 1.280 and sig= .225 (sig>.05). therefore, there is no significant difference between the use of monitoring strategy of metacognitive writing strategies and students’ writing achievements. table 3. independent t-test for evaluating strategy on metacognitive writing strategies evaluating high low n 9 5 x̄ 28.78 27.40 s 4.116 5.683 t .526 .477 sig. (2 tailed) .609 .649 significant value level at the 0.05 level (2-tailed) with the mean difference between the two groups (1.38) that is presented in table 3, the t value is .526 and followed by the significant 2 tailed value (sig= .609). it means that the use of evaluating strategy on metacognitive writing strategies and students’ writing achievements are not significantly different. table 4. independent t-test for overall metacognitive writing strategies overall high low n 9 5 x̄ 88.44 80.44 s 13.361 14.758 t 1.042 1.010 sig. (2 tailed) .318 .343 significant value level at the 0.05 level (2-tailed) from table 4, the result of analyzing the data is linear with three previous components – planning, monitoring and evaluating for significant value (2 tailed) = .318 is higher than significant value level at the 0.05 level (2-tailed). thus, the overall metacognitive writing strategies and students’ writing achievements do not present a significant difference. in other words, the use of metacognitive writing strategies does not contribute significantly to high and low achievers in writing. figure 1 the use of metacognitive writing strategies figure 1 explained the mean of the most and the least used metacognitive writing strategies for high and low achievers in writing. it indicated that the most used metacognitive writing strategy for 34,67 25,00 28,78 30,60 22,40 27,40 0,00 5,00 10,00 15,00 20,00 25,00 30,00 35,00 40,00 planning monitoring evaluating mean of most and least used of metacognitive writing strategies high achievers in writing low achievers in writing http://riset.unisma.ac.id/index.php/jreall/user metacognitive writing strategies for vocational high school students 143 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license both students is planning, and the least used metacognitive writing strategy for both students is monitoring. from the results, it made the alternative hypothesis (ha) rejected, but it accepted the null hypothesis (h0). this research finding accorded with the research from wang and han (2017) that they asserted that writing achievements do not contribute any differences in their uses of metacognitive strategies. moreover, the metacognitive awareness of secondary school students had been proven to not showing a significant difference (jaleel & premachandran, 2016). however, the use of metacognitive writing strategies by high achievers in writing was not different from the use of metacognitive writing strategies by low achievers in writing, the finding explained that planning strategy on metacognitive writing strategies was the most strategy used by both students. it implied that metacognitive writing strategies had the specific category because evaluating, one of the writing strategies – including social, cognitive and metacognitive, was the most used by polish senior high school students (mohite, 2014). planning also plays a contribution to advanced students’ writing. students who used organizedbased planning were likely to have a better argumentative essay with convincing diction than without using planning on writing construction (limpo & alves, 2018). thus, for vocational high school students, the intermediate efl learners, planning their writing is the fruitful recommendation for exercising their writing skills because advanced writing students also still need to plan their writing. while the results presented the most and the least used of metacognitive writing strategies as comparing the mean of each strategy and students’ achievements, there are the specific percentages of students’ answers in the questionnaire for per item. the most three strategies used by high and low achievers in writing were (1) i can improve my writing with error correction and the teacher’s feedback (evaluating) at 87% (2) i check to see if the language of my essay is clear (monitoring) at 86% (3) i check if the content is relevant to the topic (evaluating) at 84%. then, the least three strategies used by high and low achievers in writing were (1) i use study guides for english writing a lot (planning) at 63% (2) i read around the topic to help me in writing (planning) at 63% (3) i brainstorm many ideas first before i start a writing task (planning) at 63%. the percentages revealed that in the results if the most and the least metacognitive writing strategies used by high and low achievers in writing were planning and monitoring, there were no certain statements that the most and the least item used by high and low achievers in writing were also planning and monitoring. the most used item was evaluating strategy and the least used item was planning strategy. it showed the variation of the questionnaire answers. it means that while they were filling up the questionnaire, they had already known the effective writing strategies for their better writing. all in all, metacognitive writing strategies and students’ writing achievements are not significantly different after the researcher analyzed the data and tested the hypotheses followed by the number of evidence for conclusions. conclusion in brief, there were no significant differences between high and low achievers in writing in using metacognitive writing strategies. planning was the most used metacognitive writing strategy whereas monitoring was the least used metacognitive writing strategy. as the suggestion for the english teacher referring this research, the teacher should have the self-evaluation to give more intense teaching of monitoring strategy to the students. another possible suggestion is that the teacher can also provide the writer’s self-check sheet to the students. it will help students to check their writing according to the instruction. regarding the research method for future research, it would be good to have senior high school students as the participants since the curriculum is somewhat different from vocational high school students. besides the sample, it would be better if two quantitative instruments used in this research are also accompanied by the qualitative instrument to represent more participants’ opinions. in addition, the research with other possibilities of the independent variable might be fruitful http://riset.unisma.ac.id/index.php/jreall/user imas masyithoh, eko suhartoyo 144 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license for further research. one example is gender. it will be to investigate if there is a significant difference in the use of metacognitive writing strategies between male and female students. acknowledgements i would particularly like to thank my first advisor, eko suhartoyo, s. pd., m. pd. who supervised me in doing this research. i would like to thank the headmaster, vice of the headmaster and the english teacher of smk darul ulum purwodadi who gave the permission and help for conducting the research there, and all grade 10 in smk darul ulum purwodadi who shared their opinions and efforts. references binandeh, m., rahmani, s., & raoofi, s. (2017). an investigation into writing strategies and writing proficiency of university students. journal of language teaching and research, 8(1), 191-198. farahian, m., & avarzamani, f. (2018). metacognitive awareness of skilled and less-skilled efl writers. asian-pacific journal of second and foreign language education, 3(10), 1-17. jaleel, s., & premachandran, p. (2016). a study on the metacognitive awareness of secondary school students. universal journal of educational research, 4(1), 165-172. limpo, t., & alves, r. a. (2018). effects of planning strategies on writing dynamics and final texts. acta psychologica, 188, 97-109. mohite, m. (2014). an investigation into the english language writing strategies used by polish efl secondary school learners. london: british council elt master’s dissertation awards: commendation. wang, z., & han, f. (2017). metacognitive knowledge and metacognitive control of writing strategy between highand low-performing chinese efl writers. theory and practice in language studies, 7(7), 523-532. yunardi. (2014). sistem pendidikan di thailand. kantor atase pendidikan, kedutaan besar republik indonesia (kbri) bangkok. http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 12 eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5115 vol. 1 | no. 1 | februari 2020 | hal. 12 16 using songs to improve students’ pronunciation nur laili rizky rahmawati 1 , muhammad yunus 2 1, 2, fakultas keguruan dan ilmu pendidikan, universitas islam malang, indonesia 1 lailyrizky06@gmail.com, 2 m.yunus@unisma.ac.id *) correspondence: lailyrizky06@gmail.com abstract this research was designed to improve students’ pronunciation at mts almaarif 01 singosari, malang through songs. in the preliminary study, the researcher found that the students have trouble pronouncing words correctly and confirmed by the result of their english test in oral test that was 57.20. besides 43 students were taken in viii a class at mts almaarif 01 singosari, malang as the sample of the study, this research consists of two cycles; cycle one with three meetings and cycle two with two meetings. in the planning stage, the researcher designed a lesson plan, preparing material, and formulating the criteria of success. the criteria of success that was 70 or more. additionally, the first result of cycle one got 63.25. at the final, the result of cycle two showed another increase, there were 71.16. in the research finding, it is concluded that the use of songs in teaching pronunciation can improve the pronunciation of the students. all in all, for the teacher should give english songs according to their level; beginner, intermediate, or advanced, for students are suggested to choose other genre of the song for their learning media, such as jazz, rock, and etc. for future researchers are suggested to conduct similar studies on using songs in a different context, subject, or method. keywords: improving; pronunciation; song introduction a song consists of two aspects, those are lyric and elements; such as rhythm, melody, harmony, and expressions (primandaru, 2013). pronunciation according to merriam webster (2019) is how a word or name is pronounced. related to this issue, hornby (1995) as cited in samir (2017) defined that pronunciation is a way of conveying words to someone. based on those definitions, it can be concluded that pronunciation is how a language is spoken, how a word is spoken, and the way someone pronounces words in language. english pronunciation is one of the factors that influence teaching in students' speaking skills. in this case, the teachers have to select the media that is suitable to be applied in teaching english pronunciation. in addition, they are also hope to know how to teach pronunciation well by knowing a good way of teaching english pronunciation. in this research, the researcher has been made observations during her fieldwork in july september 2018 in the viii a students at mts almaarif 01 singosari, malang. they tended to have problems pronouncing when the researcher asked them to read the text given. besides the researcher evidenced the average score of students in terms of their pronunciation that was 57.20, so learning pronunciation is not easy for students. to make it easy in delivering the materials, the teacher needs media, such as songs. the song lyrics can help the students to acquire their language. the authors of song lyrics especially compose song lyrics for teenagers. it means that the intonation and forms in song lyrics are easy to be understood by teenagers. philips (1993) as cited in manik (2015) stated that music is a tool most easily imitated by people. and based on that reason, teenagers will try to do any efforts to http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5115 mailto:lailyrizky06@gmail.com mailto:lailyrizky06@gmail.com mailto:lailyrizky06@gmail.com journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 13 using songs to improve students’ pronunciation know much about the songs. if the teenagers have a willing to know the songs, they will try to learn anything related to the songs. moreover, learning english through songs can be improve to assist pronunciation, since the students can directly get the knowledge on how to pronounce the word from the song they hear when students learn in an enjoyable situation, they will understand the lesson easily, from the reason above, the researcher decided to make the research entitled “improving students’ pronunciation ability through songs for the second-grade at mts almaarif 01 singosari, malang.” song is the act or art of singing (merriam webster, 2019). generally, song as known as music consists of two elements, sounds as the primary and lyrics as the secondary (yuningsih, 2018). mena (2015) as cited in castro (2014) said that students can find easy ways to learn songs by making connections with their lives and social reality. using songs in a social context can also encourage the students to learn english and involve student involvement in the teaching and learning process. morales (2008) stated in sumantri 2011) said that students can enlarge their involvement in using meaningful duties through the use of authentic materials such as rock songs to express their opinions, feelings, and reactions. songs for intermediate level could be used interpretative songs and interpret the message. but not all songs are suitable for their level and some may be difficult; some may have inappropriate themes for teachers to use it. lems (2005) said that the key points are that the teachers love the song and want to teach students with it. therefore, if the teachers love the song, chances are most of the students will have big excited for the songs that their teachers' selection. it can be easy for the teachers to carry on the lessons deeply and emotionally. methods the subject of this research was viii aclass consist of 43 students at mts almaarif 01 singosari, malang. the procedure of this classroom action research is conducted in cycles which consist of five steps. they are; preliminary study, planning included designing lesson plan, preparing material, preparing criteria of success, implementing, observation checklist, field notes, testing, and reflecting the study. the researcher used field note and observation checklist to find out the class atmosphere and the attention of students to the material that given by the researcher. the test is speaking. there was two song entitled i have a dream by westlife in cycle one and insha allah by maher zain in cycle two that determined whether the students are successful or not. the students have to come one by one and chose paper rolls that have been randomized by the researcher. in the paper rolls, there are song lyrics pieces of a song that has been heard by students. the students have to read song lyrics pieces. however, this cycle stop if the average of students' scores can achieve the criteria of success that is 70 or above if the result of the test is not a success, the researcher should change the next plan and continue to the next cycle until the result of the test is successful to the criteria of success that is 70 or above. results and discussion 1. cycle one meeting one in the first meeting, the researcher was playing the song entitled i have a dream by westlife. the field note mentions that the students looked enthusiastic and happy because they learned by using the song even though they don't know the song. meeting two the students were asked to sing the last song that has been learned before entitled i have a dream by westlife. the researcher and the students sing together with karaoke version. the researcher asked the students what the song about. almost all students raised their hands but seemed hesitant in giving their answers. http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 14 rahmawati, n. l. r., yunus, m.. next, the researcher invited some students to perform the song in front of the class. this made the situation in the classroom alive because they cheered each other to see their friend come to the front of the class. meeting three the researcher called one by one name stated in the attendance list and students take one roll of paper. the researcher gave 90 seconds per student; there were 43 students. thus, the time needed was 60 minutes. based on the result of the students’ pronunciation score in cycle one that was 63.25. reflection some improvement was made by using a song in teaching and learning activities like the joyful learning atmosphere. the improvement was proven by the comparison between the score of preliminary study and the score of a test in cycle one. the average score of preliminary study is 57.20, while in cycle one, the students got 63.25 for the average score. however, the researcher had not yet achieved the criteria of success (70.00). there were some aspects of teaching and learning strategies to be improved. based on the explanation above, some steps in the first cycle need to be improved. 2. cycle two meeting one the researcher introduced a new song, entitled insha allah by maher zain. the students are very enthusiastic because the song they are heard is a song that familiar with them. next, the researcher played the game, the game was the student who had been appointed by the researcher to come forward and sing the song entitled insha allah by maher zainin front of the class, after that she and he had the right to appoint his and her friends to sing in front of class too. there are six students come to in front class and sing the song. here, it appears that students are very enthusiastic to the game because they are very interested in that song. it was also seen that the atmosphere in the day was very lively. meeting two the researcher asked the students to take one roll of paper and come to the researcher one by one based on the attendance list. the researcher gave 90 seconds per student; there were 43 students. thus, the time needed was 60 minutes. in the cycle two the students got an average score of about 71.16. reflection in cycle two, the researcher successfully achieved the criteria for success. in this research, the researcher targeted that there was 70 for criteria of success and the students got score 71.16. based on this development, the researcher had achieved the criteria for success. the section presents the discussion of the ways students can improve their ability in english pronunciation at mts almaarif 01 singosari, malang. the result in cycle one showed that students got a score of 63.25. in cycle two the students got 71.16. so, the song insha allah by maher zain successfully increased the pronunciation of students in viii a class at mts almaarif 01 singosari, malang. there are some important points which should be discussed concerning the use of songs and several roles of the songs which influence the students’ pronunciation. before the research was implemented, the students encountered many difficulties to pronounce. one main problem was that the students tend to read words like a mother tongue. in viii a class students at mts almaarif 01 singosari, malang, some students are still having a problem in reading words correctly, such as the pronunciation that differs from the writing. thus, the researcher used the song to overcome the students' problems. the use of songs was found that improving students’ pronunciation ability. the song was selected by considering the students' relevance to the curriculum and the lesson program. journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 15 using songs to improve students’ pronunciation moon (2000) as cited in heslinga (2012) stated that the activities that are related to the topic or theme, helps the students to learn and practice the language. in accordance with this point, the researcher selected the appropriate song for learners. some points contribute to the success of the strategies. in the first activity, the researcher distributed a piece of paper consisting of a song lyric entitled i have a dream bywestlifeas a learning process in improving pronunciation. the second activity has explained by the researcher the meaning of the song and the researcher played the song using audio to introduce how pronouncing the lyrics of the song. the purpose of knowing the meaning of the song was the students more easily imitated the song with their feelings. next, the students just purely listen, which aimed that the students know the pronunciation of the song from the singer and make it easier for students to practice the lyric of pronunciation. second, singing with audio, aimed to train students to apply the pronunciation of the lyrics. the last one singing without using audio aimed to evaluate the extent to which students can imitate the pronunciation of the song. the last activity was the students have to come one by one then read sentences from the song. in cycle two, the researcher distributed the song lyrics consist of a piece of paper entitled insha allah by maher zainas a learning process in improving pronunciation. the researcher played the song through audio, which aimed at the students to know the pronunciation of the song from the singer and make it easier for students to practice the lyrics. the students saw the lyric then the researcher asked the students to repeat the song together with karaoke version it aims to evaluate the extent to which students can imitate the pronunciation of the song. after applying the media, the researcher believed that it can be applied in other classrooms to teach pronunciation. the teaching begins with the activity of guiding the students to sing a song and read the lyrics of the song. it helps the students to comprehend the lesson in the right order, increase the students' interest, and give valuable experience to the students, not only to develop their vocabulary but also to practice reading the lyrics and another simple word/sentence, as needed by smp/ mts students. conclusion based on the result of reflection, it can be concluded that the use of songs in the english teaching and learning process could improve the students’ pronunciation ability at mts almaarif 01 singosari, malang in cycle two with the song insha allah by maher zain and the score that was 71.16. based on the conclusion, the following on how to teach using songs. first, in choosing the song, the researcher must consider the difficulty level of the song. for the middle grade such as smp/ mts, the researcher can use and sing the song which is suitable and positive to them and also according to their age. second, for the students choose a song that interesting and easy to hear for the learning media, it can make the students easily accept the songs, such as jazz, rock, and etc. finally, the future researchers are suggested to conduct a similar study on using songs in a different context, subject, or method. acknowledgements we would like to thank to all the authors who had already contributed to this paper and to the anonymous reviewers for their valuable comments. references castro, c.m.c. (2014). the use of english songs with social content as a situated literacy practice: factors that influence students’ participation in the efl classroom.ejournal,, 125-138. doi: 10.17227/01234870.40 christamia, v. (2014).improving student’s speaking skills through english songs and puppets at grade iv of sd n adisucipto ii in the academic year of 2013/ 2014. (published thesis).yogyakarta state university.yogyakarta, jawa tengah, indonesia. retrieved from https://eprints.uny.ac.id/18526/1/veronica%20christamia%2008202241021.pdf http://riset.unisma.ac.id/index.php/jreall/user https://eprints.uny.ac.id/18526/1/veronica%20christamia%2008202241021.pdf https://eprints.uny.ac.id/18526/1/veronica%20christamia%2008202241021.pdf journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 16 rahmawati, n. l. r., yunus, m.. dictionary.com. (2019).dictionary.com: lyric. retrieved from http://spotidoc.com/doc/1168295/9 chapter-ii-theoretical-review-and-conceptual. heslinga v. (2012). theory and practice in language studies. ejournal, 4 (2). lems, k. (2005). new ideas for teaching english using songs and music. english teaching forum.united states. manik, s. (2015).improving students’ pronunciation mastery by using english songs. retrieved from https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20jo urnal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and %20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20us ing%20english%20songs.pdf. merriam-webster. (2019). merriam-webster:more definitions for pronunciation. retrieved from https://www.merriam-webster.com/dictionary/pronunciation#other-words. merriam-webster. (2019). merriam-webster: song.retrieved from https://www.merriam webster.com/dictionary/song. primandaru, m. (2013).using songs to teach pronunciation to the fifth graders of sd nanggulan 1 kulonprogo.(published thesis).retrieved from https://docplayer.net/63275230.html. samir, s.n. (2017). the use of total physical response (tpr) method in teaching pronunciation of command words at the second year of mtsn 408 binamujeneponto.(published thesis).uinalauddin makassar. makassar, indonesia. retrieved from http://repositori.uin alauddin.ac.id/4678/1/skripsi%20jasmin.pdf sumantri, e. (2011). improving students pronunciation by using english songs. (published thesis).syarifhidayatullah state islamic university. jakarta, indonesia. retrieved from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/5623/1/erno%20sumant ri-fitk yuningsih. (2018). an appraisal analysis : the interpersonal meanings in the discourse of a lyric. ejournalgetsempena english education journal (geej), 2 (5) http://spotidoc.com/doc/1168295/9-chapter-ii-theoretical-review-and-conceptual http://spotidoc.com/doc/1168295/9-chapter-ii-theoretical-review-and-conceptual https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20journal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and%20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20using%20english%20songs.pdf https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20journal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and%20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20using%20english%20songs.pdf https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20journal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and%20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20using%20english%20songs.pdf https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20journal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and%20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20using%20english%20songs.pdf https://uhn.ac.id/files/akademik_files/1712071010_2015_the%20%20explora%20%20journal%20%20journal%20of%20english%20%20language%20teaching%20(elt)%20and%20linguistics_5.%20improving%20students%20pronunciation%20mastery%20by%20using%20english%20songs.pdf https://www.merriam-webster.com/dictionary/pronunciation#other-words https://www.merriam-webster.com/dictionary/pronunciation#other-words https://www.merriam-webster.com/dictionary/song https://www.merriam-webster.com/dictionary/song https://docplayer.net/63275230.html http://repositori.uin-alauddin.ac.id/4678/1/skripsi%20jasmin.pdf http://repositori.uin-alauddin.ac.id/4678/1/skripsi%20jasmin.pdf http://repository.uinjkt.ac.id/dspace/bitstream/123456789/5623/1/erno%20sumantri-fitk http://repository.uinjkt.ac.id/dspace/bitstream/123456789/5623/1/erno%20sumantri-fitk http://repository.uinjkt.ac.id/dspace/bitstream/123456789/5623/1/erno%20sumantri-fitk 41 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5614 vol. 1 | no. 1 | februari 2020 | hal. 41 45 teaching children: the weightiness of adopting practical approach to teaching children achmad kholili department of english, universitaszainul hasan genggong, indonesia achmadkholili93@gmail.com *) correspondence: achmadkholili93@gmail.com abstract teaching children still becomes a challenging task today and copying with that is quite necessary. although the strategies have been implemented to be successful language learning for the children, however, it sometimes still fails due to lack of several practical approaches in the teaching process. this paper is presented to shed light on some practical approaches to teaching english to young learners. it covers intellectual development, attention span, sensory input, affective factors, and authentic meaningful language. these approaches are offered so as to make the goal of learning attainable. the teachers are strongly recommended to apply this in english language teaching to their children. keywords: teaching children, practical approaches, and learning goal introduction teaching children is subsumed under something necessaryin learning english. it is based on the statements issued by some experts since children have innate faculties. these days, there have been quite a few teachers of english both efl and esl teachers conducting english teaching to the children. a wide range of strategies is used by the teachersto teach thembut they do not take into adequate consideration for several practical approaches of teaching them. therefore, they are not likely established in teaching the language to them. it will subsequently not come to fruition in learning if thoseapproaches are not applied in teaching the language for the children. there are some reasons why the teachers should know those approaches. as has been stated by brown (2015:108) even if you could somehow pack a suitcase full of the most current teaching resources, you would still have to face the question of who your learners are, wherethey are learning, and why they are learning. this statement is affirmatively meaningful that although teachers have developed some strategies or have used teaching resources for teaching the children a language, it will not be completely fruitful if they do not recognizewho they teach, where they teach, and why they are learning. therefore, in addition to knowing the teaching resources or strategies of teaching the children, the teachers must also know few practical approaches for teaching them for the sake of successful learning. a case in point is that the children have learned vocabulary by a teacher. in the meantime, the teacher has used collaborative learning to teach them. however, the teacher seems very confusedsince the students encounter difficulties to learn the language because the teacher does not take into account of who they teach. in fact, he is teaching children in this session. this example emphasizes us that the teacher should know severalintegrated approaches so as to be effective teaching. since this is the case, the writer wants to point up that there are few approaches that may be used to teach the children. brown (2015:110) states that to successfully teach children a second language requires specific skills and intuitions that differ from those appropriate for adults teaching. the integrated approaches comprise intellectual development, attention span, sensory input, affective factors, affective factors, as well as authentic and meaningful language. the writer, in this case, also wants to assert that teaching the children is different from adults. hence, brown points out the statement. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5614 mailto:achmadkholili93@gmail.com mailto:achmadkholili93@gmail.com achmadkholili 42 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license this paper aims at clarifying several practical approaches of teaching children since the approaches are at times neglected in teaching a language to them. much consideration for the practical approaches in teaching the children is of great important in this session. therefore, several subsequent approaches may be developed in teaching them. methods this paper aimed at clarifying several practical approaches of teaching children since the approaches are at times neglected in teaching a language to them, this study was undertaken at an elementary school as young learners. then it focused on investigantingintellectual development, attention span, sensory input, affective factors, and authentic and meaningful language through class observation. all of the data was described descriptively. results and discussion seeing a number of teachers of children are nowadays available, the significance of developing some practical approaches is of essential. brown (2015:110) five categories help gives some practical approaches to teaching children. they are intellectual development, attention span, sensory input, affective factors, and authentic and meaningful language. intellectual development each person has ability, so do the children. however, the ability children have is not similar to the adult. piaget (1972) in brown called “concrete operation”, we need to remember their limitation, rules, explanations, and other even slightly abstract talk about language must be approached with extreme caution (brown, 2015: 110). the intellectuality of the children in this case is different from adults. the children have intellectual stage up to the age of eleven. therefore, the teacher teaching children should take this into account. the children in this stage have little acquaintance for “correctness”. the teacher may teach the students a variety of concepts or chapters. however, the children will not be successful in learning the concepts if the teachers do not ponder their intellectual limitation. in this case, the teacher should assist the children’s cognitive development. according to brown (2015:110) there are some guidelines for teaching children: cognitive development. they are clarified as follows: 1. do not explain grammar using terms like ‘present progressive” or ‘relative clause”. 2. rules stated in abstract terms (“to make a statement into a question, you add a doordoes”) should be avoided. 3. some grammatical concepts, especially at the upper levels of childhood, can be called to learners’ attention by showing them certain patterns (“notice the ingat the end of the word”) and examples(this is the way we say it when it is happening right now. “i’m walking to the door”). 4. certain more difficult concepts or patterns require more repetition than adult needs, but not to the point of boredom! short, snappy drills may be very helpful 5. but when you do short drills, make sure your students understand the meaning and relevance of what they are reciting. try to avoid scenes like the one with the little boy who had no pencil. e.g.a teacher teaches the students color, that is, red. the teacher, in this case, provides the students with some examples of colors, but the teacher explains that the red color is only in the right side, whereas in the left side is not. the right side belongs to red, whereas the left one belongs to blue. this teaching requires more repetition to make the children remember on. attention span the second thing which is salient to recognize is the attention span. according to oxford dictionary at en.oforddictionaries.comclarifies that attention span is the length of time for which a person is able to http://riset.unisma.ac.id/index.php/jreall/user teaching children: the weightiness of adopting practical approach to teaching children 43 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license concentrate on particular activity or subject.another statement is also pointed out with wikipedia at www.wikipedia.com, that is, attention span is the amount of concentrated time one can spend on a task without becoming distracted. most educators and psychologists agree that the ability to focus and sustain attention on a task in crucial for the achievement of one's goals. it is important to understand what attention span means. since language lessons can at times be difficult for children, the teachers’ job is to make them interesting, lively, and fun. how do you that? brown (2015:113) clarifies several hints to teach the children. the following might be considered in teaching them, 1. because children are focused on the immediate here and now, activities should be designed to capture their immediate interest. 2. a lesson needs a variety of activities to keep interest and attention alive. 3. a teacher needs to be animated, lively, and enthusiastic about the subject matter. consider the classroom a stage on which you are the lead actor; your energy will be infections. while you may think that you’re overdoing it, children need this exaggeration to keep spirit buoyed and minds alert. 4. a sense of humor will go a long way to keep children laughing and learning. since children’s humor is quite different from adults’, remember to put you in their shoes. 5. children have a lot of natural curiosity. make sure you tap into that curiosity whenever possible, and you will thereby help to maintain attention and focus. it is also stated in another article that humor is not separated when teaching to the children.asian students can be notoriously serious and focused, but that doesn’t mean that they don’t have a funny bone. if you can incorporate activities that stress fun and competition without too much forced language practice, you will have found one key to success (in how to young learners’ magazine). e.g. a teacher teaches the children about animal. to make the activity interesting, the teacher may provide them with some examples of animal, for example, the animal is a cat. the teacher may say this animal is a cat. he mayimitate to say the same sound as the cat, “meoong, meoong, meoong”. thus, “if you find it somewhere, that’s called as a cat”, he says to the children. this activity is clear that the teacher must not only explain and give the examples of the cat, but also gives the practice for the sound of a cat so as to make the students interested in and focused on learning the sort of the animal. therefore, the children will raise their attention span (concentration). they will automatically focus and concentrate on what they are learning. this is important for the sake of successful learning. sensory input children need to have all five senses stimulated. your activities should strive to go well beyond the visual and auditory modes that we feel are usually sufficient for a classroom (brown: 2000:89). the following is the guidelines for teaching children: sensory input 1. pepper your lessons with physical activity, such as having students act out things (role-play) play games, or do total physical response activities. 2. projects and other bands-on activities go a long way toward helping children, are excellent ways to get them to learn words and structures and to practice meaningful language. 3. sensory aids here and there help children to internalize concepts. the smell of flowers, the touch of plants and fruits, the taste of foods, liberal doses of audiovisual aids like videos, pictures, tapes, music-all are important elements in children’s language teaching. 4. remember that your own nonverbal language is important because children will indeed attend very sensitively to your facial features, gestures, and touching. e.g. the children learn about family. the teacher introduces some family member name. then, to make the students understand well, the teacher also provides with audiovisual aids, he provides with a video introducing family trees. it will be of beneficial to them so that they could be more comprehended. http://riset.unisma.ac.id/index.php/jreall/user http://www.wikipedia.com/ https://en.wikipedia.org/wiki/attentional_control https://en.wikipedia.org/wiki/distract achmadkholili 44 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license affective factors a common myth is that children are relatively unaffected by the inhibitions that adults find to be a block to learning. teachers need to help them to overcome such potential barriers to learning. (brown, 2015:113).the following is the guidelines for teaching children: affective factors. 1. help your students to laugh with each other at various mistakes that they all make. 2. be patient and supportive to build self-esteem, yet at the same time be firm in your expectations of students. 3. elicit as much oral participation as possible from students, especially the quieter ones, to give them plenty of opportunities for trying things out. e.g. the children learn about the pronunciation in english, then one of the students commits error in pronouncing a word, for example, “bathroom”. in fact, he should say “bedrom” but he say ”batrom”. this may make the student unconfident to repeat the word. as a result, he feels shy to redo it. the teacher may support him in order that the student may have willingness to try it again. the teacher may also consider other students who are withdrawn or reserved in learning the pronunciation. the teacher may give more opportunities for them to try to pronounce the word. authentic, meaningful language brown (2000: 90) points out those children are focused on what this new language can actually be used for here and now. your classes can ill afford to have an overload of language that is neither authentic nor meaningful.the following is the guidelines for teaching children: authentic, meaningful language 1. children are good at sensing language that is not authentic; therefore “canned” or stilted language will likely be rejected. 2. language needs to be firmly context embedded. story lines, familiar situations and characters, real-life conversations, meaningful purposes in using language-these will establish a context within which language can be received and sent and thereby improve attention and retention. context-reduced language in abstract, isolated, unconnected sentences will be much less readily tolerated by children’s minds. 3. this statement is also emphasized by susan (1992:27) that we won’t help the children to develop their capacity to concentrate if we jump into inconsequently from one topic to the next. 4. a whole language approach is essential. if language is broken into too many bits and pieces, students won’t see the relationship to the whole. and stress the interrelationships among the various skills (listening, speaking, reading, and writing), or they won’t see important connections. e.g. teacher teachesthe children a story. he take one of the stories, for example, “cat and mouse”, the story is taken out due to the fact that it is interesting and easy to comprehend. however, after the teacher tells the story, the children have difficulty comprehending the story since the teacher uses unconnected sentences and does not recount it in sequence. it then makes the students get into bad mood even though the story is quite intriguing. this should be avoided. the teacher must be able to tell the story not only in context-embedded but also in connected-sentences so as to be meaningful and easy to grasp by the children. conclusion since the approaches have been clarified above, the writer finally draws a conclusion that the availability of the approaches is of essential to be applied in teaching english to the children. the teacher might be ableto use a wide range of strategies to teach their pupils but the result will not be fully successful if not balanced with the practical, integrated approaches above. therefore, the approaches are very suggested to the teachers who teach english to the children. this is important to know since the children are different from adults.the limitation of the children should be recognized by developing the practical approaches. hence, taking the approaches for teaching http://riset.unisma.ac.id/index.php/jreall/user teaching children: the weightiness of adopting practical approach to teaching children 45 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license english to the children iscompulsory in this case. those aim at making successful learning in english. references brown.h. douglas. 2000. teaching by principles: an interactive to language pedagogy.4thed. new york: longman. brown. h. douglas. 2005. teaching by principles: an interactive to language pedagogy. 4thed. new york: longman. halliwel.s.1992. teaching english in the primary classroom. new york: longman group uk limited oxford. d. 2017.attention span. en.oforddictionaries.com/attentionspan. accessed september 12th, 2019. http://riset.unisma.ac.id/index.php/jreall/user 69 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6432 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6432 vol. 1 | no. 2 | august 2020 | hal. 69-72 the capacity of human memory: is there any limit to human memory? ehsan namaziandost1, meisam ziafar2 1,2department of english, islamic azad university, iran 1e.namazi75@yahoo.com, 2meisam-ziafar@iauahvaz.ac.ir *) correspondence: e.namazi75@yahoo.com abstract there exist some estimates of the capacity of human memory. recent studies have proven the fact that long term memory is subject to constant reconfigurations mostly at lower levels of neural clusters. there is no consensus on one definition for the capacity of memory. as far as retrieval of items present in memory is not the concern, it is reasonable to refrain from putting limits on capacity of human memory; otherwise, one must accept a number game which renders no fixed definite final estimation. recently such capacity is defined as the amount of interference created by the item which must remain active in the memory. keywords: human memory; long term memory; interference; capacity introduction the human brain consists of about one billion neurons. each neuron forms about 1,000 connections to other neurons, amounting to more than a trillion connections. “if each neuron could only help store a single memory, running out of space would be a problem. you might have only a few gigabytes of storage space, similar to the space in an ipod or a usb flash drive” (chen, hsieh, & kinshuk, 2008, p. 8). yet neurons combine so that each one helps with many memories at a time, exponentially increasing the brain’s memory storage capacity to something closer to around 2.5 petabytes (or a million gigabytes)(wright & fergadiotos, 2012). for comparison, if your brain worked like a digital video recorder in a television, 2.5 petabytes would be enough to hold three million hours of tv shows. you would have to leave the tv running continuously for more than 300 years to use up all that storage. the brain’s exact storage capacity for memories is difficult to calculate (murray, 2012). first, we do not know how to measure the size of a memory. second, certain memories involve more details and thus take up more space; other memories are forgotten and thus free up space. additionally, some information is just not worth remembering in the first place. this is good news because our brain can keep up as we seek new experiences over our lifetime. if the human life span were significantly extended, could we fill our brains? i’m not sure (ivanova & hallowell, 2012). one interesting machine is the human brain. in our mind the complex interactions form our emotions, perceptions, feelings and desires and ultimately make us who we are. is there any end to what this incredible machine can achieve? is a certain amount of the human intellect capped? when we project ourselves over, say, a thousand years, we can learn and understand a lot more than we do today? is there an inherent limit to what our brains can understand? so, if we can imagine how powerful the brain is, let's do some maths. there are around 100 billion neurons in the human brain. while many famous sources say that on average each neuron is fired about 200 times per second— and it's the first number you'll get if you search up on google — this figure is most likely wrong. scientists are not exactly sure what the number is because different parts of brain pulse at different rates, but a report proposes a rate of 0.29 per second based on rough calculations (namaziandost, hafezian, & shafiee, 2018). every neuron is believed to be connected to some 7,000 other neurons, so that 7,000 other neurons get that information every time a single neuron shoots a signal. if you http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6432 http://dx.doi.org/10.33474/j-reall.v1i2.6432 mailto:1e.namazi75@yahoo.com mailto:2meisam-ziafar@iauahvaz.ac.ir mailto:e.namazi75@yahoo.com namaziandost, e., ziafar , m. 70 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license multiply these three numbers, you get 200,000,000,000,000 bits of information transmitted every second inside your brain. that’s 200 million a number too big to visualize. the point is: the brain is a powerful machine. despite the general agreement on the fact that there is no limit to the storage capacity of human long-term memory, mostly in the case of well-defined upper bounds (cherniak, 1983; galton, 1879, cited in dudai, 2011), some studies have tried to find the capacity limitations of human memory. dudai (2011) maintains that if by memory capacity we mean memory that can be stored regardless of whether it is normally retrieved or not it can be asserted that everything we learn is permanently stored in the mind. dudai (2011) cites the french philosopher helvetius who contends that: “the capacity of memory far exceeds the practical needs of a thoughtful human being. there is no one whose memory cannot contain not only all the words of a language, but also an infinity of dates, facts, names, places, and finally a number of objects considerably more than six or seven thousand”. (p. 342) the other premodern attempt in determining the capacity of human memory was done by a swiss-german psychologist, haller, who estimated that within 50 years a person may accumulate 1,577,880,000 traces (burnham, 1889, cited in dudai, 2011). after presenting some attempts in measuring the amount of memory capacity in humans dudai (2011) concludes that it cannot be done yet since we still do not know how representations are in the spatial and temporal patterns of neuronal activity. what is more current formal estimates of maximal information in our brain -2). according to wang, liu and wang (2003) the brain of an adult person contains up to 100 billion neurons, when each neuron is linked to a vast number of other neurons through thousands of synapses. they maintain that despite having such knowledge the capacity of human brain remains a mystery to be discovered, since such estimation highly depends on proper cognitive and mathematical models of the brain. they further maintain that despite the belief that long term memory (ltm) is fixed and static, which is based on observations showing that the capacity of adult brains is already completed and has reached a static state and its growth is impeded, recent discoveries in neuroscience and informatics show that ltm is being constantly reconfigured, mainly at lower levels of the neural clusters. after going through some mathematical and computational algorithms, as a rough estimation of human memory capacity they propose 10^8432 bits as a rough estimation of the human memory capacity. the authors further maintain that the brain does not create new neurons to represent new information; rather it sets new synapses between the existing neurons so that new information can be represented. after all, the important fact to bear in mind is that as dudai (2011) rightly mentions, memory capacity means different things to different people: before embarking on the quest for pertinent data, it is useful to note that "memory capacity" means different things to different people. theoreticians may construe it as referring to the overall storage capacity of an information-processing machine with the properties of brain. those who are more biologically oriented may wish to add that the capacity of brains is constrained by deterioration with age and the finite life time of mortals. experimental psychologists and neuropsychologists may have in mind distinct memory systems and may also ask how much of the capacity of each system is actually used. it is evident that the theoretical limit is larger than the real-life overall capacity, which is larger than the capacity of specific systems, etc. (p. 343) according to dudai (2011) other attempts made in order to determine the amounts of human capacity were geared to estimating the maximal amount of information that the human brain is expected to perceive throughout life. a pioneer in the modern attempts to equate the brain with a machine, john von neuman, estimated that the input per nerve cell per second in the human brain is 14 bits, and, concluded that the information accumulated over a life span of 60 years is 2.8 x 1020 bits (von neuman 1958). in the past 20 years both life expectancy and the estimate of the number of neurons in the brain http://riset.unisma.ac.id/index.php/jreall/user the capacity of human memory: is there any limit to human memory? 71 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license increased; therefore, using the same influx estimate one now gets 3.3 x 1021 bits per lifetime. (p. 345). the conclusions drawn by dudai (2011, pp. 347-348) are as follow: 1although the theoretical constructs of mathematicians, physicists, and other practitioners of artificial neural networks vary in their assumptions and rules, the bottom line is that the human brain (or,more accurately, its artificial simplified counterparts) is capable of a storage capacity that can account for the higher-end estimates obtained by either folk or experimental psychology. that is, wewould not be able to astonish the current generation of modelers if we were to confront them with the views of st. augustine or hailer; they surely would be able to come up with a model that reconciles with the data. the appreciation for this truly impressive capacity is clearly detected in various treatments of the subject in computer sciences and information theory. 2highly simplified number games, suggest that in theory, the human brain may be capable of storing all of the sensory information that it encounters throughout a lifetime. 3-last, but not at all least: there is a link missing between theory and biology, without which the calculation would indeed remain number games. even if we were to know how many bits the brain can store, this would not tell us how many memories we have because we do not know, first, how much of the system is engaged in mnemonics and second, most importantly, how specific pieces of information are encoded. short-term memory (stm) capacity and working memory capacity (wmc) there are various estimates for the storage capacity of short-term memory. cherniak (1983) considers it to be six meaningful units or chunks such as randomly chosen words. miller (1956, cited in dudai, 2011) considers it to be seven plus or minus two items, and more recently miller has changed the number into the average capacity of about four numbers (cowan, 2001, cited in morey, 2011). according to baddeley (1996) the concept of working memory is different from that of shortterm memory in two respects. firstly, the working memory is composed of a number of subsystems rather than being a unitary module, and secondly, it involves an emphasis on the functional role of other cognitive tasks such as learning, reasoning and comprehension, to the extent that functional capacity of working memory (ricks & wiley, 2009) is preferred. the storage component of working memory, according to morey (2011), is considered as a buffer that permits the manipulation and working on information which comes from various sources like sensory stores or long-term memory. in regard to the capacity of working memory (wmc) there is general agreement that there is limitation on the amount of processable input, although different scholars propose different estimations. for example conway, kane, and engle (2003) correlate it with spearman’s g (general intelligence),kyllonen&christal (1990) equate working memory capacity with reasoning ability, and baddeley and hitch (1974, cited in baddeley, 2003) propose two separate working memory capacities, with one predicting verbal abilities and the other prediction visuospacial ones. gordon et al (2002, cited in fedorenko, gibson, & rohde, 2006) argued that the working memory capacity in language processing should not be determined in terms of the number of items that can be kept active in memory through the process of comprehension, but rather in terms of the amount of interference created by the item which must remain active in the memory. in the case of the capacity of long term memory, brady, konkle, alvarez, and oliva (2008) also refute the idea that the number of stored items can be used as an estimate of memory capacity, and propose the proper capacity estimate take into account the number of remembered items multiplied by the amount of information present within each item. conclusion those interested in knowing about how the capacity of human memory is limited should not expect to be presented with more than a number game. different numbers are achieved by numerous scholars due to their special orientations toward the issue. when by capacity of memory we mean http://riset.unisma.ac.id/index.php/jreall/user namaziandost, e., ziafar , m. 72 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license those items, which are accumulated and the retrieval of the items already present in the memory is not considered as a criterion in setting limits for memory capacity it is much easier to go into the camp of those who see no point in limiting memory capacity. despite this disagreement it can be concluded that as dudai (2011) maintains, current formal estimates of maximal information in our -2). through making peace between theory and biology one is more likely to end in closer estimates of the capacity of human memory and thus to put an end on this number game. the presence of such a number game implies that there is almost agreement on setting limits on the capacity of human memory. the capacity of working memory as an indispensable part of human memory highly correlates with higher order manipulations of items such as reasoning and comprehension. recent views have a more comprehensive definition for what the capacity of working memory is. they define it as the amount of interference created by the item which must remain active in the memory. references baddeley, a. d. (1996). the fractionation of working memory. proc. natl. acad. sci., 93, 1346813472. baddeley, a. d. (2003). working memory: humans. in j. h. byrne (ed.), learning and memory (pp. 672-676). new york: macmillan. brady, t. f., konkle, t., alvarez, g. a., & oliva, a. (2008). visual long-term memory has a massive storage capacity for object details. pnas, 105(38), 14325-14329. chen, n.s., hsieh, s.w., & kinshuk . (2008). effects of short-term memory and content representation type on mobilelanguage learning. language learning & technology, 12(3), 93–113. cherniak, c. (1983). rationality and the structure of human memory. synthese, 57, 163-186. conway, a. r. a., kane, m. j., engle, r. w. (2003). working memory capacity and its relation to general intelligence. trends in cognitive sciences, 7(12), 547-552. dudai, y. (2011). how big is human memory? learning & memory, 3, 341-365. fedorenko, e., gibson, e., & rodhe, d. (2006). the nature of working memory capacity in sentence comprehension: evidence against domain-specific working memory resources. journal of memory and language, 54, 541-553. ivanova, m.v., & hallowell, b. (2012). validity of an eye-tracking method to index working memory in people with and without aphasia. aphasiology, 26, 556-578. kyllonen, p.c., &christal, r.e. (1990). reasoning ability is (little more than) working memory capacity. intelligence, 14, 389–433. morey, r. d. (2011). a bayesian hierarchical model for the measurement of working memory capacity. journal of mathematical psychology, 55, 8-24. murray, l. l. (2012). attention and other cognitive deficits in aphasia: presence and relation to language and communication measures. american journal of speech-language pathology, 21, s51-s64. namaziandost, e., hafezian, m., &shafiee, s. (2018). exploring the association among working memory, anxiety and iranian efl learners’ listening comprehension. asian-pacific journal of second and foreign language education, 3(20), 1-17. https://doi.org/10.1186/s40862-018-00613. ricks, t. r., & wiley, j. (2009). the influence of domain-knowledge on the functional capacity of working memory. journal of memory and language, 10, 1-19. wang, y., liu, d., & wang, y. (2003). discovering the capacity of human memory. brain and mind, 4, 189-198. wright, h.h., &fergadiotos, g. (2012). conceptualizing and measuring working memory and itsrelationship to aphasia. aphasiology, 26, 258-278. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.1186/s40862-018-0061-3 https://doi.org/10.1186/s40862-018-0061-3 98 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: doi: http://dx.doi.org/10.33474/j-reall.v3i2.17364 volume 3 | number 2 | p. 98-103 published on august 10th, 2022. the use of flashcard to improve students’ vocabulary mastery in writing descriptive text: case of grades 7 of smpn 5 ambarawa in the academic year 2021/2022 alifvia putri azharra1, jafar sodiq2, arso setyaji 3 1,2,3english education, language and arts education, pgri university semarang, *) correspondence: alifviaputri22@gmail.com abstract this study aims to determine: (1) to find out students’ vocabulary mastery of smpn 5 ambarawa in writing descriptive text taught with using flashcard (2) to find out students’ vocabulary mastery of smpn 5 ambarawa in writing descriptive text taught without using flashcard, and (3) to know the significant difference of students’ vocabulary mastery in writing descriptive text taught with and without using flashcard. this research is quasiexperimental research. this research was conducted at smpn 5 ambarawa in may-june 2022. the population in this study was class vii students consisting of 33 students in the experimental class and 33 students in the control class. the experimental class in its treatment using flashcards while the control class only uses the lecture method as a learning process. the design used in this study is the pre-test post-test control group design. the research instrument was in the form of a learning outcome test. to test the hypothesis using the paired sample t-test. data analysis was done descriptively. the results of this study indicate that: (1) in the experimental class the average value of the pretest is 57.33 while the posttest average value is 82.64 which is higher than the control class, (2) in the control class the average value of the pretest is 56.06 while the posttest average value is 66.66, still lower than the experimental class (3) the average posttest value of the experimental class > control class is 82.64 > 66.67 which means that the vocabulary mastery of the experimental class is higher than the control class. in the paired t-test, the results obtained are sig.2 tailed of 0.000 <0.05 using flashcards is more effective. keywords: flashcard; vocabulary mastery; descriptive text introduction since elementary school to university, indonesia uses english as a foreign language that students learn. proficiency in english is important because it has a positive academic impact. english ability can be seen from the number of vocabularies that a person has. the need to learn english vocabulary is very important for improving students’ language skills. vocabulary is needed at every stage of students’ language development. the definition shows that vocabulary is the first element that english learners must learn to master english well. in addition, thornbury & scott (2002:13), in anwar & efransyah (2018) emphasize that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. vocabulary is one of the basic components in learning a second or foreign language. however, in the process of teaching and learning vocabulary, there are still many seventh-grade students of smpn5 ambarawa who are less enthusiastic and feel that english is a difficult subject to learn. in addition, vocabulary teaching and learning activities are more teacher-centered. and this is considered less successful in making learning ‘live’ and interesting to follow. in this case the teacher http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.17364 the use of flashcard to improve students’ vocabulary mastery in writing descriptive text: case of grades 7 of smpn 5 ambarawa in the academic year 2021/2022 99 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license uses less learning materials for mastery of english vocabulary because he only uses worksheets and english handouts to teach. on the other hand, in addition to difficulties in remembering english vocabulary, students also experience difficulties in pronunciation and spelling so that they often experience difficulties in understanding story texts written in english. according chatib (2011), explains that flashcard media are cards that contain pictures or writings related to concepts. another definition is expressed by windura (2010), that flashcard media or flash cards are cards used to remember and review in the learning process. in writing descriptive text, students must have good vocabulary mastery in order to be able to describe something/someone clearly. students with poor vocabulary mastery often make mistakes in choosing the right words to describe the subject. students also indicated that they could not see anything significant to write about. they spend a lot of time in the planning stage but they are still confused about starting their writing. they don't know how to organize their ideas and some of them don't even have ideas. with these problems, students find writing a daunting task. it makes them less interested in writing. however, the students’ writing skills are still lacking and the teacher only uses the lecture method to create obstacles in learning descriptive text. one of the obstacles when learning descriptive text material is that students do not memorize the vocabulary that will be compiled, this makes students do not have an idea and inspiration for the text to be made. the use of flashcard as descriptive text learning media is an alternative in the teaching and learning process of english vocabulary for seventh grade students of smpn5 ambarawa. teachers must be more creative and innovative in providing learning media so that the learning process runs smoothly. the flashcard used in this learning process has never been applied as a learning medium in descriptive text material for class vii smpn 5 ambarawa, this is a new thing and a challenge for students in learning english vocabulary through flashcards that can provide them with preparation description text. from the above understanding, it can be concluded that students’ vocabulary mastery still requires development, especially in writing descriptive text. this can be done by developing students’ vocabulary through the use of flashcards. smpn 5 ambarawa which is located in pringapusan, ambarawa district, semarang regency is the researcher’s choice to be used as a research location because from the beginning of the researcher’s observations there has been no use of flashcards as a medium for learning english. from the explanation above, it can be understood that the use of flashcards as a medium for learning descriptive text material is an effort to provide students with knowledge and skills in english. broadly writing, the conditions described above have encouraged the author to know, examine and analyze in depth the application of learning media that has been applied at smpn 5 ambarawa. therefore, this research is expected to be an effort to improve and refine the use of flashcard to improve students’ vocabulary mastery in writing descriptive text: case of grades 7 of smpn5 ambarawa in the academic year 2021/2022. methods this type of research uses quantitative research as quantitative experimental research. this research was conducted at smpn 5 ambarawa. the population in this study was class vii students consisting of 33 students in the experimental class and 33 students in the control class. the experimental class in its treatment using flashcards while the control class only uses the lecture method as a learning process. the design used in this study is the pre-test post-test control group design. the research instrument was in the form of a learning outcome test. to test the hypothesis using the paired sample t-test. http://riset.unisma.ac.id/index.php/jreall/user alifvia putri azharra1, jafar sodiq2, arso setyaji 3 100 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license results and discussion the following is a description of the use of flashcards in the experimental class, namely the process when flashcard are used by researchers in the experimental class as learning media in the teaching and learning process in the classroom. in this study, the researcher first gave a pre-test to the control class and the experimental class. after that, the researcher gave the treatment using flashcard in the experimental class. the researcher as the executor taught using flashcard to the experimental class students in 3 meetings of 3 x 90 minutes. the first day, the researcher distributed pre-test questions to be done by the experimental class students, after that the researchers used flashcard as learning media to 33 students, and the teaching and learning process began. the second day, the researcher gave another treatment using flashcard as a medium of learning to 33 students. and the third day the students worked on the post-test questions and closed with an evaluation of the teaching and learning process. in the control class the teaching and learning process is in 3 meetings 3 x 90 minutes. the first day, the researcher distributed pre-test questions to be done by the control class students, after the teaching and learning process started with the lecture method. the second day, the researcher gave descriptive text material without using flashcards to 33 students. the third day, the students worked on the post-test questions and closed with an evaluation of the teaching and learning process. based on the data collected, the research findings have been recapitulated and then analyzed to determine of the use of flashcard to improve students' vocabulary mastery in writing descriptive text: case of grades 7 of smpn5 ambarawa.c from the result of research in class vii a, namely as an experimental class which in its research uses flashcard, it produces the following values: table 1 respondents' assessment of pre-test and post-test experimental class no statistics class vii a pre-test post-test 1. lots of data 33 33 2. lowest score 34 54 3. highest score 92 98 4. mean 57.33 82.64 5. median 56 84 6. modus 38 89 mean different =25,31 source: primary data processed, 2022 based on the table above,33 respondents who were taken as samples based on post-test scores from class vii a had a large enough difference of 25,31 so the difference was significant. this significant difference means the group of students who received treatment with flashcards (class vii a) in the learning process had a higher average score than the group of students who did not use flashcard in the learning process. furthermore, it can be interpreted using flashcards to improve students’ vocabulary mastery in writing descriptive text. http://riset.unisma.ac.id/index.php/jreall/user the use of flashcard to improve students’ vocabulary mastery in writing descriptive text: case of grades 7 of smpn 5 ambarawa in the academic year 2021/2022 101 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license from the result of research in class vii b, namely as a control class which in its research without flashcard, it produces the following values: table 2 respondents' assessment of pre-test and post-test control class no statistics class vii b pre-test post-test 1. lots of data 33 33 2. lowest score 21 32 3. highest score 84 80 4. mean 56,06 66,64 5. median 56 71 6. modus 54 71 mean different =10,58 source: primary data processed, 2022 based on the table above,33 respondents who were taken as samples based on post-test scores from class vii b had a large enough difference of 10,58 so the difference was significant. this significant difference means the group of students who did not get treatment with flashcards (class vii b) in the learning process had a lower average score than the group of students who did not use flashcards in the learning process. furthermore, it can be interpreted using flashcards to improve students’ vocabulary mastery in writing descriptive text. in this study, it showed that the experimental class (the class that used flashcards) got an average pre-test score of 57.33 with the highest score of 92 and the lowest score of 32 while the posttest average value of 82.64 with the highest score of 98 and the lowest score of 54. the control class (the class without using flashcards) got an average pre-test score of 56.06 with the highest score of 84 and the lowest score of 21, while the post-test average value of 66.64 with the highest score of 80 and the lowest score of 32. it means that it can be concluded that learning using flashcard can improve students' vocabulary mastery in descriptive text which is quite good than learning without using flashcard. this can be shown from the results of the calculation of the average post-test value in the experimental class, which is higher at 82.64 while the control class average is 66.64. the results of the paired t-test, which are obtained are sig.2 tailed of 0.001< 0.05, which means that there is a significant difference between the average value before treatment (pre-test) and the average value after treatment (post-test) for both the experimental class and the control class. based on the comparison of the difference between the post-test and pre-test mean scores in the experimental class, the post-test and pre-test mean scores in the control class were higher in the experimental class, which was 25.31 > from 10.58 for control class. the use of flashcard will open up opportunities for students to improve vocabulary. by using flashcard, students are expected to be able to dare to reveal opinions and learn to develop logical thinking and reasoning. the use of flashcard in writing descriptive text is as feedback for students and teachers, for teachers’ flashcard can be used for learning media in providing or explaining material, while for students as a tool for independent study and improving vocabulary. from the results of this study, according to the english teacher, that with flashcard http://riset.unisma.ac.id/index.php/jreall/user alifvia putri azharra1, jafar sodiq2, arso setyaji 3 102 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license learning media increased students' vocabulary in writing descriptive text according to the sk and kd taken. the conclusion is that the use of flashcard can increase students' vocabulary in writing descriptive text. find out students’ vocabulary mastery of smpn 5 ambarawa in writing descriptive text taught with using flashcard. in learning to write descriptive using flashcards in class vii a, the teacher felt that this media was more helpful. learning by using flashcards media allows students to see some vocabulary. thus, students can not only learn by using books that are limited to be used as references only. english teachers use flashcards to convey and train students in descriptive writing. in addition, students also enjoy learning to write using flashcards as media. vocabulary mastery of students is also wider and increases with flashcards. this study supports the findings of previous research from (musyaffa’, 2020) which stated that the use of flashcards media was proven to be effective in improving students' writing skill in descriptive text. flashcard media makes the learning process in class more active and fun find out students’ vocabulary mastery of smpn 5 ambarawa in writing descriptive text taught without using flashcard. this study found that grade vii b students in learning descriptive writing were a factor of very low interest in learning english, and students did not want to do the assignments given by the teacher. the low interest in learning can be seen from the behavior of students during the learning process in class. various reasons such as not memorizing a lot, grammatical difficulties and less active learning in class. this can cause student learning outcomes to be less than optimal. in learning to write descriptions without using flashcards, the teacher feels that he has mastered the vocabulary in writing a little. learning without using flashcards media allows students to only write modestly due to lack of vocabulary mastery. thus, students only learn by using limited books for reference only. in addition, learning in class is also a bit boring. the significant difference of students’ vocabulary mastery in writing descriptive text taught with and without using flashcard. the significant difference in using flashcard to improve students' vocabulary mastery in writing descriptive text in class vi smpn 5 ambarawa and without using flashcards can be seen after receiving treatment in learning to write descriptive text using the media. the result of the research in the experimental group is that the use of flash cards can improve students' vocabulary when writing descriptive text. this is evidenced by the student learning outcomes which are significantly difference on average the experimental class is much better than the control class when writing descriptive text. thus, the results of this study support the theory that has been put forward and in accordance with the research objectives that have been set, namely: to know the significant difference of students’ vocabulary mastery in writing descriptive text taught with and without using flashcard. conclusion based on the results on the research and discussion, it can be concluded that the use of flashcard to improve students’ vocabulary mastery in writing descriptive text. the result can be stated as follows: the use of flashcards in writing descriptive text can distinguish the average value of learning outcomes. this can be shown from the results of calculations using the paired t-test, the results obtained are sig.2 tailed of 0.001 <0.05 with t-count -11.894 which means the average before using the flashcard is lower http://riset.unisma.ac.id/index.php/jreall/user the use of flashcard to improve students’ vocabulary mastery in writing descriptive text: case of grades 7 of smpn 5 ambarawa in the academic year 2021/2022 103 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license than the average after using a flashcard which means that ho is rejected and ha is accepted, namely the use of flashcard to improve students' vocabulary mastery in writing descriptive text. from this test, there is a significant difference between the average value before treatment (pre-test) and the average value after treatment (post-test) for both the experimental class and the control class. based on the comparison of the difference between the post-test and pre-test average scores in the experimental class, the post-test and pre-test mean scores in the control class were higher in the experimental class, which was 25.31 > from 10.58 for the control class. this means that there is a significant difference between the average value of the experimental group and the control group. references anwar, y. t., & efransyah, e. (2018). teaching english vocabulary using crossword puzzle game at the seventh grade students. project (professional journal of english education), 1(3), 235– 240. chatib, m. (2011). sekolahnya manusia: sekolah berbasis multiple intelligences di indonesia. kaifa. musyaffa’, m. l. (2020). flashcard as a media to improve students’ writing skill in descriptive paragraph. e-link journal, 7(2), 83. https://doi.org/10.30736/ej.v7i2.339 windura, s. (2010). memory champion school: rahasia mengingat materi pelajaran apa saja. pt elex media komputindo. http://riset.unisma.ac.id/index.php/jreall/user 72 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.17646 volume 3 | number 2 | p. 72-78 published on august 5th, 2022 verbal interaction in the classroom at smp negeri 6 majene : an analysis flanders interaction categories askiah hasan1, putu wahyu sudewi2 1english education department, sulawesi barat university, majene, indonesia 1askiahhasan98@gmail.com, 2putuwahyu.sudewi@unsulbar.ac.id *) correspondence: askiahhasan98@gmail.com abstract the purpose of this study was to analyze the verbal interactions of students in class viii of smp negeri 6 majene, by analyzing the verbal interactions between teachers and students in class viii of smp negeri 6 majene in the 2020/2021 school year. this research is a descriptive qualitative research. data collection techniques used checklist observation and video tapping. researchers took 10 grade viii students of smp negeri 6 majene as research subjects. the results showed that in the teacher category more often appeared to accept feeling, ask question, criticizes / justifies authority. furthermore, in the student category the most dominant was student talk response. in this case, researchers assess, that teachers and students are still lacking in verbal interaction and there are still many categories that have not been fulfilled. furthermore, students also sometimes experience confusion and difficulty in proper verbal interaction. then they don't really understand what is being discussed so they are afraid of being wrong even though students know what to say to the teacher. keywords: verbal interactions; category introduction language is something that is very important in human life. language is used by humans to communicate with others in everyday life. language is one way to communicate between people in words. there are many different languages in the world. today, english is the most important language. as we can see that english has been used as a common language used to communicate throughout the world. teaching is to facilitate the learning process and as a guide the process of teaching and learning english as a foreign language (efl) takes place in the classroom. shomossi, (2004) recommends that interaction help students to achieve better learning and provide opportunities to practice their competencies. they gain competence by listening to teachers and students, and communicating with teachers and students. the teaching and learning process is a fundamental interaction process between teachers and students. however, creating communicative interactions between teachers and students is one of the obstacles in the teaching and learning process. in the teaching and learning process, there are teachers who do not get a response at all from students, even though the students know and want to give the response. therefore, this is the time for the teacher's role to act as a controller; the teacher must carry out interactive techniques and make interactive classes successfully. in this case, teachers and students must negotiate the meaning of achieving certain goals during the teaching and learning http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.17646 mailto:2putuwahyu.sudewi@unsulbar.ac.id verbal interaction in the classroom at smp negeri 6 majene : an analysis flanders interaction categories 73 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license process. through verbal interaction, students can demonstrate and practice their target language. brown (2007) suggests that interaction is a collaborative exchange of thoughts, feelings, or ideas between two or more people producing a reciprocal effect on each other. to carry out reciprocal interactions, the teacher not only facilitates students to learn but also encourages students to be involved in participation. brown (2001) defines interaction as the core of communicative competence. when a student interacts with other students he receives input and produces output. interaction actions can be verbal and non-verbal. verbal interaction occurs because the teacher and students have to talk to each other. meanwhile, non-verbal interactions include gestures, eye contact or facial expressions by teachers and students when they communicate without using words. moore (2000) stated that interaction has three types, namely teacher-student interaction, student-student interaction, and student-content interaction. the most important type of interaction is the teacherstudent interaction, because it can create situations when teachers and students talk and perform verbal interactions in the teaching and learning process. this is assumed because the verbal emphasis of most words, sentences and utterances is simple, clear, understandable, reliable and active as a stimulus that contains the meaning and value that is learned. in addition, tuan and nhu (2010) explain that teachers speak more dominantly in class interactions. from the illustrations expressed, the authors are interested in knowing the class interactions between teachers and students. this means that between teachers and students there are always changing roles when interactions take place in the teaching and language learning process. based on the description above, verbal interaction is fundamental in the language teaching and learning process, especially in schools that emphasize english subject matter. the aim of this research is to analyze how the verbal interactions between teachers and students happen in the classroomthis. this study analyzes the interaction between teachers and students and aims to develop students' abilities, especially in communicating everyday english and can also respond to english in verbal interactions between teachers and second grade students at smpn 6 majene. methods this research uses descriptive qualitative research. according to sugiyono (2010) qualitative research methods are research methods based on the philosophy of postpositivism, used to examine natural conditions of objects, (as opposed to experiments) where the researcher is a key instrument, data source sampling is done in a purposive and snowball manner, collecting techniques with triangulation (combined), data analysis is inductive / qualitative, and qualitative research results emphasize more on meaning than generalization. in this study, researchers analysed of verbal interaction between teacher and students on the second grade in smpn 6 majene. researchers choose students based on 10 students who are active in learning to verbal interaction. results and discussion from the results of the observation checklist given, the researcher concluded that the teacher was still lacking in 10 items that had to be fulfilled in verbal interactions. the teacher still were some verbal aspects of interaction that have not fulfilled during the learning process. and students were less active in the learning process where some students are still less active in answering questions from the teacher. table 1. teacher observation research results no ap id yes no am http://riset.unisma.ac.id/index.php/jreall/user askiah hasan1, putu wahyu sudewi2 74 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 1 indirect teacher talk accept feeling 2 2 praise encourages 1 3 accepts/ use ideas of students 4 asks questions 2 5 direct teacher talk lecturers 1 6 gives directions 7 criticizes/justifies authority 2 table 2. the result of observations of researchers and teachers for students no ap id ac 1 2 3 4 5 6 7 1 students student-talk 10 1 3 talk response 2 students – initiation 3 silence/ confusion 9 information ap: aspect id: indicator ac: action based on the first table, it can be seen that the teacher has fulfilled 5 items, namely: accepts feeling (the teacher does not get angry when students do not do homework, teacher gave advice to students not to repeat it again and the teacher responds to students’ questions well). praise / encourages (teacher received students answer by saying, good students). ask questions (the teacher asks students to open the book and the teacher asked to the students about the material narrative text). lectures (the teacher explains material about narative text, clearly and smoothly). criticizes / justifies authority (the teacher asks to the students, why do students not doing homework and the teacher asked, whether the students finished doing the task). based on the second table, the results of the observation checklist given to students, it has fulfilled 2 items, namely students talk response and silence / confusion. students talk response (students respond to greetings from teachers as well, students answer the teacher’s question, that day is not there are no present, there were 10 students who were fulfilled and students answered the teacher's question students, there was 1 student who was fulfilled). silence / confusion (there are students who are silent when asked by the teacher about the material narrative text, there were 9 students fulfilled). http://riset.unisma.ac.id/index.php/jreall/user verbal interaction in the classroom at smp negeri 6 majene : an analysis flanders interaction categories 75 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license researchers identify and classify the types of verbal interactions that occur between teachers and students in the class. this research was conducted in two meetings with the same material. where the first and second meetings were discussing narrative text. in analyzing the verbal interactions that occur between teachers and students in the classroom, the writer uses the theory of fiac by flanders (1963) cited in allwright and bailey (1991). a. accept feeling the teacher receives feelings when the teacher says that he understands the feelings of the students. in addition, the teacher also clarifies the attitude or tone of a student's feelings in a way that is not threatening, perhaps positive or negative feelings. here is an interaction that is included in the category of receiving feelings. teacher: okay, then can anyone explain again what narrative text is b. praise/encourages in this category there are jokes that release information, but not those that threaten the student or are made at the student's expense. sometimes praise is a word like: "good", "good", or "right". often teachers just say, "okay, good job". encouragement is slightly different and includes statements, such as "go ahead," "tell me more about your idea." the following are interactions that fall into the praise or encourage category: students correctly answer questions from the teacher teacher: very good c. accept/use ideas of students this category is quite similar to category 1. however, it only includes acceptance of students' ideas and not acceptance of the emotions expressed. when a student suggests a suggestion, the teacher can paraphrase the student's statement. in addition, the teacher can restate the idea more simply or summarize what the students say. the teacher may also say, "well, that's a good answer. i get what you mean." it is a bit difficult to understand category 3, but the teacher has to divert students' ideas. in this study, the authors did not find any interactions included in the category of accepting or taking advantage of students' ideas. d. asking questions this category only includes questions when the teacher expects answers from students regarding the content of the lesson. the questions that are meant to be answered are of several kinds. there is a right or wrong answer to that question.questions can be very broad and give students a lot of freedom to answer. the following are interactions that fall into the asking questions category: teacher: open the book e. lectures teaching is a form of verbal interaction that is used to provide information, facts, opinions, or ideas to children. presentation materials can be used to introduce, review, or focus class attention on important topics. whenever the teacher explains, discusses, gives opinions, or provides facts or information, this category is used. the following are interactions that fall into the teaching category: teacher: narrative text is text that tells about fictional stories such as fairy tales that aim to entertain readers. f. giving direction the decision to classify the statement as a direction or command or not, must be based on the degree of freedom which serves as feedback for the teacher's direction. the following are interactions that fall into the category of providing direction or guidance: in this study, the authors did not find any interactions included in the category of providing direction or guidance. http://riset.unisma.ac.id/index.php/jreall/user askiah hasan1, putu wahyu sudewi2 76 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license g. criticizing of justifying authority a statement criticizing is one that is designed to change student behavior from unacceptable to acceptable. if the teacher explains himself or his authority, defending himself against the student or justifying himself, the statement falls into this category. the following are interactions that fall into the category of criticizing or ensuring authority: teacher: why do students not doing homework? h. students talk response this category is used when the teacher has initiated contact or requested a student statement. this is done when students answer questions asked by the teacher, or when they respond verbally to the direction given by the teacher. the following are the interactions included in the speakinganswering student category: teacher: assalamualaikum students: walaikumsalam i. students initiation generally the student raises his hand to make a statement or ask a question when he or she is not asked to do so by the teacher. the appropriate category is this category. in this study, the authors did not find any interactions included in the category students speaking own initiative. j. silence or confusions this category includes everything that doesn't fall into any other category. a period of confusion in communication when it is difficult to determine the person speaking is classified into this category. this includes pauses and brief periods of confusion, when communication cannot be understood by the observer. teacher: what is narrative text? students: (confused / silent) from the above discussion, the researcher concluded that the verbal interaction between teachers and students was still lacking in the learning process. researchers found that teachers were still lacking in several items and students were less active in the learning process. and as for some items that can be fulfilled in the learning process, namely, accepts feeling, praise / encourages (teacher received students answer by saying, good students), ask questions (the teacher asks students to open the book and the teacher asked to the students about the material narrative text.), lectures (the teacher explains material of regular and irregular verb, clearly and smoothly), criticizes / justifies authority (the teacher asks to the students, why do students not doing homework). in this section the researcher wants to discuss how verbal interactions between teachers and students are. this research was compiled by students of grade 8 c smpn 6 majene of the academic year 2021/2022 who had been observed. researchers conducted research using the observation checklist and video taping to find out how verbal interaction between teachers and students in the learning process. researchers used the observation checklist and video taping tests to see how verbal intrusion between teachers and students in the learning process, by looking at several items 10: accepts feeling, praise/encourages, accepts/use ideas of students, ask questions, lectures, gives directions, criticizes/justifies authority, students talk response, students initiation, and silence/confusion. in addition, during the research the researcher found that the verbal interaction between the teacher and students, the researcher found that the teacher was still lacking in some items and the conversations in the classroom students spoke when there was an opportunity given by the teacher. there are several items that are fulfilled and not fulfilled by the teacher and students in the class, namely praise/encourages (the teacher gave a response by saying ok, good students, because the students have completed the memorization of the vocabulary) and (teacher received students answer http://riset.unisma.ac.id/index.php/jreall/user verbal interaction in the classroom at smp negeri 6 majene : an analysis flanders interaction categories 77 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license by saying , yes nice students), accept/use, ask questions (the teacher asked to the students, who are not present today), (the teacher asked homework to the students given last week), lecturers (the teacher explained about material present continuous), (the teacher explained how to answer the question reading a form of the text is long), give direction (the teacher asks students to open the task book and prepared a dictionary), (the teacher asked for students to open the practice of the national exam book), criticizes/justifies (the teacher asks students to make the sentences of regular and irregular verb). and also students are less active in the learning process. and as for some items that can be fulfilled in the learning process, namely, accepts feeling, praise/encourages (teacher received students answer by saying, good students), ask questions (the teacher asks students to open the book and the teacher asked to the students about the material narrative text.), lectures (the teacher explains material of regular and irregular verb, clearly and smoothly), criticizes/justifies authority (the teacher asks to the students, why do students not doing homework). students talk response, student’s initiation, and silence/confusion. this is supported by raharjo dwi untoro (2010), based on the analysis and discussion of the results of the study, it is concluded that the interaction between teachers and students in the classroom shows a regular pattern of exchange. the class conversation leads to a single goal to achieve learning goals. conversation in class is the dominant role of the teacher; students speak whenever there is an opportunity given by the teacher. researchers want to compare the results of their research with research related to their research. in raharjo dwi untoro's thesis (2010) discusses the analysis of teacher-student interactions in the classroom showing regular exchange patterns. the class conversation leads to a single goal to achieve learning goals. while the thesis result of this study is to find that the teacher is still lacking in several items. as for some of the new findings that the researchers found were in accordance with the results of the observation checklist and video taping of the teacher and students with the researcher, namely: verbal interaction in the most dominant flanders interaction analysis categories is the type of flanders accept feeling, ask questions, criticizes/justifies and for students, namely students talk response, and teachers play an active role in fostering student motivation to speak, both in terms of learning methods, and how teachers recognize student abilities. so that the teacher can adjust to the things the students want in learning. so that students feel more motivated and active in the learning process. conclusion based on the results of the data, there are 10 categories that occur in class where 7 items are for teachers and 3 items for students, namely receiving feelings, praising/encouraging, accepting/using students' ideas, asking questions, lecturing, giving directions, criticizing/justifying authority, student response speaking, student initiation, and silence/confusion. the results showed that the teacher category more often appeared to accept feelings, ask questions, and criticize/justify authority. furthermore, in the category of students who are the most dominant in students' speech responses. of all the indicators that occur only accepting/using student ideas and providing direction that does not occur in the classroom.the teacher speaks and the student speaks and is silent. teachers are more active than students in the teaching and learning process, but still in verbal interactions where there are still many unfulfilled categories. http://riset.unisma.ac.id/index.php/jreall/user askiah hasan1, putu wahyu sudewi2 78 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references allwright, d and k. m. bailey. (1991). focus on the language classroom: an introduction to classroom research for language teachers. cambridge: cambridge university press. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york, ny: addison wesley longman, inc , 55. brown. (2007). teaching by principles: an interactive approach to language pedagogy. new york, ny: addison wesley longman, inc. moore, m. g. (1989). editorial: three types of interaction. american journal of distance education, 3(2), 1-7. retrieved from http://aris.teluq.uquebec.ca/ portals/598/t3_moore1989.pdf n.shomossi. (2004). the effect of teacher’s questioning behavior on efl classroom interaction: a classroom research study. in the reading matrix, 4(2), 96-104. sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta tuan, l. t., & nhu, n. t. (2010). theoretical review on oral interaction in efl classrooms. studies in literature and language, 1(4), 29-48. untoro, r.d.(2010). “analisis wacana lisan interaksi guru dan siswa dikelas”. retrievered from https://digilib.uns.ac.id › dokumen › download conflict of interest statement: the authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user http://aris.teluq.uquebec.ca/ journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license 76 eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.10235 volume 2 | number 2 | p. 76-82 published on april 28th, 2021 the perception of foreign language students toward the implementation of inclusive education cahya kusuma negara1, dewa ayu eka agustini2, luh diah surya adnyani3, 1,2,3english language education, ganesha university of education, bali, indonesia 1cahyakusuma50@gmail.com, 2eka.agustini@undiksha.ac.id, 3surya.adnyani@undiksha.ac.id *) correspondence: cahyakusuma50@gmail.com abstract this research aimed to describe the implementation of inclusive education and identify the challenges students might have in english courses at smk n 3 singaraja. the research subjects were students with disabilities and regular students who studied at xi mm 2 (multi-media). this research was a case study that used the descriptive qualitative method. the data collection was done by conducting a questionnaire and interview guide sequentially. the student's perception was measured from 3 aspects, namely perceiver, target, and social setting. the result from the questionnaire and interview was analyzed continuously and described descriptively. this research showed that students with disabilities and regular students have a good perception of inclusive education implementation. however, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. it implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students. keywords: perception; inclusive education; the student with disabilities introduction inclusive education has a unique concept in its implementation. the idea is to incorporate the regular student and the student with disabilities in the same school (adiputra, mujiyati, & hendrowati, 2019; khan, hashmi, & khanum, 2017). it means that learning is held in public schools such as elementary school, junior high school, and senior high school. inclusive education is not only placing the student with disabilities with regular students, but it also gives the same opportunity for both of the students (avcioglu, 2017). the student with disabilities gets the same opportunity in learning and facilities as regular students. the school also provides an equal quality of education and services for disabled students and regular students. inclusive education also breaks the barrier of the differences between students with disabilities and regular student s. there is a space for all students to interact with the other student. avcioglu (2017) stated that inclusive education gives students more space to build successful interactions with different people. the students with disabilities are not afraid to interact with regular student s in regular classes even they have differences. the students in inclusive education also learn how to accept each other in differences (avcioglu, 2017). when regular students accept each other, they can help students with disabilities in the teaching and learning process. the character building also starts from an earlier age since the inclusive education was conducted from the elementary school, junior high school, and senior high school (ediyanto, atika, kawai, & prabowo, 2017). http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.10235 the perception of foreign language students toward the implementation of inclusive education 77 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license many countries have implemented inclusive education for students. in china, improving inclusive education became the significant attention in china's educational system (zhang, rosen, cheng, & li, 2018). in ghana, the government has committed to providing equal education opportunities for children with disabilities by implementing inclusive education (okyere, aldersey, & lysaght, 2019). united states accepted inclusive education among the u.s general and special teachers, disability activists, and parents of children with disabilities (tahir, brian, & michael, 2019). it is supported by some legislation such as all handicapped children act (eahca) of 1975, americans with disabilities act (ada) of 1990, no child left behind (nclb) of 2001, and every student succeeds act (essa) of 2015. in indonesia, inclusive education started with the trials in the year 1998-2001 in several yogyakarta areas (rasmitadila & tambunan, 2018). the practices were used as the starting point to know more about inclusive education in indonesia. the purpose was to introduce inclusive education and adapt it to the school. the government also provided block grants for districts to initiate inclusive schools in 2005 (sunardi, maryadi, 2014). it means that the districts can participate in teacher training, distribute special equipment, or building renovation for inclusive school. the implementation was also supported by permendikbud nomor 70 tahun 2009; the inclusive education for the student with special needs has the potential intelligence and or the student with special talents. unfortunately, there are some challenges in implementing inclusive education in indonesia from schools, teachers, and parents. the research found that indonesia, especially elementary school, is not yet ready to implement the inclusive class (rasmitadila & tambunan, 2018). it means that the school does not implement inclusive education effectively. it also found that only several teachers could not teach students in inclusive education (ediyanto et al., 2017). also, the parents influenced the implementation of inclusive education. some parents have negative perceptions regarding inclusive education (adiputra et al., 2019). okyere, aldersy, and lysaght (2019) found that students with disabilities in ghana faced some challenges such as corporal punishment for slow performance, victimization, and low family support. avcioglu conducted the research (2017) found that teachers' behavior and students' acceptance significantly affect communication and inclusive class interaction. in the same year, ediyanto, atika, kawai, and prabowo (2017) found that the implementation of inclusive education in indonesia) needs to be improved in some aspects such as facilities, teachers, learning activities, curriculum, and government efforts. rasmitadila and tambunan (2018) found that some elementary schools are not ready yet to become inclusive schools because of some challenges. unfortunately, there is limited research about inclusive education that including students as active participants in research. investigating student's perceptions can give more specific information on the implementation of inclusive education in indonesia. one way to maximize inclusive education is by investigating students' perceptions with disabilities and regular students. it reflects how the government should develop inclusive education in the future from students who have been previously taken apart in inclusive education (okyere et al., 2019). investigating students also describe how students feel included in inclusive education and examine a new and innovative way to improve inclusive education (schwab, sharma, & loreman, 2018). therefore, it is essential to investigate students' perceptions of disabilities and regular students to maximize inclusive education implementation. additionally, perception' perception also describes someone's meaning about a particular thing in their environment (robbins & judge, 2013). the meaning shows how http://riset.unisma.ac.id/index.php/jreall/user cahya kusuma negara, dewa ayu eka agustini, luh diah surya adnyani 78 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license someone's view and experience to something that they received. some factors can influence inclusive education, such as the perceiver, object or target, and situation. the researcher is interested in investigating inclusive education in smk n 3 singaraja from the students' perception regarding the information. there are two students with disabilities in smkn 3 singaraja. the first student is a student in grade 11th. this student is categorized with double disabilities or a person with quadriplegia (physical disabilities) and a slow learner. the second student is a student in grade 12th. this student is categorized as a deaf student, and he uses a special tool to hear any sounds. the researcher also wanted to identify the challenges that face by the student toward inclusive education. smk n 3 singaraja is a public school that has implemented an inclusive education system since 2015. methods the method of this research was a qualitative descriptive method. this method enabled the researcher to describe the data in detail and provide a detailed and accurate description of the participant's experiences about a phenomenon (sandelowski, 2010). the design of this research was a case study. a case study focuses on investigating a particular or only one topic, individual, classroom, or program (cohen, manion, & morrison, 1928). this research only investigated one student with disabilities in one school and the students' perception toward implementing inclusive education. this research was conducted in smk n 3 singaraja in the academic year 2019/ 2020. it is only focused on 11th grade, with one student with disabilities in the class xi mm 2 (multimedia). there were 34 students, which consist of 1 student with disabilities and 33 general students. the researcher used a questionnaire and interview guides to collect the data. the instruments were based on organizational behavior by robbins and judge (2013), which investigated the individual, groups, and structure about the effect of implementing particular knowledge. this study used the data analysis from miles and huberman (1994). this theory has four stages: data collection, data reduction, data display, and conclusion (drawing /verifying) (miles & huberman, 1994). results and discussion student's perception toward the implementation of inclusive education the researcher conducted the questionnaire to all students and followed by interviewing several students. all students filled the questionnaire with 20 questions about the perception and challenges of inclusive education in english class. after conducting the questionnaire, the researcher interviewed several students by using an interview guide and audio recording. the results were shown in table 1. table 1. student's perception toward the implementation of inclusive education dimension aspect result perceiver interest the existence of students with disabilities inclusive class is challenged motive giving more experiences developing good behavior attitude the closeness with a student with a disabilities experiences the student with disabilities' attitude expectation equal education for all different attention http://riset.unisma.ac.id/index.php/jreall/user the perception of foreign language students toward the implementation of inclusive education 79 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license object novelty not something new for all students background of inclusive education in indonesia adaptation is a challenge teacher's role situation time the teacher spent more time with a student with disabilities repetition tends to help the students work setting the facility tends to be sufficient for students the student tends to have a special teacher social setting not all students respect the student with disabilities in the first dimension, the regular student said that he was interested to learn english in an inclusive classroom because the student with disabilities could assume that they were smartest than him. he might think that the student with disabilities had less understanding because the teacher always helped students with disabilities in the learning process or did a task. the students were interested to learn in the inclusive classroom because they had some challenges. the students explained that they had the challenge of competing because every student had different learning potentials. one student might too smart in english while the others were not. therefore, it was quite hard for students who had less ability to compete with good english students. learning english in the inclusive classroom gave more experiences for students to achieve their goals. the students said they had experiences to meet different people. it was because regular students learned with the student with disabilities in the same classroom. besides learning together, regular students could learn how to interact with the student with disabilities. learning in an inclusive classroom also developed the student with disabilities' good behavior. a student with disabilities explained he became more confident interacting with regular students. regular students also explained that he was confident and aware of speaking with the student with disabilities. the inclusive class helped him understand the kind of people who had disabilities. one of the student's seatmates with disabilities said that the student with disabilities was disturbing him. it was because the student with disabilities usually cheated on his assignment. meanwhile, students who were not the student's seatmate with disabilities said that he did not disturb him. it meant that the student with disabilities showed different attitudes depending on the closeness with regular students. in this case, the teacher should pay attention to the student's classroom process with disabilities. the result showed that the student with disabilities' attitude did not influence all regular students' understanding. most of the regular students stated that student with disabilities did not influence their understanding. the students expected that there were different attention for the student with disabilities and regular students in inclusive class in the expectation aspect. both of the students have different needs and potential in learning english. the teacher should be able to manage the material and teaching strategy for the student. both of the students must get the same opportunity in education even there was different attention in inclusive class. it meant that regular students and students with disabilities learned the same material with the same curriculum. in the second dimension, 10 regular students said that inclusive education was not new because they have faced it since elementary school or junior high school. meanwhile, http://riset.unisma.ac.id/index.php/jreall/user cahya kusuma negara, dewa ayu eka agustini, luh diah surya adnyani 80 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 21 students said that this was the first time they learned in an inclusive classroom. students who had the experience to learn in an inclusive classroom could interacting or learning together. in different results, some students who get a new experience felt they needed more time to adapt themselves to the classroom environment. the adaptation was a challenge faced by students to learn in an inclusive classroom. it was related to the learning activity. especially for the student with disabilities, he found a learning challenge because he learned the same material with regular students. the teacher's role influenced the implementation of an inclusive classroom. the teacher should have skills and knowledge of how to teach students in an inclusive classroom. a regular student explained that the teacher did not give the same attention to students with disabilities and regular students. the teacher more often gave attention to students with disabilities, especially in doing a task. meanwhile, the other students explained that the teacher had given all students the same learning process opportunities. it meant that there were some different perceptions among students. the finding showed that the teacher spent more time with a student with disabilities and needed more time to teach him. it was because the student with disabilities in this classroom was a slow learner. the teachers also spent more time in inclusive education because they used highly controlled and teacher-centered instruction in teaching students in inclusive classes. it is also related to the repetition of the material for the students. the teacher gave more repetition for the student with disabilities because this student was a slow learner. the repetition might disturb other students, but it could help the other students review the material. in the work setting aspect, 18 students responded that the school facility was sufficient because it was useful, helpful, and students only brought a dictionary from home. meanwhile, 12 students responded that the school facility was not sufficient for the students because of the availability of packet books and the toilet for students. it could conclude that the facilities were becoming the challenges in implementing inclusive education. the other regular students and students with disabilities also explained it needed a special teacher in inclusive class. the special teacher could handle a student with disabilities when the regular teacher taught regular students. the student with disabilities explained that he sometimes got bullying by his friend. some students judge the condition of the student with disabilities as a joke. meanwhile, the other students explained that the teacher and the students had respected the student with disabilities. because of this different perception, the teacher should take a role in handling it. thus, the student with disabilities did not feel he got bullying by his friends. in this situation, the teacher could explain how to interact with the student with disabilities. the challenges of implementing inclusive education the researcher transcribed all expert students' voices from the interview to show the data in the description. it found several challenges of implementing inclusive education: lack of adaptation with inclusive class, lack of time, lack of facilities, and lack of a special teacher. the first was lacking adaptation with the inclusive classroom. some regular students had difficulty adapting themselves to learn with the student with disabilities because not all regular students had experience learning together with the student with disabilities. the second was lacking time. the students in an inclusive classroom sometimes needed more time to understand the material. especially for the student with disabilities, he needed more than one time to understand the english teacher's explanation. the english teacher usually repeated the material for the student with disabilities. therefore, the teacher http://riset.unisma.ac.id/index.php/jreall/user the perception of foreign language students toward the implementation of inclusive education 81 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license should be aware of the time in the learning process because the teacher handled regular students and students with disabilities simultaneously. the third was lacking facilities. this study showed that the facilities in this school were not sufficient for regular students and students with disabilities. there were some facilities needed, such as lcd, in the ear (ite) or behind the ear (bte), and also internet connection (wi-fi). the fourth was lacking a special teacher. the special teacher meant the teacher who had the knowledge and ability to teach or handle students with disabilities. some students stated that the class would be better if a special teacher and regular teacher were in the class. conclusion based on the findings and discussion in this study, it can conclude that students' perception toward implementing inclusive education was good even though some students had different perceptions in some aspects of perceiver, target or object, and situation. moreover, the implementation of inclusive education lacked adaptation with inclusive classrooms, time, facilities, and special teachers. references adiputra, s., mujiyati, & hendrowati, t. y. (2019). perceptions of inclusion education by parents of elementary school-aged children in lampung, indonesia. international journal od instruction, 12(1), 199–212. https://doi.org/https://doi.org/10.29333/iji.2019.12113a avcioglu, h. (2017). classroom teachers' behaviors and peers' acceptance of students in inclusive classrooms. educational sciences: theory and practice, 2, 463–492. https://doi.org/10.12738/estp.2017.2.0034 cohen, l., manion, l., & morrison, k. (1928). research methoda in education (8th ed.). new york: routledge. ediyanto, atika, i. n., kawai, n., & prabowo, e. (2017). inclusive education in indonesia from the perspective of widyaiswara in centre for development and empowerment of teachers and education personnel of kindergartens and special education. indonesian journal of disability studies (ijds), 04(02), 104–116. khan, k. i., hashmi, s., & khanum, n. (2017). inclusive education in government primary schools: teacher perceptions. journal od education and educational development, 4(1), 32–47. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook (2nd ed.). united states of america: sage publications. okyere, c., aldersey, h. m., & lysaght, r. (2019). the experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in accra, ghana. african journal of disability, 19(4), 283–294. https://doi.org/10.1111/1471-3802.12447 permendiknas nomor 70 tahun 2009 tentang pendidikan inklusif rasmitadila, & tambunan, a. r. s. (2018). readiness of general elementary schools to become inclusive elementary schools : a preliminary study in indonesia. international journal of special education, 33(2), 366–381. robbins, s. p., & judge, t. a. (2013). organizational behavior (15th ed.). united satates of america: pearson education. schwab, s., sharma, u., & loreman, t. (2018). are we included? secondary students' perception of inclusion climate in their schools. teaching and teacher education, 75, 31– 39. https://doi.org/10.1016/j.tate.2018.05.016 sunardi, maryadi, s. (2014). the effectiveness of a two-day inclusion workshop on http://riset.unisma.ac.id/index.php/jreall/user cahya kusuma negara, dewa ayu eka agustini, luh diah surya adnyani 82 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license teachers' attitudes , understanding , and competence in inclusive education. world journal of education, 4(5), 77–85. https://doi.org/10.5430/wje.v4n5p77 tahir, k., brian, d., & michael, h. (2019). a case study on the ecology of inclusive education in the united states. journal for leadership and instruction, 17–24. zhang, y., rosen, s., cheng, l., & li, j. (2018). inclusive higher education for students with disabilities in china : what do the university teachers think ? higher education studies, 8(4), 104–115. https://doi.org/10.5539/hes.v8n4p104 http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i1.14298 volume 3 | number 1 | p. 55-60 published on february 27th, 2022 55 meeting the needs of agribusiness students in an esp-reading context dyah aju hermawati language, communication, and tourism department, state polytechnic of jember email: dyahherma@gmail.com *) correspondence: dyahherma@gmail.com abstract this study explored the needs for english for specific purposes (esp) among the agribusiness students in jember state polytechnic. it investigated the students' attitudes towards english for specific purposes (esp) and their readiness for it. the study focuses on the issue of designing a suitable core course of english for specific purposes introduces esp through academic reading. the study is based on the investigation of the learners' needs. the aim of the study is to propose a suitable course in which esp can be integrated or injected within the regular english for general purpose's classrooms in order to facilitate the students' academic progress within agribusiness current issues. keywords: english for agribusiness; efl context; esp introduction to cope with the needs of this society, the field of english language teaching has rapidly developed during the last few decades. its ever-changing nature has been influenced by some factors such as the educational requirements and objectives. accordingly, the demand for english courses designed to meet the needs of specific group of learners has specially become urgent since decades ago. therefore, the english language courses should come as a response to students' needs or what swales (1988) terms, "wider roles". in this regard, english should not be taught as a separate subject exiled from the learner's real needs; rather it should be part of the subject matter area based on its importance to the learner. hence, it is important to distinguish the difference between general english (ge) and english for specific purpose (esp). actually, there is a very fine line that districts ge from esp but is tangible as hutchinson et al. (1987:53) claims, "in theory nothing in practical great deal" . in the agribusiness study program of jember state polytechnic, english is taught with a general aim to introduce students the current issues in agribusiness. in the foundation year, first and second semester are mostly given in reading practice materials. the polytechnic prerequisites the students completion of 4 credits to be enrolled in the first year of specialization. during my personal teaching experience at the agribusiness study program, a contextual teaching approach of teaching and assessment is followed. in my personal opinion, this is to prepare them to have academic and general speaking course at the next semester. when the students at their third semester, they may be referred to have intermediate stage of proficiency. users at this level are expected to be able to handle the main structures of the language with some confidence, demonstrate knowledge of a wide range of vocabulary and use appropriate communicative strategies in a variety of social situations through general speaking course and the academic one. many students, especially in the agribusiness study program, cannot foresee the practical use of general english (ge) when moving to the first year in their actual major of specialization. in fact, they are unable to conceptualize the efficacy of ge as facilitating their academic progress, simply because it does not serve their learning needs. the learners' need of academic english is ignored or under-emphasized in their first semester since it was ”ghost” for them. therefore, based on needs analysis, this study attempts to identify the english language learning needs of the foundation years students. it proposes the need to integrate english for specific purposes (esp) terminologies http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.14298 mailto:dyahherma@gmail.com mailto:dyahherma@gmail.com dyah aju hermawati 56 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and specific functions of a particular content, namely the 'academic reading program' in the curriculum along with the grammar functions and skills. as orr (1998:1) stated, "english for specific purposes (esp) is research and instruction that builds on general english (ge) and is designed to prepare students or working adults for the english used in specific disciplines, vocations, or professions to accomplish specific purpose" . hutchinson and waters (1987:1) visualize esp as the leaves and branches of a language tree. without any roots to absorb water, leaves or branches would not grow up. therefore, it cannot be ignored that ge is considered being the roots which support esp to flourish and it paves a way to the learners to achieve their desired academic progress. this main aim of conducting this study is to examine the need to launch an esp reading program at the agribusiness study program in order to facilitate the academic progress of the foundation year's students. to reach this end, this paper first, investigates agribusiness students' english language learning needs and attitudes towards esp. finally, it proposes the need to initiate an academic reading supplementary program based on the results of the needs analysis. the study tries to find answers to the following questions: 1. what are the students' attitudes towards esp-reading needs? 2. what are the language skills the students need to improve within esp-reading in order to support their academic progress in their current and future studies? during the past few decades, the science of esp has developed considerably as an outcome of the rapid expansion of various domains of human knowledge that derived more specific language needs. esp addresses certain group of learners based on their needs as part of an academic curriculum in educational institutions. there are many fields of interest that require particular linguistic competency such as technical english, scientific english, medical english, english for business, english for political affairs, and english for tourism. wright (1992:2012) defines the concept as, "esp is, basically, language learning which has its focus on all aspects of language pertaining a particular field of human activity, while taking into account the time constraints imposed by learners" . mackay and mountford defined esp as the teaching of english for a "clearly utilitarian purpose" . the purpose they refer to is defined by the needs of learners, which could be academic, occupational, or scientific. for many, esp context must be preceded by a sizeable background of general english and is associated with mature learners by large as it has a profound relation to specialization in different fields. most esp definitions studies three themes: the nature of language to be taught and used, the learners, and the context. all the three aspects are connected together to realize certain practical purpose. hutchinson et al. (1987:19) state that, "esp is an approach to language teaching in which all decisions as to content and method are based on the learner's reason for learning". it is worth mentioning that teaching language in general, and english, in particular, is no longer just a matter of application that serves all needs through any kind of syllabus and methodology. rather, it is a regulated application that deals with each situation or given discipline independent of the other. and unless language teachers are trained enough to handle such situations and realize the idiosyncrasies of esp, fruitful outcomes would never be reached. the procedures used to collect information about learners' needs are known as "needs analysis". needs analysis (na) is a formative stage that should be taken into consideration prior to, during, or after a language program. researchers have different approaches in defining na, but many of them agree that na reflects necessities, wants and needs of learners in their subject area. schutz and derwing (1981:30) point out that this was a new concern with esp: "most language planners in the past have bypasses a logically necessary first step: they have presumed to set about going somewhere without first determining whether or not their planned destination was reasonable or proper". nunan (1988:130) defined needs analysis as "techniques and procedures for collecting information to be used in syllabus design". in esp learners' needs are often described in terms of the outcomes or what the learners will be able to do at the end of a language course. hutchinson and waters (1987) defined needs analysis by distinguishing between target needs, i.e. what the learner needs to learn, and "wants" which are the learners' views concerning their needs. http://riset.unisma.ac.id/index.php/jreall/user meeting the needs of agribusiness students in an esp-reading context 57 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license needs analysis is recommended in english language teaching in general, and in teaching english for specific purposes (esp) and english for academic purposes (eap) in particular. according to robinson (1991:7),"needs analysis is generally regarded as critical to esp, although esp is by no means the only educational enterprise which makes use of it". hutchinson and waters (1987:53) argue that "any language course should be based on needs analysis". dudley-evans & st john (1998:121) state that "needs analysis is the process of establishing the what and how of a course". they also point out the following three elements of needs analysis: first, needs analysis aims to know learners as people, as language users and as language learners. second, needs analysis study also aims to know how language learning and skills learning can be maximized for a given learner group. third, needs analysis study aims to know the target situations and learning environment so that data can appropriately be interpreted. dudley evans & st john (1998:121) jack c. richards (2001:90) states that "the goal of needs analysis is to collect information that can be used to develop a profile of the language needs of a group of learners in order to be able to make decisions about the goals and content of a language course". he also argues that needs analysis in language teaching may be used for various purposes. some of these purposes are: a. to identify the language skills a learner needs to perform a certain role. b. to determine the needs of students from a group for training in particular language skills. c. to help determine the adequacy of and efficacy of an existing course in addressing the potential needs of students. d. to identify the gap between what the students are actually able to do and what they need to be able to do. e. to collect data about a particular problem that learners are experiencing. in needs analysis, the main source are the learners, people working in the study field, exstudents, documents relevant to the field, colleagues and esp research in the field (dudley-evans & st john, 1998). the main instruments for executing needs analysis study are questionnaire, analysis of authentic oral and written texts. (dudley-evans & st john, 1998; hutchinson & waters, 1987; robinson, 1991). in indonesia, there is an enormous needs analysis (na) studies which has been undertaken. within the nation wide context, unfortunately, there is a serious lack of research related to esp. it is important to mention that na literature published by our scholars is scarce and more attention is required to meet the gradual increase in numbers of esp courses in indonesia. this study sheds light on the studies conducted in order to serve for a better conceptualization of the present study. the researcher conducted a needs analysis study to investigate the agribusiness learners' needs in jember state polytechnic. the study focus was mainly to reveal the esp needs of those students. the three tools used in this study were interviews, email dialogues and questionnaires. the study aimed to identify the program practices that were effective in bringing about the students' needs. based on the findings, the study suggested the implementation of a content-based curriculum model to be used to integrate language and college courses. also, more cooperation is required between the language center and subject teachers to develop awareness about learners' needs. pritchard & nasr (2004) conducted a needs analysis study to develop materials that would help improve the reading performance of the third year engineering students. the need analysis was conducted to investigate the ways in which students and teachers perceive major required reading skills. based on such perceptions, a reading program was designed to meet the needs of both parties. the reading program was implemented and was effective in improving the students' reading abilities. however, only a questionnaire was used to collect the data without involving the administrators or teachers. in 2010, harrbi investigated the perceptions of esp-reading courses by science and technology students. the total number of students who participated in the study was 49. the study results indicated that the majority of the respondents are mainly interested in reading as a skill. http://riset.unisma.ac.id/index.php/jreall/user dyah aju hermawati 58 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in short, the field of esp includes a number of needs analysis conducted on language programs in many different areas. needs analysis has been conducted in esl and efl settings representing academic and professional esp programs. in asian countries, especially in indonesia, needs analysis studies have covered a group of different specialties. many of these studies investigated the students' academic needs, however, up to my knowledge; no study to date has looked specifically at the english language needs of the science lane students in the foundation year. methods every situation has its own factors that makes is dissimilar to other situations and so do needs analysis approaches in foreign language teaching. according to hutchinson and waters (1987) "the choice of method will depend on time and resources available and the procedures of each will depend on accessibility" (p.56). this study adopts the quantitative method. the information was collected through a questionnaire because it seemed to be the most appropriate tool for gathering the views and demands of the learner. participants the participants in this study are the first year’s students of agribusiness study at jember state polytechnic. the english language program during the first year is esp course. in the very first meeting they were given the questionnaires of need analysis and a certain kind of placement test focusing on reading for vocabulary and grammar relate to novice and intermediate levels that consist of agribusiness terms. it took a meeting full to do both, filling the questionnaires and doing the placement test. the sample of the study consists of 40 students whose age ranges from 18-19 intakes in 2019/2020 academic year. all the students in this nature speak indonesian and javanese as their mother tongue, so none of them is native in english. procedure this study employed one source of survey which is questionnaire. the questionnaire was written in indonesian to guarantee the students' full comprehension of the items included. the questionnaire was designed to explore the respondents' perceptions about esp and its significance to their current and future studies. the survey questions try to analyze the target situation, the present situation and the context situation. the questionnaire included 14 questions, 12 questions were close-ended with multiple options so that students can choose their answers. the other 2 questions were open-ended as students were freely able to express their views. 3.instrument in this study, document survey is used which is a paper-based survey tool. a paper-based survey is a questionnaire in some pages of paper that the target audience can complete. paper-based surveys are usually created as forms with written questionnaire to be answered to provide analytical data. the analytics reveal written responses which later on can be summarize as bar graphs or pie charts with all demographics presented as percentages for each questionnaire item. limitation of the study the survey in this study designated only a group of 90 students in the 2019/ 2020 academic year. as such, the representative sample may limit the generalization of the findings. in addition, this study does not investigate all stockholders' views and perceptions about the significance of esp courses to the academic progress of students. finally, the study is limited as it investigates the need of the espreading in the agribusiness study, the goals and the targets for the students. results and discussion based on the result of the questionnaire distributed to respondents which divided into some aspects involving vocabulary proficiency, grammar mastery and reading comprehension, the researcher can classify that students goals in learning esp in agribusiness because they want to master english vocabulary that related to their major. it was the most chosen by the respondents. it means that students argued that vocabulary related to agribusiness was important to be mastered. second, ten percents or only four out of forty students wanted to master of english grammar. they assumed that http://riset.unisma.ac.id/index.php/jreall/user meeting the needs of agribusiness students in an esp-reading context 59 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license grammar is the uninterested materials since they focused on communication context so they thought vocabulary is more important than grammar. for the reading materials, 16 students or 40 percents can understand the text relate to the agribusiness terms well. the rest considered the reading materials difficult enough due to lack of vocabulary mastery. since the questionnaire given to first year students so the material decided for the reading, vocabulary and grammar tests were only using high frequency vocabulary in the novice to intermediate level. the parts consist of matching vocabularies or expressions with their meaning, finding the meaning of words, phrase or sentence, finding the meaning of words based on the context, identifying class words in the text, and identifying errors in sentences through subject verb agreement forms. and from the result, the researcher can see that they actually still need materials in correcting grammatical sentence. almost 50 percents respondents gave almost 80 percents false answers in correcting grammar sentence parts. however, it can be caused by their willingness to improve their grammar were low. as we know that for indonesian learners learning tenses is boring. it needs extra effort to improve this, how the teacher integrate the grammar and the reading material creatively was the significant problem since not all teachers are creative enough to do that. the point about speed reading got low percentage in this questionnaire, may be the students were not familiar with it. while skimming and scanning were important according to them and consideres to be included in teaching material. moreover, 32 students or 82 percents students said that they need the activity of silent reading. this activity is conducted in order to comprehending the reading text. next, 28 students or 70 percents students wanted pair discussion included in teaching material and implemented in the classroom. then, 20 students or 50 percents students argued that small group discussion had to be considered involved in reading activity at english for agribusiness teaching material. meanwhile, 12 students or 30 percents students chose analyzing of word meaning based on the context needed in reading activity. it was the least respondents respond toward students’ need in reading comprehension activity since it is the complex one, most of them wanted reading comprehension given in the next semester along with other skills english have, such as listening, writing and speaking. conclusion in conclusion, this study is carried out in order to provide an insight into the needs, functions and problems of english use among agribusiness students who are not english natives. it is hoped to provide a baseline for obtaining a wider range of input into content, design and implementation of an esp course by involving people as learners, teachers, and course developers in the planning process. although the present investigation does not intend to represent english for agribusiness materials, the researcher does believe that the sampling frame might give a relatively good representation of material designed. needs analysis is part of the curriculum development and is basically required before a syllabus development for english language teaching. the findings from this study can be used as guidelines for developing an agribusiness english syllabus that could lead to the improvement of the teaching materials. it is anticipated that the conclusion of the present investigation could be utilized by those who are responsible for policy and planning as well as the related organizations in order to have a clearer understanding of english needs for agribusiness study. references berwick r. needs assessments in large programming: from theory to practice. in: johnson rk, editor. the second language curriculum. cambridge: cambridge university press. 1989, p. 48-62 blue gm, harun m. hospitality language as a professional skill. english for specific purposes 2003. 22:7391 currie p. basically academic: an introduction to eap. new york: carleton university; 1991. graves k. teachers as course developers. cambridge: cambridge university press; 1996. http://riset.unisma.ac.id/index.php/jreall/user dyah aju hermawati 60 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license hutchinson, t. & a. waters. 1987. english for specific purposes: a learning-centered approach. cambridge: cupcasper, a. 2003. http://linguistic.byu.edu/tesolbyu. needs analysis.htm widdowson hg, editors. english in the world: teaching and learning the language and literature. cambridge: cambridge university press. 1985. p.1-6. widowson hg. english for specific purposes: criteria for course design. oxford: oxford university press; 1981. http://riset.unisma.ac.id/index.php/jreall/user 83 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.10118 volume 2 | number 2 | p. 83-88 published on april 29th, 2021 the analysis of assessment instruments in english teacher lesson plans at junior high school in singaraja bali desak ketut indriyani1, luh putu artini2, luh diah surya adnyani3 1,2,3english education, foreign language department, universitas pendidikan ganesha singaraja, indonesia 1desakindriyani09@gmail.com, 2putu.artini@undiksha.ac.id, 3surya.adnyani@undiksha.ac.id *) correspondence: desakindriyani09@gmail.com abstract education and culture ministry regulation 81a year 2013 has demanded teachers to use authentic assessment as a method of assessing students’ competences which is applied in english teachers’ lesson plans. this research aims to describe types of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by english teachers as demanded by curriculum 2013. the data were collected through document analysis of 20 english teachers' lesson plans from 4 junior high schools in singaraja, bali. the research model from miles and huberman (1984) was adopted in data analysis process. the instruments were derived and modified from principles of authentic assessment in education and culture ministry regulation 81a year 2013. as the result, it was found that performance assessments and project assessment were used as the assessment types in the implementation of authentic assessment. the assessment instruments were relevant to the indicator of learning and the skills’ aspects in assessment instruments used was authentic as demanded by curriculum 2013. keywords: authentic assessment; assessment instrument; curriculum 2013 introduction indonesian government has been implementing a new curriculum which accommodated the 21st century learning skills since 2013. this curriculum is called curriculum 2013 as it was targeted to reach competencies and characters needed in reaching 21st century skills. curriculum 2013 is functioned to prepare indonesian citizens with both life skills as an individual and a citizen who is faithful to god, be productive, creative, innovative, effective as well as contributive to society, nation, and world civilization (ministry of education and culture, 2013). to reinforce the employment of curriculum 2013, the teaching quality is a key to boost students’ success on learning (darling-hammond, 1997). however, to have a good quality in teaching, teacher should prepare a lesson plan before teaching and learning are conducted. education and culture ministry regulation no. 81a (2013) stated that lesson plan is a syllabus-based learning plan developed in detail about a main material or main topic. a lesson plan covers school identity, subject, and class/semester, material, time, learning objective, basic competence, and indicator, learning material, learning method, media, instrument, learning process, and evaluation (djuwairiah ahmad, 2015). based on the circular letter of education and culture ministry no 14 year 2019, the preparation of lesson plan was simplified from thirteen components into three components. these three components are the importance of learning, learning activities and assessment. lesson plan writing must be done effectively and efficiently. in term of number of sheets, this lesson plan was quite written on a piece of paper. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.10118 mailto:desakindriyani09@gmail.com mailto:putu.artini@undiksha.ac.id mailto:surya.adnyani@undiksha.ac.id mailto:desakindriyani09@gmail.com desak ketut indriyani, luh putu artini, luh diah surya adnyani 84 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the curriculum 2013 has three aspects of assessment namely knowledge, skill, and attitude. assessment is carried out comprehensively to continuously determine the development of students in developing their potential including spiritual attitude competencies, social attitudes, knowledge and skills. according to education and culture ministry regulation 81a year 2013 about the implementation of curriculum 2013, the assessment applied was authentic assessment. authentic assessment is a global assessment process to assess critical thoughts, motivation or actions. in this assessment, students are expected to think critically, analyze information, obtain new ideas, communicate, collaborate, solve problems, and conclude the information obtained. in this authentic assessment, students’ competencies are assessed, whether knowledge, skills, or attitude, or a combination of those three (gulikers, et al, 2004). marhaeni & artini (2014) explained that curriculum 2013 was compatible with authentic assessment. it was because authentic assessment measured the process and product of learning and developed four basic competencies namely social attitude, religious competency, knowledge and skill. in addition, authentic assessment also built behavior to think logically, objectively, critically and creatively. there are four types of authentic assessment that should be implemented at school based on curriculum 2013. those are self-, performance, project, and portfolio assessment. the curriculum 2013 required english teachers to apply authentic assessment as a method of educational measurement. authentic assessment was an evaluation process involving multiple forms of student’s performance on instructionally-classroom activities. this assessment contributed to the development of effective classroom measurement. it encouraged students to be more active and to help teachers reflected on their teaching and improved the instruction. in line with the implementation of authentic assessment, english teachers realized the use of authentic assessment instruments in learning and teaching process was necessary. as required in curriculum 2013, the instruments assessment designed by the teacher should be authentic. the assessment covered the knowledge, attitude and skills during teaching and learning process. teachers planned an appropriate assessment instrument based on the competencies that had to be achieved and applied in real-life by the students. the teachers had been facilitated throughout training or workshop and documents of curriculum 2013 module as planning preparation. accordance to this point, this current research was important to be conducted since the research focused on analyzing the assessment instruments for teacher had not much been done. as the compulsory subject, english subject required students to be able to cover the four basic skills namely reading, writing, speaking and listening. in order to cover those basic skills, teachers must prepare the assessment instrument which was relevant and authentic as required by curriculum 2013 since those affected the success of curriculum 2013 implementation. it was because the assessment was used to monitor the process and improvement of students whether the students reached the basic competence or not. besides, the assessment was also a feedback for the students to evaluate the learning plan and process (education and culture ministry regulation no. 23 year 2006 about the standard of assessment). the key of curriculum 2013 implementation success was the scoring system done by the teacher (alimuddin, 2014) whereas, teachers were confused in assessing students, especially in the way of evaluation because there were many indicators that must be accommodated. besides, curriculum revisions made teachers confused in applying the curriculum 2013, it was caused by activities that must be done in the learning process and assessment (armadeni, rezi & arief, 2019). varied opinion in assessing the students in curriculum 2013 caused confusion for teachers in the field (allimuddin, 2014). teachers possessed knowledge about the importance of authentic assessment to be instrumented, yet it was still found that teachers needed help in providing assessment instruments in the classroom (marhaeni&artini, 2014). therefore, the implementation of authentic assessment is quite challenging for english teacher (rukmini, 2017). methods since the present research concerned with the assessment instrument used by english teachers’ lesson plans, a descriptive qualitative study design was employed. this research was aimed to describe types http://riset.unisma.ac.id/index.php/jreall/user the analysis of assessment instruments in english teacher lesson plans at junior high school in singaraja bali 85 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license of assessment instruments used in lesson plans, the relevancy between the assessments and indicators in the lesson plans, and the authenticity of assessment instruments used by english teachers as demanded by curriculum 2013. this research used lesson plans to obtain the data. the lesson plans used has been permitted by the school headmasters, the curriculum coordinators and english teachers which were all 20 lesson plans collected from 4 state junior high schools as the representative of 8 state junior high schools in singaraja. the analysis technique was done by involving table analysis to obtain the data needed for the current research. the data were analyzed by using four steps of miles and hubberman’s (1984) analysis model, namely data collection, data reduction, data display and conclusion. the assessment instruments used in lesson plans were analyzed and the data were compiled to be confirmed and justified. after the data were obtained, it was processed and then continued by organizing, identifying and also categorizing the important items remained. the following step was displaying the data analyzed. it was presented and interpreted using supported theories in order to make the readers easier in understanding the data before the conclusion was drawn. in order to prove data validity and reliability, decrease investigator bias and provide multiple perspective, this study used the triangulation of theory, source, investigator and methodological. the triangulations in this current research have been done by comparing the data obtained from lesson plans written by the english teachers with the theories and data analysis using several tables and asking other experts involved in analyzing the data. some irrelevant data was eliminated to meet the objective of this research which answered the research question. results and discussion based on the analysis of assessment instrument types used in english teachers’ lesson plans at junior high school in singaraja,bali, it was found that the performance and project assessment were used as the types of authentic assessment in curriculum 2013. as mentioned in education and cultural ministry regulation no 23 year 2013, the assessment instruments used should be authentic assessment as it implemented skills aspect. the teachers can use performance, project and portfolio to assess students’ practice test. the analysis revealed 4 lesson plans that were not categorized as the types of authentic assessment as demanded in curriculum 2013, those were; lesson plan 2, lesson plan 3, lesson plan 7, lesson plan 15. in lesson plan 2, the learning topics were capability and willingness expressions. the assessment instrument attached by english teacher required students to make a dialogue based on the content. the unclear instruction of assessment instrument caused this assessment instrument was not categorized as the types of authentic assessment. in lesson plan 3, the assessment instrument required students to create a greeting card creatively, however, the teacher just assessed the product of greeting card. in lesson plan 7, the assessment instrument required students to make a dialogue based on the learning topic. it could not be categorized as types of authentic assessment because of the unclear instruction of assessment, meanwhile in lesson plan 15 the assessment instrument required students to create greeting card creatively. the product was assessed in this lesson plan without assessing the process of student. thus, the fourth lesson plans were could not be identified the type of authentic assessment. the result analysis of relevancy between the assessment instruments used by english teacher lesson plan with the learning indicator found that the assessment instruments used in english teacher lesson plans were relevant to the learning indicator. in curriculum 2013, there were three aspects that should be covered in assessment, namely knowledge, attitude and skills. this part figured out the compatibility the assessment instruments used in knowledge aspect and skills aspect. those twenty lesson plans that have been analyzed found that the knowledge aspect was covered by multiple choice test, fill in the blank of the sentences, completing the dialogue, and short essay. the multiple choice was used in lesson plan with 4 lesson plans used fill in the blank of sentences, completing the dialogue and 2 other lesson plans was identified used short essay. however, the skills aspect covered practice http://riset.unisma.ac.id/index.php/jreall/user desak ketut indriyani, luh putu artini, luh diah surya adnyani 86 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license assessment in which students demonstrated current competency by performance and project. the assessment instruments used by students were to make dialogue based on the context and performance it, demonstrate storytelling, construct dialogues by given situation and practice them in front of the class. besides, the assessment instruments attached by english teacher required students to make greeting card, write describing people, and write the unforgettable moment. the process and product were assessed by teacher. the authenticity result analysis of the assessment instruments used in english teacher lesson plans found that the assessment instruments used was authentic as demanded in curriculum 2013. there were 60 assessment instruments attached by english teacher in lesson plans and 24 assessment instruments fit into the characteristics of authentic assessment. as the assessment used by teachers should be authentic especially in skills aspects and in knowledge aspect in education and cultural ministry regulation no 23 year 2016, 24 assessment instruments have used authentic assessment in skills aspects. the assessment instruments attached by english teacher required students to do practice or presentation in a field study by performance and project. it was found that performance assessment and project assessment were used as types of authentic assessment. in accordance to twenty lesson plans that have been analyzed, the assessments attached by english teacher in skills aspect have employed basic skills of english language skills. the students were asked to arrange picture story and tell the story to their friend in front of the class. in the other assessments, students were asked to perform the dialogue that they have arranged, construct the dialogue by situation given and perform it in front the class. thus, performance is a certain activity that required students to practice or present in a field study (wiggins, 1998). the teachers tended to use performance assessment because it was an assessment that reflected good instructional activities that were often taught to be more engaging for students linn and burton (1994). besides, the design of performance assessment was to develop individual skills (meisel, et al 2010). thus, assessing students’ ability in knowledge and skills mastery in any situations and real contexts were the performance test’s main goals (wiggins in l.merickel (1998:1). the next analysis result was project assessment type used in english teacher lesson plans, however, the number of assessment using project assessment type was not as many as the performance assessment type. the assessment attached by english teachers in their lesson plans asked students to make greeting card, write describing people, and write the unforgettable moment by students. the theory from wiggins (1998) stated that describing people in written text indicated students’ experience and it enabled students to improve the related skills or knowledge. a project assessment was a learning assignment which included planning activity, process and report in the form of written or oral in a period (education and culture ministerial regulation no 23 year 2016, standard assessment of education). the teacher tended to use project assessment because it can improve students’ problem-solving skill and encourage students to develop their communication skill (daryanto, 2014:26). hence, the project assessment trained students to be more independent in solving problems (susanto, 2013:195). the assessment instruments used in lesson plans have fulfilled the requirement of education and cultural ministerial regulation no 23 year 2016 in which assessment instruments included three aspects namely: attitude, skills and knowledge. those twenty lesson plans have been analyzed found that the knowledge aspect covered by multiple choice test, fill in the blank of the sentences, completing the dialogue, and short essay. the multiple choice used in lesson plan 4 covered 4 lesson plans which used fill in the blank of sentences, completing the dialogue and 2 lesson plans identified used short essay. meanwhile, skills aspect was covered by practicing assessment in which students demonstrate current competency by performance and project. as mentioned in education and cultural ministerial regulation no 23 year 2016 about the principles of standard assessments, the assessment should be systematic which means in assessing students to stick to the planning and steps by following the agreed procedure is important. besides, the assessment should be criteria-based which means that the assessment should be relevant to competency-achievement determined. hence, assessment should measure what is formulated in the objectives about what and how well students should demonstrate. besides, paramartha&pratiwi (2017) mentioned incompatibility between basic competence and http://riset.unisma.ac.id/index.php/jreall/user the analysis of assessment instruments in english teacher lesson plans at junior high school in singaraja bali 87 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license indicator as to the basis of the assessment application as one out of three of their research findings. basic competence is as important as learning indicator which creates the quality of teaching and learning process. therefore, the twenty lesson plans have been relevant both in learning indicators and assessment used as demanded by curriculum 2013 by which the focus of the research was skills and knowledge aspects. the authenticity of assessment instruments used in english teacher lesson plans it found that the assessment instruments used was authentic as demanded in curriculum 2013.there were 24 assessment instruments fit into the characteristics of authentic assessment. as mentioned in education and cultural ministry regulation no 23 year 2016, the assessment used by teacher should be authentic especially in skills aspects and in knowledge aspect the assessment instrument can used traditional test. in line with this point, those 24 assessment instruments used authentic assessment in skills aspects. the assessment instruments attached by english teacher require students do practice or presenting in a field study by performance and project. the authentic assessment measures the learning aspects in which performance aspects and product aspects were covered. it is because of the performance and product as the reflection of students’ progress which were objective and real (kunandar, 2013:38). the assessment is authentic if there is consistency between the assessment and the real-world application for which the learner is being prepared (tanner, 1997). based on the analysis result, the use of authentic assessment in skills aspect has been proven authentic and assessment in knowledge aspect was still dominated by traditional test. in line with research by paramartha & pratiwi (2017) that one in-authenticity of the assessment instruments used by teachers in the class was due to the instruments used in measuring reading and listening were only conventional text such as multiple choices, false-true questions, fill in the blanks, and essay. it did not meet the requirements of curriculum 2013 about authentic assessment. another research by rukmini (2017) revealed that the english teachers of the school had implemented an authentic assessment to measure students’ english productive skills but the implementation has not been conducted properly yet. it was affected by the important use of authentic assessment in knowledge either aspect or skill aspects. students who did practice or presentation contextually means that the assessment used was close to the actual context and the related skills or knowledge were used as well (wiggins, 1998). however, this research which was based on education and cultural ministerial regulation no 23 year 2016 about standard assessment allowed knowledge aspect to keep employing traditional assessment. conclusion based on the result of analysis, the assessments instruments used performance and project assessment types as authentic assessment. assessment instruments and indicators of lesson plan showed that the lesson plans were relevant to the indicators of lesson plans. the authenticity of assessment instruments used in lesson plans used by the english teachers were authentic. based on the results of analysis, it showed that the assessments instruments used in lesson plan written by english teachers had to be supported by the authentic assessment in curriculum 2013. it was also showed that teachers realized the importance of authentic assessment which has been proven by designing the assessment types and project assessment. assessment instruments and indicators of lesson plans showed that the lesson plans were relevant to the indicators of lesson plan. the authenticity of assessment instruments used in lesson plans used by the english teachers were authentic in skills aspect. it also showed that teachers realized the importance of authentic assessment has been proven by designing the relevant instruments related to the indicator of lesson plans. references asmawati, e. s., rosidin, u., & abdurrahman. 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(2018). importance of assessment in elt. journal of education and training studies, 163 167. http://riset.unisma.ac.id/index.php/jreall/user 46 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5610 vol. 1 | no. 1 | februari 2020 | hal. 46 52 the indonesian grammatical interference on efl students’ writing ayu rizki septiana stkip pgri tulungagung, indonesia ayu.rizki@stkiptulungagung.ac.id *) correspondence: ayu.rizki@stkiptulungagung.ac.id abstract this research was aimed to find out what factors of the occurrence of indonesian grammar interference in efl students’ writing and what type of indonesian grammar interference occur in efl students’ writing. to answer the research problem on indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of english department stkip pgri tulungagung as the subject of the research. further, the data related to the indonesian grammar interference were taken using test and observation. the result of data analysis shows that the students still got interference from indonesian grammar as their native language. the grammatical interference in this research is classified into two; syntactical interference and morphological interference. the syntactical interference consists of word order, preposition, extra word and missing word. the most interference in syntactical interference is on preposition. the morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. the most interference in morphological interference is omission of determiner. from the observation, it was found that the cause of interference is the different structure of indonesian and english grammar. moreover, the students usually wrote it first in indonesian and later translated into english. keywords: indonesian grammatical interference; efl writing; l1 and l2 differences; descriptive qualitative introduction most of indonesian does not use english in their daily communication since in indonesia, english is known as foreign language. instead, indonesian people use their mother tongue or indonesian as their national language to communicate. in school, for example, students use indonesian to interact one to another. even, it is very possible that in english subject, indonesian is used as the media of communication. it is in line with richards, et al.’s (2002) statement that foreign language is the language which is taught in school but it is not used in daily conversation. although english is not used in daily communication, it cannot be denied that english is needed in this era. the development of technology in this era demand people to use english frequently. as an impact english becomes compulsory subject for the secondary school. pudiyono (2012) stated the result of english as a foreign language is unsuccessful. the use of mother tongue and any other first language cannot be denied to affect target language learning process (ellis, 1986: 19). for example, indonesian is often influenced by their first language in using english. unfortunately, they often are not aware of the influences. most of them think that understanding in communication is enough. it means that although the grammatical pattern is neglected, as long as the hearer can catch what the speakers say, that is enough (martanti, 2011: 2). as an instance, when an indonesian person says “akusangatsukamembaca,” they will say “i very like reading” instead of saying “i like reading very much.” because the language production is not grammatically acceptable, it will hard for other people understand what they are saying. the effect of first language toward the http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5610 mailto:ayu.rizki@stkiptulungagung.ac.id mailto:ayu.rizki@stkiptulungagung.ac.id the indonesian grammatical interference on efl students’ writing 47 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license second language or vice versa can occur in different language system. the use of certain language system in other language is called transfer. foreign language learners already have knowledge, pattern, and habit in using a language affected by their mother tongue or their first language. therefore, it is difficult for them to learn a new pattern of foreign language. the earlier knowledge of language will have transferred to the target language. the transfer, further, can help foreign language learners to master the target language or even interfere the learners to master the target language. based on its nature, transfer in language learning can be divided into two. the first one is positive transfer. it can be happening when it is helpful for the language learners due to the similarity of the two languages. the second is negative transfer. negative transfer can cause of confusion. it happens because the language learners adapt the system of a language that is actually different from the native language system. negative transfer, further, is known as the language interference. language interference often occurs in bilingual or multilingual countries. errors may be found in many aspects such as phonology, morphology, and syntax or lexical and it may be occurred in writing and speaking. as a result of the background stated above, the researcher is intended to find out whether indonesian as the first language affects efl students’ writing. since the goal of teaching writing in tefl is to enable the students to produce written text as a media of communication, a research on writing and the interference related to the grammatical structure is very much needed. further, the researcher wants to find out what the factors of the occurrence of indonesian grammar interference in efl students’ writing and what type of indonesian grammar interference occur in efl students’ writing. in second language learning, some interference sometimes come up as the villain of the language learning. first language is often recognized as the interference in second language learning. according to dulay, et al. (1982), there are two ways to describe what interference is. psychological defines interference as the confusion that is influenced of the old habit in using first language when the new habit of second language comes. while the sociolinguistics defines interference as language interaction such as language borrowing and language switching that happens when two languages have interaction. there are some types of interference in second language learning. interference according to weinrich (1959) can be divided into three: 1. the transfer of element from one language to another. 2. application of elements that do not applicable to the second language into the first language. 3. structure disobedience of second language because there is no equivalent in the first language. in addition, weinreich (1953) also divides interference forms into three parts; phonological interference, lexical interference, and grammatical interference. grammatical interference occurs when second language learners apply the grammatical pattern, they learn in their first language to the target language. grammatical interference can be identified in two kinds. first, the morphological interference is the interference that absorbs the affixes from other language. second, the syntactical interference is the syntactic of a language that is absorbed by other language. in indonesian and english context, it is common to see the syntactical interference. for example, girl beautiful is the misplaced of beautiful girl since it is affected by the structure of indonesian. considering the definitions of grammar and interference, grammatical interference also may occur in writing caused by the negative transfer of structures from first language, in this case indonesian, to the target language. an analysis of error in students’ writing can be one of the methods to know the grammatical interference in students’ writing. further, the grammatical interference in writing that is known by analyzing the errors will provide the information how the l2 learners learn the language and how much the l2 learners have learned (shahin, 2011: 210). in this http://riset.unisma.ac.id/index.php/jreall/user septiana, a., r. 48 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license research, the researcher only focuses on analyzing the grammatical errors because of the interference of first language. some studies on l1 interference in students’ writing have been made recently. irmalia (2016) made a study on indonesian interference in students’ writing. the study found that students are commonly confused in using the right verb in tenses. another study was done by martanti (2011) who did a study on grammatical interference in articles of berani newspaper. the findings of this study showed that there are two kind of grammatical interference; morphological error and syntax error. methods the goal of this research was to find out whether indonesian grammar interfere efl students’ writing, what causes of the grammatical interference, and what types of grammatical interference occur. the researcher tried to identify, classify, and describe the grammatical interference in the efl students’ writing. the participant of this study was the fourth semester students who had taken academic writing course in academic year 2017/2018. they who officially registered in academic writing course were the subject of the study. according to creswell (2012), sampling in qualitative research is purposeful sampling. in purposeful sampling, researcher intentionally selects individuals and sites to learn or understand the central phenomenon. the standard used in choosing participants and sites in whether they are “rich of information”. the setting of this research was the fourth semester students of english department of stkip pgri tulungagung. it is located in mayor sujadi timur street number 7 tulungagung. there were 22 students who were taken as the subjects of the research. the 22 students were those who were officially registered in academic writing course in academic year 2017/2018. in conducting a qualitative research, there are two approaches that can be used (berg, 2001). the first approach is theorybefore-research. it means that in doing the research, the researcher starts from searching an idea, finding theory, deciding the research design, collecting data, analyzing the data and making conclusion. while the second approach is commonly known as research before-theory. in this approach, after finding an idea for research, the researcher decides to design of the research. further, the researcher collects the data, reviews the theory, analyzes the data and takes conclusion. in this research, the researcher took the first approach, that is, theorybeforeresearch. after the data have been collected in three methods; the next step is analysis the data qualitatively. here, the researcher first prepares the data on the indonesian grammatical interference towards students’ writing. then, the data can be analyzed. based on berg (2001: 35), data analysis consists of three concurrent flows; data reduction, data display, and conclusion and verification. results and discussion in this research, the researcher did analysis on the interference on the students’ writing based on the notion of suwito (1983) that classified the interference into two, syntactical and morphological interference. yusuf (1994) stated that the main factor of interference is the difference between the source of language and target language. the differences usually occur in vocabulary and structure. 1. syntactical interference syntactical interference said suwito (1983), can be found in phrases, clauses and sentence. in thisresearch, the syntactical interference can be classified into word order, preposition, extra word and missing word. http://riset.unisma.ac.id/index.php/jreall/user the indonesian grammatical interference on efl students’ writing 49 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 1. syntacticalinterference in the syntactical interference, the result of data analysis shows thatthere are 8 interferences on word order, 13 interference on preposition, 10 interference on extra word and 12 interference on missing word. here, the most interference is on the preposition. 2. morphological interference morphological interference occurs when the formation of words in a language absorb the affixes from otherlanguage(suwito,1983).inthis research, the morphological interference is classified into omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. table 2. morphological interference from the table above, it was found that there are 82 interference found in the students’ writing. there are 23 interferences on omission of determiner, 7 interferences on wrong determiner, 12 interferences on subject-verb agreement, 15 interferences on be form, 11 interferences on tenses usage and 14 interferences on singular-plural form. observation was done during teaching and learning process. since the researcher is also the teacher of the academic writing course, the observation was done when the researcher was teaching. based on the result of the observation, it was found that the students still use indonesian in the beginning of the writing. the students start to write by writing their very first idea in kinds number percentage word order 8 18.6 preposition 13 30.23 extra word 10 23.26 missing word 12 27.91 total 43 100% kinds number percentag e omission of determiner 23 28.06 wrong determiner 7 8.5 subject-verb agreement 12 14.63 be form 15 18.29 tenses usage 11 13.43 singular plural form 14 17.09 total 82 100% http://riset.unisma.ac.id/index.php/jreall/user septiana, a., r. 50 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license indonesian. after that, they try to translate their writing into english. therefore, they never start their process by thinking in english directly. besides, the students also found many difficulties with their vocabularies. they lack of vocabulary mastery so that they are difficult to write and find the appropriate vocabularies. moreover, the students also have limited knowledge on grammar because they get interference from the indonesian grammar which does not have any rules and structure like english grammar. language interference is a common thing in sociolinguistics especially in the multilingual community. it happens because of the differences between the source language and target language. in this research, the grammatical interference is classified into two, syntactical interference and morphological interference. 1. syntacticalinterference the syntactical interference is classified into four; word order, preposition, extrawordandmissingword.thesyntactical interference exists in the form of phrase, clause, and bsentence. a. wordorder the examples of interference on word order are asfollow: … protect privacy people…. so, the censorship of film adult… the phrase privacy people should be people’s, privacy. it is kind of interference from indonesian since in indonesian it can be translated into privasi orang. however, in english this structure does not exist. instead, it should people’s privacy. the next, thephrasefilmadultcanbetranslated into indonesian as film dewasa. it violated the structure of english. the noun is film and the modifier isadult. in english, modifier usually comes before noun. so, it should adultfilm. b. preposition the examples of interference on preposition are as follow: it is same with… different withthat opinion, i believe that. the phrase same with should be written same as. the students actually wanted to write samadengan and they translated it into same with. same is sama and with is dengan. however, the correct preposition after same is as. so, they got the interference of indonesian in that phrase. the next phrase is different with. again, it is because of the interference from indonesian. different with means berbeda dengan. so, they wanted to translate beda into different and dengan into with. yet, they violate the structure of english since the correct preposition for different is from. c. extraword d. the examples of interference on extra are as follow: and children can tocommunicate more polite with other people. one formof film regulations is censorship. in the first sentence, ‘and children can to communicate more polite with other people’, the extra word is to after can. after modal, it should be verb. so, the word ‘to’ should be omitted. in the second sentence, ‘one form of film regulations is censorship’, the word form should be omitted since the meaning would be the same if it is omitted. e. missingword missing word is the opposite of extra word in which some word should be added in order to have a correct meaning.theexampleofinterference on missing word is asfollow: not onlylocal movie that become a favorite of indonesian citizen, butthe abroad movie has become consumption for some citizen of indonesia. the phrase not only is always paired with the phrase but also. here, the students only write but and they missed the word also. 2. morphologicalinterference morphological interference is classifiedintoomissionofdeterminer,wrong determiner, subjecthttp://riset.unisma.ac.id/index.php/jreall/user the indonesian grammatical interference on efl students’ writing 51 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license verb agreement, beform, tenses usage and singular-pluralform. a. omission ofdeterminer the example of interference on omission of determiner is as follow: purpose of censoring film is to safe future generation. here, there should be a determiner ‘the’ in the sentence above. although have the same meaning, but determiner can show the firm use ofa noun. b. wrongdeterminer the example of interference on determiner is as follow: i believe that censorship is needed on an film. here, the student wrote determiner an before word that does not start with a vocalletter. it may happen because an can be translated into sebuah in indonesian while in indonesian, there is no difference like in english between a and an. c. subject-verb agreement it is a very common interference that can be found in students’ writing. in indonesian, there is no such thing. therefore, it is very common if they write it wrongly. forexample: but adult people who watches the movie. the sentence above is wrong because adult people is plural and when they use simple present, they should write watch instead of watches. d. be form there 3 reasons why censorship of film is important. in the sentence above, the students missed the be form of are. it was written like in the sentence above because the student direct translated it from indonesia ‘ada tiga alasan mengapa mensensor film itupenting. e. ten sesusage and the children must not to watching the film with adult content. here, the student used must which meansharus in indonesian. however, it should be ‘should’. so, the tense in the sentence should be ‘and the children should not watch film with adult content.’ f. singular and pluralform in indonesia, there is no difference in singularandpluralform.yet, english has it differently. commonly, we should add ‘s’ in the plural form. if the singular form is book, the plural form will be books. the examples of interference on singular and plural form are as follow: because of two reason about it… itwillmakesome negative impact… in the example above, reason and impactshouldbeaddedwith‘s’because it is pluralform. based on the data above, it is proven that the students who take academicwriting course still get interference of indonesian in writing. the most interference in syntactical interference is preposition. while in the morphological interference, the most interference is on omission of determiner. thecauseofinterferenceinstudents’writing is the different structure between indonesian and english. conclusion this research was aimed atfinding out whether indonesian grammatical interference on efl students’ writing causes of the interference and types of the interference occur in efl students’ writing. based on the result of research findings and discussion in the previous chapter, it is proven that the students still get interference from indonesian grammar as their native language. while for the cause of the interference, it is found that the different structure between indonesian and english bring difficulties for the students to write so that they made many errors. moreover, the students usually write first in indonesian and later translate into english. the failure of the translation brings errors in the students’ writing. http://riset.unisma.ac.id/index.php/jreall/user septiana, a., r. 52 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the grammatical interference in students’ writing is classified into two; syntactical and morphological interference. the syntactical interference consists of word order, preposition, extra word and missing word. the most interference in syntactical interference is on preposition. further, the morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, and singular and plural form. the most interference in morphological interference is on omission of determiner. acknoledgements i would like to address a deep gratitude to my institution that has already funded my research. references arikunto, s. 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(2012).indonesian grammatical interference toward the students’ spoken and written english. international journal of educational studies, 4 (2), 229-244. retrieved from http://www/educare-ijes.com/educarefiles/file/09.pudiyono.ump.pdf. richards,j.,platt,j.,weber,h., & inman, p. (2010). longman dictionary of applied linguistics. london:pearson. septiana, a.r., sulistyo, g.h.,kadarisman, a.e. (2016). corrective feedback and writingaccuracyacrossdifferentlevelsof grammatical sensitivity. indonesian journal of applied linguistics, 6 (1), 111.http://dx.doi.org/10.17509/ijal.v6i1.2642 shahin,n.(2011).error treatmentin tesol classroom. jordan journal of applied science: humanities series, 13 (1)., 207-226. retrieved from http://www.asu.edu.jo/asu/userfiles/file/ humanitiesseries.pdf. suwito. (1983). pengantar awal sosiolinguistik teori dan praktik. surakarta: henary offset. weinrich, u. 1953. language in contact: finding and problems. new york: mouton publishers. yeasmin, s., & rahman, k.f. (2012). ‘triangulation’ research methods as the tools of social science research. bup journal, 1 (1), 154-163. yule, g. (2010). the study of language (4th edition). cambridge: cambridge university press. http://riset.unisma.ac.id/index.php/jreall/user http://www.jurnal.unsyiah.ac.id/eej/arti http://www.jurnal.unsyiah.ac.id/eej/arti http://epr/ http://epr/ http://kola.opus.hbz-nrw.de/volltexte/2008/271/ http://www/educare-ijes.com/educarefiles/file/09.pudiyono.ump.pdf http://www/educare-ijes.com/educarefiles/file/09.pudiyono.ump.pdf http://www/educare-ijes.com/educarefiles/file/09.pudiyono.ump.pdf http://dx.doi.org/10.17509/ijal.v6i1.2642 http://www.asu.edu.jo/asu/userfiles/file/humanitiesseries.pdf http://www.asu.edu.jo/asu/userfiles/file/humanitiesseries.pdf http://www.asu.edu.jo/asu/userfiles/file/humanitiesseries.pdf journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.10133 volume 2 | number 2 | p. 101-106 published on april 29th, 2021 101 teacher’s problems and solutions in implementing student-centered learning in sman bali mandara singaraja putu erna adnyani1, i putu ngurah wage myartawan2, i nyoman pasek hadi saputra3 1,2,3 english education, foreign language department, universitas pendidikan ganesha singaraja, indonesia *) correspondence: putuerna13@gmail.com abstract this qualitative descriptive study aimed at analyzing teachers’ problems and solutions in implementing student-centered learning. this study involved an english teacher in sma n bali mandara singaraja. the instruments of this study consisted of voice recorder, field notes, interview guide, and researcher as the main instrument. the obtained data were analyzed using miles and huberman (1994) theory which consisted of data collection, data reduction, data display and conclusion drawing/verification. the results showed that the teacher's problems included problems caused by students, teacher, and facilities to support learning. the teacher’ solutions to solve the problems were by identifying the students' ability, motivating students personally, doing the class management well, using “stick talking” game to lead students to ask a question, instructed students to find more resources on the internet or library, giving a reward, instructed students to revise their planning when it was not meeting the minimum score before mobilizing them to the other group or permitting them to choose individual task based on their interest, grouping students evenly based on the identification result, scheduling and instructing them to do a discussion with their friend before consulting their project to the teacher and the last borrowing tools from the school facilities section and rotating the tool usage. keywords: student-centered learning (scl); teachers’ problem; teachers’ solution; 2013 curriculum introduction student-centered learning (scl) is a learning approach that can increase the effectiveness of the teaching and learning process so that it leads a tremendous success for the students and increases job satisfaction for the teacher (weimer, 2002). besides, students are also trained to grow courage in themselves, especially in asking material they do not understand or expressing their opinions toward certain topic. furthermore, it is also trained the students’ logic skills to think about how they should solve problems in lessons or in real life. in indonesia, the implementation of the 2013 curriculum requires the implementation of student-centered learning. to achieve the student-centered learning, the teaching and learning process is supported by the use of scientific approach which consists of five main learning sections such as observation, question, exploration, association, and communication (kemendikbud, 2012). according to weimer (2002), the roles of teacher in the student-centered classroom is as “the guide on the side” who is not seeing the students as empty vessels that need to be filled with knowledge but teacher should seeing them as a seeker that should be guided along their intellectual developmental journey. she also stated that in the learning process, the teacher acts as a facilitator, motivator, and assessor. therefore, the teacher is no longer the sole core of the learning process in delivering the material. furthermore, there are several learning models suggested by the curriculum to support the implementation of the scientific approach that emphasizes students’ activeness. according to permendikbud (2014), those learning models are discovery learning, inquiry-based learning, projecthttp://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.10133 mailto:putuerna13@gmail.com putu erna adnyani, i putu ngurah wage myartawan, i nyoman pasek hadi saputra 102 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license based learning and problem-based learning. those learning models are expected to make students more active, creative, and guide them to find out by themselves rather than to be told by the teacher. however, sometimes student-centered learning cannot be conducted well as teachers have planned. some teachers are facing problems in implementing scl. teachers are less able to maximize the time available during the teaching and learning process, (mislinawati and nurmasyitah, 2018). furthermore, teachers are difficult to maximize supervision and class management because of students' inactivity in the learning process. prasetyawati (2016) added that students’ interest in asking question is low. furthermore, many researchers have been conducted studies related to the implementation of scl. the first study was conducted by kumar (2016) to investigate the major challenges teachers and students face in implementing student-centered methods in english classes. the results showed that most of students were not interested in learning through student-centered methods due to different factors, such as lack of interest and confidence, fear, and mother tongue influence. the second study was conducted by mckean (2014) which aimed at examining the effects of implementing student-centered learning (scl) in a college at-risk of a mathematical classroom and how this teaching strategy affects the students’ self-efficacy. there were three significant findings of this study. the first finding was that both students and teachers experienced some resistance level when scl was initially implemented. the second finding was the increased levels of self-efficacy lead the better mathematical performance. the third finding was scl was not able to raise achievement. moreover, scl activities were improved students’ confidence levels. the third study was conducted by sunzuma et al. (2012) to determine the factors that hinder the implementation of student-centered methods in the teaching and learning of mathematics at the secondary school level. there were found that the constraints included the examination of assessment requirement, language barrier, time factor, resources mainly textbooks, teachers’ subject matter content, the size of the classes, and the heavy planning involved. concerning this matter, researcher conducted this study intended to investigate the problems that teacher face and the solutions that teacher have to solve the problems when implementing student-centered learning. the result of this study is intended to contribute to the theoretical insights in teaching english as a foreign language (efl), especially for the implementation of studentcentered learning. in addition, it also intended to enrich teachers’ knowledge about the problems and the solutions in implementing student-centered learning so that it can provide ideas and inspiration for the teachers on how to conduct effective student-centered learning in the learning process. methods this research is a qualitative study with descriptive method. the research was conducted at sman bali mandara singaraja. the subject of the study was an english teacher of sman bali mandara singaraja. moreover, the object of the study was the teacher’s problems and solutions in implementing student-centered learning. two methods had been used in collecting data of the study namely, voice recording and interviewing. besides, the researcher used some instruments such as the researcher as the main instrument, voice recorder, field note, and interview guide. the data were analyzed using miles and huberman (1994) theory in which it consists of data collection, data reduction, data display and conclusion drawing. to make the data valid and reliable, the researcher used methodological triangulation. the methodological triangulation was employed by conducting interview, recording the interview, using field note and cross-checking the data with the interviewee so the data could be examined from the different perspectives to gain the valid data. results and discussion the finding revealed the problems caused by three main causes. those are problems caused by the students, teacher and also the learning facilities. the problems that came from students were the lack of students’ ability, students’ passiveness, and the lack of students’ effort in learning. the teacher claimed that those problems faced during the http://riset.unisma.ac.id/index.php/jreall/user teacher’s problems and solutions in implementing student-centered learning in sman bali mandara singaraja 103 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license implementation of discovery learning, problem-based learning, and project-based learning model. these problems influence how students performed during the learning process. the students became less able to absorb the material. regarding the students' passiveness and the lack of students’ effort in learning, it was in line with carlile and jordan (2005) who stated that student-centered learning encourages students to run their activity, to discover and explore the underlying concepts by themselves and actively involved in the learning process to promote deep learning. however, when the students were passive and they did less effort in learning, the purpose of the student-centered learning becomes less targetable. moreover, this study's findings were also in line with prasetyawati (2016), who found that students’ interest in asking question is low because many students felt reluctant and even did not involve in the discussion. faridi et al. (2016) also faced the same problems in which he found that teachers had difficulties in encouraging students to actively participate during the teaching and learning process. furthermore, this finding is closely related to broader research on students' passiveness problem in asian countries. according to sanger & gleason (2020), asian students are often feeling shy, unwilling to ask questions or speak up in the class. it in contrast with western students' learning style who are independent, self-confident, assertive, willing to ask questions, and explore ways of thinking more (ho, 2020). therefore, this problem can be considered as a problem that english teachers often face, which should be resolved immediately. besides the problems caused by students, the other problems were caused by the teacher. the first problem was the teacher’s difficulty in grouping students heterogeneously. the teacher faced this problem during the implementation of cooperative learning model. necessarily, students will improve their performance better through the cooperation process with heterogeneous grouping (zamani, 2016). however, the teacher felt it difficult distributed students heterogeneously in one group. therefore, sometimes the learning process could not be conducted as the teacher had planned. the second problem was the lack of teacher’s assistance in the consultation process. this problem occurred when the teacher implementing project based learning model. students should do intense communication with the teacher during the creation of the project in order to get constructive feedback and suggestions from the teacher related to their project. however, this activity could not be conducted well because of the large number of students and the lack of time. according to kennedy (1996) in qiang and ning (2011:2), the challenge of teaching in a large class is that it is difficult to control what happens during the learning process. hayes 1997 as cited in qiang and ning (2011:2) declared that one of the problems of teaching in a large class is control problems and the lack of individual attention. this problem also in line with a study which was conducted by seng (2014), the study revealed that carrying out student-centered activities needed a lot of time. furthermore, the problem caused by the facilities was the lack of learning tools. learning facilities has an essential role in the success of learning. therefore, adequate learning facilities are essential. however, the teacher had a problem related to the facilities of learning. this problem happened when the teacher implementing project-based learning model, especially when students made a short movie. during the creation of the short movie, students lacked of camera, stabilizer, and tripod. therefore, this problem made the production of the short movie become inhibited. to solve those problems above, the teacher offered some solutions. regarding the students’ ability problem, the first step that the teacher did was identifying the students who had the low ability. he identified the factor that influenced it and their behavior by writing it in a journal or notebook. the second, the teacher motivated students personally. the third was doing class management, for example, by placing students with low ability in a place that was easy to monitor. the fourth was by grouping them with students who have higher ability. this action was intended to give the students who had low ability opportunities to learn from the other students who had higher ability. in studentcentered learning, the relationship between students is equal, especially in promoting growth and development (lim, 2014). the fifth was by giving appreciation for what they have done. giving motivation and appreciation was intended to make them more confident to learn, especially in doing a better planning project. it is important because the atmosphere of learning should facilitate the exploration of meaning and make students feel safe and accepted in learning (combs, 1976). http://riset.unisma.ac.id/index.php/jreall/user putu erna adnyani, i putu ngurah wage myartawan, i nyoman pasek hadi saputra 104 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license concerning the students’ passiveness problem, the teacher offered several solutions. the first was related to the students’ passiveness in asking a question during the learning process. the teacher used “stick talking” game to make students asked a question. for example, after finished reading a material, every student must prepare one question minimum. every student who got the stick given by the teacher must be ready to ask a question. second, in relation to the students’ passiveness in exploring the material, the teacher instructed students to find more resources at the library or on the internet related to the material given. the third solution was related to the students’ activeness in conducting a consultation with the teacher to discuss the project planning. the first, the teacher would see the students' plan and assessed it based on the planning, process, and final product assessment. when the planning was categorized as good planning, they could continue to the other steps. however, when the students’ planning did not meet the minimum score, the teacher then instructed students to revise or replace it. if it did not work, the teacher would move the passive students into the other group which intended to give a positive influence on them. however, if the students could not do the planning and completely did not conduct a consultation with the teacher, the teacher would choose to give an individual task based on their interest. it is in line with what had proposed by mccombs & whisler (1997) in which they stated that the learning process is more meaningful for students when the topics are relevant to their interests, lives, needs and when they are actively engaged in understanding, creating, and connecting to knowledge. combs (1976) revealed three characteristics that teachers must fulfill to make students more active in the learning activities or processes. the first, students must feel accepted and safe. also, the atmosphere of learning should facilitate students’ exploration of meaning. the second, students must be given frequent opportunities to face new information and experiences in searching meaning without the teachers’ dominance. the third, new meaning should be acquired by students through the process of personal discovery. regarding to students’ effort problem, the teacher offered four solutions to solve it. first, the teacher identified the students by taking notes of them and their behavior. second, the teacher conducted classroom management by grouping them with students who have good effort. third, the teacher mobilized them to the place that was easy to monitor, for example, instructing them to sit in front. it was in line with a study conducted by lotfy (2012), who found that students were more confident after experiencing seating arrangement and it was able to foster the students’ participation on tasks during the learning process. fourth, the teacher gave the students a reward. take, for example; the teacher gave the students appreciation or reward when they tried to explore more information related to the material during the implementation of the discovery learning model or actively expressed their findings during learning with the teacher. besides, during the implementation of project-based learning, when the students were doing the project well, the teacher appreciated it by giving a good score and announcing their project to the whole class as a good project example. this action was expected to encourage students to be eager and able to follow the learning maximally. it was in line with one of the roles of teacher in student-centered learning in which the teacher should encourage students to do more discovery learning and encourage them to learn more from each other (weimer, 2002). the next solution was related to the teacher’s difficulty in grouping students heterogeneously. the implementation of grouping strategies helps students improve their ability and solve english class problems, (apple, 2006). however, the teacher felt it difficult to grouping students heterogeneously. this problem occurred during the implementation of the cooperative learning model. the teacher's solution was identifying the ability of every student, especially students who have low and high ability. after that, the teacher grouped students who had low and high ability differently. then, the teacher chose each student with high ability to be the expert or group leader and distributed students with low ability to each leader. after that, the teacher continued distributed the students with average ability equally to each group that had been made before. regarding the teacher’ lack of assistance, the teacher solution was doing scheduling for the consultation and instructing them to do a discussion with their friend before consulting their project to the teacher. every student should consult their planning project with the teacher during the http://riset.unisma.ac.id/index.php/jreall/user teacher’s problems and solutions in implementing student-centered learning in sman bali mandara singaraja 105 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license production of the project. before consulting their planning to the teacher, the teacher instructed the students to share and discuss their problem with their friend first. if they could not find any solutions from their friend yet, they could continue asking the teacher for the consultation. besides, the teacher would make a schedule for the students before conducting the consultation. it was expected to make the teacher could assist students in doing the consultation more regularly. it is needed because in student-centered learning teachers have a role as a facilitator in which the role is to clarify and stimulate the students’ minds (lim, 2014). furthermore, in relation to the lack of tools problem during the project based learning implementation, the teacher solution was borrowing the tools from the school facilities section and rotate the tool usage. in planning the project, students would map the tool used for the production of the project. they would discuss the tools that they would use with the teacher. for example, when the students made a short movie, they need a tripod, camera or stabilizer. however, because of the lack of tools at the school, the students must use it in turns with other groups although sometimes it made it took more time to make the project. conclusion based on the finding and discussion above, it can be concluded that student-centered learning is a challenge for teachers and students. it is inseparable from the problems that arise when implementing student-centered learning. the problems faced by the teacher included problems caused by students, teacher, and the use of facilities to support learning. the teacher’ solutions to solve the problems were by identifying the students' ability, motivating students personally, doing the class management well, using “stick talking” game to lead students to ask a question, instructed students to find more resources on the internet or library, giving a reward, instructed students to revise their planning when it was not meeting the minimum score before mobilizing them to the other group or permitting them to choose individual task based on their interest, grouping students evenly based on the identification result, scheduling and instructing them to do a discussion with their friend before consulting their project to the teacher and the last borrowing tools from the school facilities section and rotating the tool usage. references 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(2006) language learning theories and cooperative learning techniques in the efl classroom. doshisha society for the study of language and culture. carlile, o., & jordan, a. (2005). it works in practice but will it work in theory? the theoretical underpinnings of pedagogy. in s. moore, g. o’neill, & b. mcmullin (eds.), emerging issues in the practice of university learning and teaching, dublin: aishe chombs, a. w. (1976). fostering maximum development of the individual. in learner-centered classrooms, problem-based learning, and the construction of understanding and meaning by students. retrieved december, 12, 2020, from http://www.ncrel.org web site: http://www.ncrel.org/sdrs/areas/isues/content/cntareas/science/sc3learn.htm faridi, a., bahrim, s. & nurmasitah, s. (2016). the problems of applying student centered syllabus of english in vocational high schools in kendal regency. canadian center of science and education, 9(8), 231240. ho, shelen. (2020). diversity and inclusion in global higher education. lessons from across asia. singapore: springer nature singapore pte ltd. kementrian pendidikan dan kebudayaan (2012). dokumen kurikulum 2013. retrieved from http://pendidikan-diy.go.id/file/mendiknas/dokumen-kurikulum-2013.pdf kumar, m. k. (2016). challenge in implementing student-centered strategies in classrooms. international research journal of engineering and technology (irjet), 03(12), 1224-1227. lim, e., k., s. (2014). investigating teachers’ views of student-centred learning approach. international education studies, 7(7). doi: 10.5539/ies.v7n7p143 http://riset.unisma.ac.id/index.php/jreall/user http://www.ncrel.org/ http://www.ncrel.org/sdrs/areas/isues/content/cntareas/science/sc3learn.htm http://pendidikan-diy.go.id/file/mendiknas/dokumen-kurikulum-2013.pdf putu erna adnyani, i putu ngurah wage myartawan, i nyoman pasek hadi saputra 106 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license lotfy, n. (2012). seating arrangement and cooperative learning activities: students’ on-task/off-task participation in efl classrooms. the department of tefl. mccombs, b. l., & whisler, j. s. (1997). the learner-centered classroom and school: strategies for increasing student motivation and achievement. the jossey-bass education series. san francisco, ca: josseybass inc. mckean, s. (2014). the effects of implementing student-centered learning on at-risk students’ self-efficacy. university of toronto miles, m. b., & huberman, a. m. (1994). qualitative data analysis (2nd ed.). california: sage publications, inc. mislinawati & nurmasyitah (2018). kendala guru dalam menerapkan model-model pembelajaran berdasarkan kurikulum 2013 pada sd negeri 62 banda aceh. jurnal pesona dasar, 6(2), 22-32 prasetyawati, p. (2016). analisis proses pembelajaran berbasis student centered leaning dalam pendekatan saintifik pada mata pelajaran sejarah di sma negeri se kota palu. e jurnal katalogis, 4(10), 130-137 qiang, wang and ning, zhang (2011). teaching large classes in china-english as a foreign language. beijing normal university: china sanger, c., s. & gleason, n., w. (2020). diversity and inclusion in global higher education. lessons from across asia. singapore: springer nature singapore pte ltd. seng, e., l., k. (2014). investigating teachers’ views of student-centred learning approach. international education studies, 7(7). doi: 10.5539/ies.v7n7p143 sunzuma, g., ndemo, z. & zezekwa, n. (2012). the challenge of implementing student-centered instruction in the teaching and learning of secondary school mathematics in a selected district in zimbabwe. computer science, mathematics. weimer, m. (2002). learner-centered teaching: five key changes to practice. san francisco, ca: jossey-bass zamani, mona. (2016). cooperative learning: homogeneous and heterogeneous grouping of iranian efl learners in a writing context. cogent education. available online at http://dx.doi.org/10.1080/2331186x.2016.1149959 http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.1080/2331186x.2016.1149959 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.11336 volume 2 | number 2 | p. 132-139 published on july 10th, 2021 132 developing students’ reading ability using visual novel for high school students rizky aditya prasetyo1, rahayu kuswardani2 1,2english education, faculty of languages and arts, universitas negeri surabaya, indonesia 1rizkyprasetyo1@mhs.unesa.ac.id, 2rahayukuswardani@unesa.ac.id *) correspondence rizkyprasetyo1@mhs.unesa.ac.id abstract recently, many students study from home and their class is conducted online. many of them spend more time at home, and since their class is conducted online, most of the students must be able to utilize their smartphones. because of this situation, the visual novel can be used to aid the students in studying english, especially for reading. the visual novel is a game that utilizes pictures with various sound effects to make the reader more interested in playing and watching the picture. this study is to develop a visual novel for education with the purpose to aid students in learning english.the research method utilized by the researcher in the development of a visual novel is a ddr (design and development) method. the participant in this research was ten tenth-graders from various schools in surabaya. the instruments used in this research were questionnaires, structured interviews, and expert validation. the visual novel was validated by the expert before testing the game. this study find that visual novel can help students become more motivated to learn english especially reading and the response they gave toward using visual novel in aiding learning english is posstive. several students also struggled with the game due to the students lack of knowledge. in conclusion, the visual novel has been proven to meet the students demand to aid in learning english. the implications of these findings are that the teachers should use media to create more positive learning environment. keywords: visual novel; media for education; reading introduction the impact of globalization on market activities has increased the number of efl students around the world today. it is the result of english becoming the most widely used language in the world and being recognized as the language of global science culture. (podhovnik: 2017). it has inspired people all over the world to learn. english is taught in schools, and even countries that do not speak english have adopted it as early as feasible. media is one of technologies can work as a problem solver. media is very useful for the teacher because it can make students interested in material presentation and motivate their study as well. media can be used as educational agents, whether television, social network, or video games. video game has been applied as educational agents, the application of video game brought an innovation on learning potential subjects, such as engineering, health, history, and english (hung, yang, hwang, chu, and wang, 2018). gutierrez and tyner (2012) stated that one component that plays a huge role in the digital era is media or online learning. according to park and biddix (2017), digital media education has two practical goals: empowerment and security. the empowerment goal is to help young people understand how to make the best and most efficient use of mobile technology and media-based information, whereas the security goal is to keep teenagers safe from the negative effects of digital technologies and media. games, according to stakanova and tolstikhina (2014), could inspire a variety of students by assisting their excitement and interest. furthermore, bucking (2003) described media education as a media teaching and learning strategy in alice (2010). as a result of differing ideas on media influence, there are at least five perspectives typically utilized by media literacy practitioners, according to a report produced by alice in 2010. an inoculation approach, a pragmatic analytical approach, an innovative media approach, a http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.11336 mailto:rizkyprasetyo1@mhs.unesa.ac.id mailto:rahayukuswardani@unesa.ac.id mailto:rizkyprasetyo1@mhs.unesa.ac.id developing students’ reading ability using visual novel for high school students 133 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license social participatory approach, and a media fun approach are among the five methods. the researcher chose this media fun approach because the researcher believes that the goal of this research is similar to and compatible with the media that the researcher used, which is a visual novel for reading skill. a visual novel is a type of media that can be used by a teacher. the visual novel first appears in the 1980s with the game titled "portopia serial murder case" in 1983. portopia serial murder case became the first visual novel type game released on nec pc-6001 in june 1983. the game was designed by yuji horii and published by enix. visual novels can help a teacher improve students' interest in reading, especially in middle and high school. a visual novel is a novel that is visualized in an illustration picture. the illustration picture has a conversation and the player can choose the plot of the story. in japan, there are also comics called manga. the difference between manga and visual novel is that manga tends to be presented in a black and white format. in contrast, the visual novel presented in full color with various sound effects to make the readers playing it while in fact, they are reading it in a fun way. purnomo and purnama (2013: 101) stated that visual novels combine novel and game because this combination of the visual novel contains interactive elements even though not as much as other game. annie and amanda (2015) stated that when games are designed with learning concepts in mind, they can improve student motivation, engagement, and learning. game-based learning is more than just creating games for students to play; it is also about designing learning activities that gradually introduce concepts and lead users to the desired outcome. after all, this game focuses on the story presented. this media fun approach can make students study reading at the same time enjoying the game. in this way, it will not bore them. they easily find reading activity relaxing because they don’t have to read long text. based on the theory mentioned above, visual novel can be categorized as a media fun approach. visual novel offers not only some pictures but also some various sound effects to make the reader enjoy learning english especially reading. furthermore, the visual novel that is currently available in the market did not have the genre for education. thus, the researcher tought that it is necessary to develop visual novel for education to aid the students in learning english. the visual novel in this research is called 'school life in japan’. the selected title ‘school life in japan’ is designed for students to acquire some knowledge about school in japan. the game itself is easily accessible because the researcher created it for smartphone devices, and anticipated that educators would utilize it as a tool in the classroom. methods the researcher utilised the method by peffers et al. (2007), which is design and development research. the framework stated by peffers defined the issues, describes the objectives, arranged and developed the product, tested the product, investigated the outcome, and revealed the results. the researcher modified the framework into define issues, design and develop the media, verify the media by experts, test the media, and evaluate the test results. http://riset.unisma.ac.id/index.php/jreall/user rizky aditya prasetyo, rahayu kuswardani 134 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 1. the steps of design and development research furthermore, the researcher asked expert to verify the media before it will be applied for users testing. the expert invited to suggest and put comment on the media to make the media better and reach the standard as educational media applicable in the classroom. the invited expert was the lecturer of education from muhammadiyah university in surabaya. the location set for media testing activity to conduct the implementation of visual novel ‘school life in japan' is in surabaya. with the current pandemic covid-19, the researcher gathers the students in the researcher home. this field activity was conducted by obeying the protocol of covid-19 and seeing if the media's implementation has any issues. the player was tenth-graders from various high schools in surabaya. the expert validated the media by filling out the questionnaires given by the researcher related to content of visual novel ‘school life in japan’ such as quality and materials used in the game. the questionnaire was designed to determine whether the media was qualified and applicable for classroom usage, as well as whether the information was appropriate. results and discussion defining the issue the first issues that the researcher found is that the lack of innovation in teaching english especially reading. most of the teacher still used the old-fashioned ways of teaching reading. this make the students feels that the reading is boring and they didn’t like reading because they must read a long text. furthermore, the researcher also found that most of the visual novel that is currently available didn’t support for education purpose. most of the visual novel is only for student’s enjoyment and some of them is not suitable for underage students. after defining the issue, the research started observing the students and gathering information to see their preferences for making the visual novel. since visual novel can be presented in many styles and the story's plot can be customized to suit the player. purnomo and purnama (2013: 101) stated that since a visual novel is a combination between novel and game that make this visual novel offering an interactive element in which the students can study reading while also creating the game's story. because of this originality of visual novel game-based learning, the students don't get easily bored by only reading a long text. designing and developing the media the first step in designing and developing the media, the researcher started to collect the data first. the research data was from the student’s syllabus and the materials that the students has already gotten. after that, the research began to ask if any of the students like to watch anime (japanese animation) since visual novel mostly consists of anime. after getting students' preferences the designing and developing the media defining the issues media verification testing the media evaluating the result http://riset.unisma.ac.id/index.php/jreall/user developing students’ reading ability using visual novel for high school students 135 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license researcher began to make a plot or storyline based on the students' preferences. the researcher chose tenth-graders because they started to study english in middle school so that using visual novel would suit their class level. studying english is very important right now especially from a young age, thus for the students who are already studying english in middle school and start to study it more seriously in high school, the researcher used media that can enhance their interest in learning english especially in reading. as a result of this, the researcher designed and developed a game called visual novel since most of them like to play games and watch anime. in addition to that, most students have smartphones right now. it makes it easier for them to play visual novel game. picture 1. blueprint of the game. after collecting the data, the researcher began to make the blueprint of the game. the game's blueprint included how to storyline goes, what anime/picture included in the game, and the background music selected for the game. the important aspect was the game could be applied in the classroom. after that, the researcher began creating the game by selecting the platform for the game to work on. considering the situation right now, the researcher finally chose to make the game playable on the smartphone since most of the students use gadget for online learning. furthermore, visual novel mostly played in a personal computer there might be some difference between visual novel for personal computer and smartphone. the researcher creating the game aided by software to make it easier and coded it to make it applicable to play on the smartphone. after the game is completed, the researcher checked the game and fixed the bug where it is necessary. media verification the step after designing and developing the game was media verification. in this step, the research invites an expert to verify the media. the expert has offered comments and suggestions to the researcher on how to develop the media better by fulfilling the standard education for media that can be used in the classroom. the aspect of the media that got verified by the expert are media quality and suitability. the expert that verifying the media was from the university of muhammadiyah sidoarjo. the expert verifying the media by filling the questionnaire sheets submitted by the researcher. the questionnaire that was verified by the expert consist of the media quality such as the format of the game, the chosen image, the font in the game, and the colors in the game. in addition, the questionnaire submitted to http://riset.unisma.ac.id/index.php/jreall/user rizky aditya prasetyo, rahayu kuswardani 136 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the expert also intended to approve the language selected in the game, the relevance of the content in the game, and the suitability of the game to be applied in the classroom. the researcher then began to revise the game based on the comment and suggestion given by the expert. eventually, the game is already verified by the expert and already fulfilled the requirement to be applied in the classroom. furhtermore, after the game is applied to the students. the feedback given by the students is that the game is very good, they like the design of the game because it’s colorfull and using an anime character which suit their preference. furthermore, for the language aspect of the game the students feel that its not difficult and they can understand it. testing the media the next after media verification were testing the media. the game that has finished produced and verified by the expert then ready to get tested on the field. the researcher then sent the game to the student's smartphone since every student has their own. these steps are performed to obtain the results for the next step which is evaluating the results. the students who receive the game were 10 tenth-graders from various high schools in surabaya. the researcher began questioning the students before they play the game. the question that is asked by the researcher what material the students already get in the school to see if the material in the game is something they already know and understand. after that the researcher began to explaining the steps to operate the game, and what are they going to do. the participant was quite excited since for some of them it's their first time playing this kind of game and enthused how the game is going to be. since the game can be played on the participant's smartphone, it's quite time-saving since they don't have to wait for the other to finish before they can get their turn. after they finish the game or saving the game since the game can be saved and they don't have to play it from the beginning. the researcher then gives them a questionnaire about their response and their opinion after playing the game. after each participant filled the questionnaire, the researcher then began to interview them about their reasons for answering the questionnaire. evaluating the results the last step was evaluating the results. after the data that were obtained in the testing media phase, the next steps were evaluating the results. the questionnaire that was distributed by the researcher to the participant which the objective was to find out the participant response toward the game. the questionnaire that has 10 questions can be defined into three points. picture 2. tittle screen of the game. http://riset.unisma.ac.id/index.php/jreall/user developing students’ reading ability using visual novel for high school students 137 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license picture 3. branch story in the game. picture 4. story in the game. the first point is about the student's response toward the implementation of the game. the finding from the first point was the students were very satisfied and enjoyed playing the game. since they didn't only read a long text but also has an animation or picture in the game, not only that they also get new knowledge since the story of the game is focusing on transfer students in japanese high school. the students get to know new words, new cultures, and new experiences. afterward were the second points in which about the student's response toward the media design. of 10 students, 8 of them felt that this is a new experience in reading and 2 of them stated that since they have played this game it's nothing new, but overall, it's quite an experience. the last point was about the material in the game. most of the students felt that the words in the game are not that difficult even though some of them didn't understand some words. the five steps to improve the media was adapted from temaja (2017) and peffers et al. (2017). both defined the steps to improve the media, in which the students can have a pleasant environment when learning english. certain necessities were required for choosing suitable media for teachinglearning activities. ramdani and muhammadiyah (2014) describe that learning goals, participant condition, and learning method were the necessities to choose suitable learning media. according to expert validation, the media should provide the learning objective which has the goal to improve students reading ability in learning english. furthermore, prior to the creation of the media, the syllabus was examined to ensure that the contents chosen were appropriate for the students' language level and complexity. the media can also be used in a group or on its own, with a basic description of how it was done. it will be necessary to successfully implement the medium in the classroom in order to facilitate learning processes. in addition, the results showed from the questionnaire submitted to the expert, proved that the media is suitable and the characteristic of the media is acceptable. the media has remarkable aid to help students learning english even though the game has certain parts that needed to be adjusted. there is a requirement in creating a game as educational media. jacob (2016) stated that games as http://riset.unisma.ac.id/index.php/jreall/user rizky aditya prasetyo, rahayu kuswardani 138 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license educational media must have clear goals, visual, comprehensible instruction, relevant, and entertaining. as previously stated, the media used by the researcher aims to help students improve their reading ability by making them play the game since they didn't have only to read a text but also have pictures and sound effects that help entertain them. the game also has clear instructions and it's easy to play it. furthermore, the game has function called saved and load to make them easier. furthermore, during the media implementation, the students were very enthusiastic about playing the game, and they had encountered some difficulties. they were not discouraged by the challenges, and in fact, they enjoyed playing the media even more as a result of them. as a result of the validation of material and media experts, observations made in field experiments, questionnaires, interviews, and a variety of revisions made in the production of this media, the findings revealed that the visual novel game meets the criteria and parameters for conducting learning activities. conclusion as a conclusion, visual novel can be used as a teaching aid for students to learn english because visual novel can offer the students not only knowledge but also an enjoyment. furthermore, after completing the five modified phases of the ddr method outlined by peffers et al. (2015) and temaja (2017) the visual novel has been successfully established as an interactive digital learning game. moreover, according to the results of the media and material expert questionnaires, the application has already met the requirements of effective media. in addition, the result obtained from the field shows the visual novel is suitable and acceptable to be used in learning english, especially in reading activities. the researcher also found that the student's answers in the questionnaire and the interview has received good feedback, the students enjoyed playing the game and the game didn't make their reading boring. nonetheless, experts had already verified the visual novel game and provided comments and suggestions; there were also some media shortages. when playing the game, students encountered a number of challenges. especially if it's about culture and unfamiliar terms since the game provide them with culture in a different country. furthermore, more research is required to improve the media that will be used at a specific level of the students. their overall understanding was not harmed as a result of the issues that arose, as evidenced by their response. as part of the measures required to develop a successful media, a number of suggestions regarding game application in the classroom should be addressed. the visual novel game caught the interest of tenth graders, indicating that it was effective in promoting and winning students' confidence in learning english. another suggestion is that the teacher be aware of the rules and provide guidance on how to play the game in order to avoid misunderstandings between students. however, further effort is needed to improve the visual novel game and the materials contained within so that this media can be used often in classrooms and by students of various levels. references basol, h., & sarigul, e. 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(2016, may 17). top 7 criteria of a great learning game. retrieved february 18, 2018, from motion math blog: motionmathgame.com/top-7criteria-of-agreat-learning-game http://riset.unisma.ac.id/index.php/jreall/user https://www.research.lancs.ac.uk/portal/en/people/kate-cain(f2febdd0-ade5-4278-b8a0-56d1859a8199).html developing students’ reading ability using visual novel for high school students 139 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license khoiriyah, khoiriyah. (2019). an enhancing students’ reading comprehension through jigsaw at vocational high school. english education: journal of english teaching and research, 4(1), 29-38. https://doi.org/10.29407/jetar.v4i1.12965 morgan, p. l., & fuchs, d. (2007). is there a bidirectional relationship between children’s reading skills and reading motivation? exceptional children, 73(2), 165– 183. https://doi.org/10.1177/001440290707300203 park, h. w., & biddix, j. p. (2008). digital media education for korean youth. international information and library review, 40(2), 104–111. https://doi.org/10.1080/10572317.2008.10762768 pho a, dinscore a. game-based learning overview and definition. tips trends instr technol commitee 2015:1–5. doi:10.1007/978-1-4614-3185-5_38 podhovnik, e. (2017). language and academic identity: sociolinguistic aspects of english as a lingua franca in the scientific community. people: international journal of social sciences, 1(2), 38–53. https://doi.org/10.20319/pijss.2015.12.3853 peffers, k., tuunanen, t., rothenberger, m., & chatterjee, s. (2007). a design science research methodology for information systems research. journal of management information systems, 24(3), 45-77. doi: 10.2753/mis0742-1222240302 purnomo, sf. luthfie arguby and purnama, sf. lukfianka sanjaya. (2013). mendesain media pembelajaran bahasa inggris berbasis video games. surakarta: fataba press. sanjaya, wina. 2010. penelitian tindakan kelas. jakarta: kencana prenada media grup sanjaya, wina. (2010). penelitian tindakan kelas. jakarta: kencana prenada media grup stakanova, e., & tolstikhina, e. (2014). different approaches to teaching english as a foreign language to young learners. procedia – social and behavioral sciences, 146, 456-460. https://doi.org/10.1016/j.sbspro.2014.08.154 temaja, i. (2017). e-matching game in teaching english for young learners. people: international journal of social sciences, 3(1), 67-79. doi: 10.20319/pijss.2017.31.6779van der geest, d. (2014). the role of visual novels as a narrative medium. 1–27. ward, james. 1980. technique of teaching reading. washington: english teaching forum. vol xviii. anne civell newton editor http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doidoi: http://dx.doi.org/10.33474/j-reall.v2i2.11324 volume 2 | number 2 | p. 125-131 published on july 9th, 2021 125 the impact of the walking dead video game on students’ reading comprehension on narrative text muhammad husnun nadhif department of english education, universitas negeri surabaya, indonesia muhammad.17020084033@mhs.unesa.ac.id *) correspondence: muhammad.17020084033@mhs.unesa.ac.id abstract with the development of technology every time, the development of media for learning is also overgrowing. many new media are popping up especially digital-based media, ranging from images, audio, and video. all of that media has been widely used by teachers to get students excited about what they will learn in class. however, the longer these media feel boring for students, the teachers also have to twist their brains to find new media, one of which is video games. several studies have looked into the influence of adventure video games on learning english; however, few studies have looked into the effect of adventure games on learning english. this study aimed to see how video games affected students' reading comprehension of narrative text. the study consisted of 50 students from sma negeri 1 kebomas gresik in tenth grade. x-ips 1 and x-ips 2 were the class examples. the impact of video games can be reflected in the multiple-choice scores of students. the author used a quantitative procedure and quasi-experimental design as the analysis methodology with a purposive sampling approach. a multiple-choice test was used as the testing tool. the findings in this study explain that video games do not significantly impact students but only increase the motivation of students to learn and entertain students only. keywords: video games; reading comprehension; narrative text introduction one of the essential skills that students must have when studying english is the ability to read. students become frustrated when given long texts or stories to read for an exam. when a teacher is unable to build a more positive and enjoyable environment, this issue arises. because of these issues, teachers must use the media as a learning intermediary for students in order for learning to be interesting. according to the national reading council, reading is a complicated method that necessitates various instructional approaches (healy, 2002). furthermore, according to tiedeman, vygotsky, and wartofsky, two types of instruments or media can be used in reading: authentic items like books or text, and icons, or abstract signs in an illustration or alphabetical order (tiedemann, 2011). means that reading is a mechanism in which the minds routinely receive input from the object being interpreted and interpret it based on the readers' previous knowledge of the symbols and alphabet, even illustration. reading entails interaction with the reader's opinions and understanding, as well as the texts being read. consequently, since they may have different context information and thoughts on the text they read, the effects of one understanding may vary from that of another. in general, teachers' responsibility in the teaching and learning process is to help their students by using a variety of varieties to transform important consumers into media outlets. every student is exposed to a variety of media, including books, the internet, film, and other forms of entertainment. teachers also use the media to pique students' interest in reading. many students have been bored when reading text from mainstream media such as novels or short stories. in this case, the video game can represent the text subject for the teacher, which can be a challenge for the teacher himself to make video games a new literacy language for students(bacalja, 2018). the use of video game as media itself is to reflect and present a combination of text, audio, video, and tooling that allows students that be player to take part in an action or interact with ai on the game, manage resources and achieve their http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.11324 mailto:muhammad.17020084033@mhs.unesa.ac.id muhammad husnun nadhif 126 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license goal while they complete several missions (costikyan, 2002; djaouti, alvarez, jessel, methel, & molinier, 2008; stenros, 2017). video games have become one part of entertainment for indonesian people, both young people, and adults. tommy renato, a manager of one of the digital wallet companies in indonesia, said that about 100 million people had played video games by 2020. the number of gamers make indonesia becomes the country with the huge number of gamers in southeast asia. some players are usually affected by the many e-sports tournaments and content creators on the internet who talk about video games. it makes the interest of indonesian residents, both old and young, especially students who belong to the younger group, play video games especially for entertainment. by enjoying the game, they will not have high pressure in the learning activities (butler, 2015). the growing popularity of digital video games has prompted researchers to look into their educational potential. the influence of video games on foreign language learning is no longer remarkable. some researchers recommend using video games as a tool for students to learn english and develop their literacy skills (barr, 2018; hamari et al., 2016; reinhardt & sykes, 2014). according to studies, video games positively impact student literacy growth, especially in listening and reading. also, words in games are associated with visuals, acts, aims, and dialogue, rather than just meanings or other words. learners see how words relate to the world's meanings or circumstances they are interested in and how they can help construct or exploit them. learners with a solely auditory interpretation of chat and messages will just 'cash out' phrases for phrases. it is ideal for passing tests, so it is not good for comprehension. they have profound knowledge and true learning if they can 'cash out' terms for pictures, memories, acts, aspirations, and conversation – for a virtual theatre of inspired action in their heads (reinders, 2012). as software video games combine multimedia and other technologies such as network or internet connection, it can make players worldwide enable to experience virtual environments in the video game itself (connolly, standfield, & boyle, n.d.). some studies have proposed computer simulation games to include context-rich, cognitively challenging interactive worlds for language learning. for example, ranalli (2008) investigated the effect of the sims game on second language vocabulary learning and discovered that participants improved their vocabulary skills statistically significantly. parsayi and soyoof (2018) also investigated what factors affected students' comprehension of narrative text in a video game. ten efl and esl students are experts in playing video games, specifically the games used in this study. the results of using the metro 2033 video game show that video games with exciting story settings inspire students and help them develop their listening and reading skills, especially when it comes to narrative text. chen and yang (2013) also conducted a study to determine the impact of commercial video games, bone, on their language learning and their perceptions about the game. researchers conducted two different studies on video games and language learning. in the first study, students experienced an increase in vocabularies, but there was no significant increase in their learning performance. the second study focused on examining the weaknesses and strengths of using video games as a language learning medium. the results of this research can be seen that video games have their strengths and weaknesses. the small number of subjects is a big drawback. with a greater sample size, the study findings will be more representative. also, the result of this study is that the video game itself only affects specific skills. permatasari (2013) also looked into the usage of video games to help students enhance their writing skills. researchers performed a study for junior high school students to determine their capacity to write text narratives, and they used two tests to evaluate student development: a pre-test and a post-test. fairy tail video as a medium in writing class was shown to be effective in this study, particularly for the viii-a of smp n 24 semarang. during the teaching and learning process, the students also stated that they were not bored. after utilizing video, they had more enjoyment and were more motivated to compose narrative writings. http://riset.unisma.ac.id/index.php/jreall/user the impact of the walking dead video game on students reading comprehension on narrative text 127 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in this study, the video game used is the walking dead season one (2012); this game is based on the walking dead comic itself published in 2003. the game is set in the same fictional world as the comic, with events soon after the georgia zombie outbreak. some characters from the original comic series make cameo appearances in the game as well. lee everett, a university professor, and imprisoned criminal, rescues and cares for a young child in the game. based on the background of the study, the researcher formulated the research questions as follows: does the use of the walking dead video game have a positive impact on students’ reading comprehension in the narrative text? this study aimed to obtain evidence that commercial video games such as the walking dead can positively impact high school students, especially for reading comprehension to narrative text. methods to solve problems that had been posed in the introduction, the researcher used the quasiexperimental design approach. the population will self-select to (or their providers will pick on their behalf) one of many distinct treatment groups for the aim of assessing the real-world effectiveness and safety of those non-randomized therapies in a prospective or retrospective research (maciejewski, 2020). researchers used experimental analysis to assess the impact of an interaction between two given variables. this study utilizes quasi-experimental methods, which enable variables to be controlled or manipulated. since it remembers the condition of research materials, which also does not allow random tasks, quasi-experimental usage is used. it occurs as a result of forming a whole group (naturally formed entire group), such as a class of students. these classes are often frequently small in size. since the regulation of factors relating to the test subject cannot be achieved entirely under these cases, the laws of the actual experiment cannot be met. the study will take place in sman 1 kebomas gresik since it will be done on senior high school students, mostly 10th-grade students, and will include about 50 students. students will be split into two classes in this study, each of 25 students: experimental and control. both groups will be asked the same tests, but the procedure will be different. the experimental group will receive treatment in the form of a video game called the walking dead, while the control group will receive treatment in narrative text with the same story as the video game itself. researchers will use a video game called the walking dead season 1 as the media for the treatment. since there are currently few instructional adventure games for language learning, a noneducational commercial game was selected. a good language learning game can have plenty of language feedback as well as a fun game design. the walking dead game allows players to hear native speaker speech and display english subtitles simultaneously while playing. the game also features good graphics and sound effects, as well as a fun game mission style. players can take part in various challenging challenges to read the text carefully to solve the puzzles. furthermore, the game is simple to play, even for inexperienced video gamers. each episode has an exciting and thrilling storyline, and each episode in the game has also fulfilled the generic structure of narrative text such as orientation, complication, resolution, and reorientation. in the gameplay, players/students are instructed to use a third-person view and a range of dramatic camera angles while playing. some portions of the game demand the player to respond in a certain amount of time, leading to critical decisions influence on the story. some dialogue trees demand the player to decide within a certain amount of time, or else he will remain silent, which might affect how the other characters react to him. in the pre-test, students will be given ten narrative texts and five questions each. students will then be given treatment to play and read a narrative text about the game and answer questions from the text. this media is used in classroom learning and a task for students to summarize and understand the video game. it is done to improve the ability of students to read and comprehend narrative text well. the results of this pre-test are used to determine the students' initial ability to know the level of reading of the students so that there is no significant difference if the next activity is carried out. posttest is done to give researchers the results of evaluation after treatment on participants. a post-test http://riset.unisma.ac.id/index.php/jreall/user muhammad husnun nadhif 128 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license also uses the same number of questions and mechanisms as a pre-test. a post-test aims to provide researchers with the outcomes of an experiment after participants have received treatment. (chu, ph. and chang, 2017). the researcher uses tests to collect information/data from the students (pre-test and posttest). since tests offer substantial knowledge about what students know and should do, the researcher chose to use them. the t-test statistical analysis will be used in this study. this method compares the test effects of two groups separated, respectively the control and experimental groups. as a result, the researcher used a comparative t-test analysis to compare both groups between pre-test and post-test. the researcher used ibm spss statistic version 25 for this step. statistical package for the social sciences is abbreviated as spss. this software can be used to review data gathered from observations, polls, and experiments, among other sources. it can display data analysis variations and presentation functions, such as graphical data presentation and statistical analysis. results and discussion 1. normality test a normality test is used to know whether the data collected are normal on the distribution or not. since the sample size is 25, less than 50, the researcher used shapiro-wilk to assess normality. the test results reveal that both classes' pre-test and post-test scores were normally distributed (see table 1 and table 2). as a result, the following theories are proposed: h0: data of x follows a normal distribution. h1: data of x did not follow a normal distribution. if the significant value of the shapiro-wilk test is greater than the significant value of h0, the hypothesis is accepted (0,05). table 1. tests of normality (pre-test) kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental class .164 25 .080 .937 25 .125 control class .101 25 .200* .962 25 .448 table 2. tests of normality (post-test) kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experimental class .178 25 .040 .930 25 .085 control class .163 25 .087 .937 25 .123 based on the two tables above, the significant value of the overall test, either from the experimental or control class above 0.05, which is significant from experimental, is 0.125 (pre-test) and 0.085 (post-test). similarly, the control class that gets significant 0.448 (pre-test) and 0.123 (posttest). it indicates that h0 is acceptable and that the data are distributed normally for both tests. 2. homogeneity test after determining data normality, the researcher must determine data homogeneity. it will be determined using the descriptive statistic formula in the spss 25 program, whether homogeneous or heterogenic. the theories and findings are listed below. hypothesis: h0: the experimental class sample is the same as the controlled class sample, or the sample is homogeneous. h1: the experimental class sample differs from the control class sample, or the sample is heterogeneous. table 3. test of homogeneity of variances http://riset.unisma.ac.id/index.php/jreall/user the impact of the walking dead video game on students reading comprehension on narrative text 129 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license pre-test score levene statistic df1 df2 sig. .011 1 48 .917 table 4. test of homogeneity of variances post-test score levene statistic df1 df2 sig. 1.140 1 48 .291 for the homogeneity test, both tests have significance above 0.05, which is the significant standard on the homogeneity test. the table above explained that the pre-test has a significant value (0.917 > 0.05) and post-test (0.291 > 0.05), which both qualify for hypothesis h0, which is both data submitted homogenous. 3. data analysis table 5. group statistics group n mean std. deviation std. error mean student's gained score experimental 25 7.76 8.705 1.741 control 25 6.00 9.381 1.876 the mean score and the standard deviation of both classes concerning the subjects' perceptions were calculated, for the experimental class (m = 7.76, sd = 8.71), the control class was calculated (m = 6, sd = 9.38). the table above also mentioned standard error in each class, as in the experimental class (se = 1.74) and control class (se = 1.88). all of this will be processed to the next stage that calculates related determining the standard error of the different mean of variable experimental and mean of variable control. also, after that, the t-test calculation process is done to prove which hypotheses are correct and accepted. 4. hypothesis testing table 6. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper student's gained score equal variances assumed .623 .434 .688 48 .495 1.760 2.559 -3.386 6.906 equal variances not assumed .688 47.734 .495 1.760 2.559 -3.387 6.907 after calculation, the table above shows that the t-test calculation of t was 0.69, and the degree of freedom (df) is 48. furthermore, the degree significance used in this study was 5%, or 0.05, while in the table, the value is 1.67. the value of t (observation) was lower than the result of the t-table. so, this study showed that the use of video games on learning narrative text students sman 1 kebomas gresik does not significantly impact the understanding of narrative text. http://riset.unisma.ac.id/index.php/jreall/user muhammad husnun nadhif 130 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license from the research result, there is no significant development in students' test scores; this is usually influenced by students' proficiency in english, which affects their motivation to understand narrative text after treatment. from mayer (2019), multimedia must have the necessary elements and add multimedia motivation and metacognition. motivation affects the willingness of students to understand the video game and will later influence the next storyline. it affects students to understand the narrative side of the video game. at the same time, metacognition refers to keeping track of the cognitive processes of choosing, arranging, and incorporating information and managing and adapting these processes as required to meet the learning target. these two aspects are very influential to a learning system like this. the finding of this research also different from the previous studies earlier. in this research, the sample were students with limited skills in english. also, some students have low motivation. they think that the game is too difficult to understand because they have limited skills and vocabulary. it is proved that learning english via video game was motivating, but the limited english skill challenge students to comprehend the narrative text; this makes students unable to organize and manage the decisions made in the game and makes them play in vain. the finding of the study was not the same as the one used in this study; all later studies used funny (bone from chen and yang, and fairy tail from permatasari), simulation games (the sims ranalli), and action shooting games (metro 2044 from parsayi and soyoof). because of the difference between variations of sample knowledge and game used in tests, the results of this study differed from those that have similar studies conclusion this quasi-experimental study was performed in the academic year 2020/2021 to obtain observational data regarding the impact of video games on students' reading comprehension of narrative text at sman 1 kebomas gresik tenth grade students. based on mathematical calculations and hypotheses checking with the significance level of 5%, the conclusion concludes that t observation < t table or (0.69 < 1.677). it suggests that in the tenth grade of sma negeri 1 kebomas gresik, video games had no significant influence on students' reading comprehension of narrative text. even if the statistic indicates no substantial impact, the students' post-test scores tended to be significantly higher than their pre-test result, and they were very willing to use a video game as a learning tool for efl. there are suggestions for persons who want to study in the same area, based on the conclusion above. students should use another medium to learn english as a foreign language that will also be entertaining them while improving their reading skills, especially with narrative text. meanwhile, teachers can continue to conduct extensive research into teaching methods that can benefit students' learning. it is expected for teachers to prefer video games that make it easier for students to understand the use of their language by the level of english proficiency of the student and also not burden students in other matters such as the large size of the game and the ability of the device of the student. references bacalja, a. (2018). what critical literacy has to offer the study of video games. australian journal of language and literacy, 41(3), 155. barr, m. (2018). student attitudes to games-based skills development: learning from video games in higher education. computers in human behavior, 80, 283–294. https://doi.org/10.1016/j.chb.2017.11.030 butler, y. g. (2015). the use of computer games as foreign language learning tasks for digital natives. system, 54, 91–102. https://doi.org/10.1016/j.system.2014.10.010 chen, h. j. h., & yang, t. y. c. (2013). the impact of adventure video games on foreign language learning and the perceptions of learners. interactive learning environments, 21(2), 129–141. https://doi.org/10.1080/10494820.2012.705851 chu, ph. and chang, y. (2017). john w, creswell, research design: qualitative, quantitative, and mixed methods approaches. journal of social and administrative sciences, 4(june), 3–5. connolly, t., standfield, m., & boyle, l. (n.d.). games-based learning advancements for mult thomas http://riset.unisma.ac.id/index.php/jreall/user the impact of the walking dead video game on students reading comprehension on narrative text 131 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license connolly. costikyan, g. (2002). i have no words but i must design: toward a critical vocabulary for games. computer games and digital cultures conference, 9–33. retrieved from http://scholar.google.com/scholar?hl=en&btng=search&q=intitle:i+have+no+words+&+ i+must+design+:+toward+a+critical+vocabulary+for+games#0%5cnhttp://andrey.savel yev.2009.homepage.auditory.ru/2006/ivan.ignatyev/digra/i have no words & i must design_toward a djaouti, d., alvarez, j., jessel, j.-p., methel, g., & molinier, p. (2008). a gameplay definition through videogame classification. international journal of computer games technology, 2008, 1–7. https://doi.org/10.1155/2008/470350 hamari, j., shernoff, d. j., rowe, e., coller, b., asbell-clarke, j., & edwards, t. (2016). challenging games help students learn: an empirical study on engagement, flow and immersion in gamebased learning. computers in human behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045 healy, c. (2002). reading : what the experts say. parent educational advocacy training, 1–3. maciejewski, m. l. (2020). quasi-experimental design. biostatistics and epidemiology, 4(1), 38–47. https://doi.org/10.1080/24709360.2018.1477468 mayer, r. e. (2019). computer games in education. annual review of psychology, 70(1), 531–549. https://doi.org/10.1146/annurev-psych-010418-102744 parsayi, f., & soyoof, a. (2018). video games: the interface between langugae learning and storytelling. international journal of pedagogies & learning, 13(2), 103–118. permatasari, d. (2013). english language teaching forum the use of video as a medium to improve students ’ ability in writing narrative. english language teaching forum, 2(1), 1–11. ranalli, j. (2008). learning english with the sims: exploiting authentic computer simulation games for l2 learning. computer assisted language learning, 21(5), 441–455. https://doi.org/10.1080/09588220802447859 reinders, h. (2012). digital games in language learning and teaching. in digital games in language learning and teaching. https://doi.org/10.1057/9781137005267 reinhardt, j., & sykes, j. m. (2014). digital game and play activity in l2 teaching and learning. language learning and technology, 18(2), 2–8. stenros, j. (2017). the game definition game: a review. games and culture, 12(6), 499–520. https://doi.org/10.1177/1555412016655679 http://riset.unisma.ac.id/index.php/jreall/user 120 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.18268 volume 3 | number 2 | p. 120-127 published on august 10th, 2022 investigating the pleasure of reading habit during the covid-19 pandemic: a study in university of islam malang rara dwi ayuningtyas1, muhammad yunus2 1,2english education departement, university of islam malang 121801073092@unisma.ac.id, 2m.yunus@unisma.ac.id *) correspondence: 121801073092@unisma.ac.id abstract this research aimed at investigating the students’ pleasure reading habit during pandemic since they spend most of their time at home including their school activities done at home. this research used qualitative descriptive method. there were 25 students of 8th semester of english education department of university of islam malang as the subjects of this study. the data were collected using questionnaire and interview. the findings showed that the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. then, the students revealed that their duration of using devices, especially mobile phones increased because they spent most of their time at home during the pandemic. all students said that they used their mobile phones more often to read because it was more practical. next, from the data collected, it could be concluded that the main factor that hindered students from reading during the pandemic was social media. keywords: reading habit; pleasure reading; factor influencing reading habit introduction reading is the key to opening a window to the world. according to rachmat (2020), reading is the most efficient way to enrich information in many aspects of this world, including science and technology. theoretically, reading can be interpreted as a cognitive process that plays a role in building knowledge through negotiation of meaning (jian, 2018) as cited in yunus and ubaidillah (2021). reading has a very important role and becomes a daily necessity for every person who wants to acquire whatever information is required. then, for most learners, it is the most important skill to master to ensure success. with strengthened reading skills, learners will make greater progress and development in all other areas of learning english skills (ismail, 2017). on the other side, students should master this skill because when they study in their school, they will confront several english textbooks. reading english texts is very important because the reading activity will open the opportunity to absorb another existing knowledge. university students are expected to master the comprehension skills of reading english texts at an advanced level. this is because at the university level the lectures most likely are required to read english reference books on several subjects. according to ganie and rangkuti (2019), the ability to read english text will open new knowledge and opportunities. by reading especially reading english text, students will be able to get a lot of new information, and pleasure and also do many other things with the information that they get from the reading activity. in addition, ayun and yunus (2017) stated that reading involves a complex process. therefore, to understand the whole text, the reader needs to decode the text and make interpretations. to understand the meaning of a text, the reader must have a variety of strategies, methods, and skills. according to adeyemi (2020) readers are successful people because they are often faced with a world of possibilities and motivations, therefore developing the habit of reading can open the door to success and possibility. then, (owusu-acheaw & larson, 2014) explained that students' academic http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.18268 mailto:2m.yunus@unisma.ac.id investigating the pleasure of reading habit during the covid-19 pandemic: a study in university of islam malang 121 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license achievement is also largely determined by reading habits because both reading habits and students' academic achievements are related to each other. however, iklima et. al., (2020) stated that efl learners often faced various difficulties when understanding english texts. this is because students have no idea of unfamiliar vocabulary and the concepts of the text. this is influenced by context and culture because any habit can be affected. in brief, reading is an essential skill in students learning activities, such as getting information in all aspects, improving their thinking process, also reading can be one of the alternatives for students to entertain in their spare time. pleasure reading means any reading that is freely chosen for enjoyment. it consists of a wide range of genres and publications including both fiction and nonfiction. in line with abimbola et al., 2021 who explained that pleasure reading is a reading activity that is carried out for pleasure in spare time which not only aims to find information about school lessons but also for entertainment. pleasure reading can include reading various fiction books such as prose, poetry, comics, stories, magazines, and so on while non-fiction such as biographies, motivations, textbooks, and others. students who frequently do pleasure reading will be developed more cognitively and it will make them tend to do better in school than their peers (sullivan & brown, 2015). in addition, whitten et.al, (2019) said that students who do pleasure reading have better academic abilities than others, not only in english but also in mathematics, science, and history. this statement is supported by muawanah (2016) who stated that reading is the best receptive skill in learning a language to gain knowledge. in other words, successful reading determines educational achievement and helps in the development of knowledge and language skills. through reading activities, students will find it easier to understand the message and meaning of a text. in addition, regular reading activities can also optimize student learning achievement at school. in short, reading is a receptive activity that has an impact on academic life. however, the spread of the covid-19 virus that has occurred in recent years has affected various spheres of life. this is ranging from health, education, economy, religious practice, society, and so on (jahan et al., 2021). corona virus infection or covid-19 is a disease caused by the corona virus and causes the main symptoms in the form of respiratory problems. this virus first appeared in wuhan, china at the end of 2019. the spread of the virus is very fast and increases every day. this made the government set some policies as measures to reduce the increase in the number of patients infected by corona virus. one of the policies implemented is "lockdown". sun et al., (2021) claimed that the covid-19 pandemic makes students should study in an unusual opportunity for children's print and digital reading preferences in an out-of-school context. restrictions on most activities outside the home have forced children to find their reading resources from home through online orders of physical books, online reading materials, online loans, or purchases of e-books. based on the explanation above, the researcher is interested to investigate the students’ pleasure reading habit during pandemic since they spend most of their time at home including their school activities done at home. methods research design the method of this research was qualitative descriptive methodology. qualitative research method is used to observe question that may best through verbally describing how participants in a study perceive and interpret numerous elements in their surroundings. qualitative research refers to processoriented methods use to understand, interpret, describe and develop a theory on a phenomena or http://riset.unisma.ac.id/index.php/jreall/user rara dwi ayuningtyas, muhammad yunus 122 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license setting. it is a systematic, subjective approach used to explain life experiences and provide them meaning (lele, 2019). data collection of qualitative descriptive studies focuses on discovering the nature of the specific events under study. so, the purpose of this research is to provide an overview of various phenomena naturally on the students’ pleasure reading habit during pandemic. participants the subjects of this research were university of islam malang students in semester 8 of english education department of teacher training and education. the students in this semester had been through reading class before pandemic era which was in that class they got reading log in one semester full for pleasure reading and reported their daily reading log to the lecturer in each week. the researcher believed that their daily pleasure reading habit was still continuing until this time in this covid-19 pandemic era. there were 6 classes of 8 semesters and the researcher chose students in d class that researcher believed had a good ability in pleasure reading habit as the subjects. there were 25 subjects were chosen for this research. instruments in order to get the result of the research, the researcher used questionnaire and interview. the researcher used questionnaires to collect the data to investigate the students’ pleasure reading habit during pandemic time, while the interviews were done to get more information to complete their answer from the questionnaires. both of the instruments of this research were adapted from previous research experts from sun et al., (2021). in this case, there were a few statements from questionnaire questions that had been changed which tend to be unclear without losing the meaning or the essence of the questionnaire. overall, there were 25 statements which were discussing about purpose of reading, reading frequency, students’ reading material/devices, and factors that were hindered students pleasure reading habit. in addition, the questionnaire used in this research was likert scale. there were 3 participants were interviewed to represent all the subjects that had given the respond to the questionnaire before. there were 7 main questions that would be given during the online-interview. this interview was conducted in order to get the necessary data related to investigate the pleasure reading habit of the students during covid-19 pandemic. data collection due to the current condition which was still unstable because of covid-19 pandemic and the lectures activities were still done in online, the researcher made online questionnaires in the form of google form. then, the researcher distributed those questionnaires by personal massage in whatsapp to the students of university of islam malang who were asked to be the subjects in this research. next, the researcher conducted semi-structured interview to follow up and get more deep information from the subjects. the researcher used zoom application to conduct online-interview. data analysis the data from questionnaire were analyzed descriptively by using formula percentage calculations based on sugiyono's. meanwhile, the data from interview were analyzed by using flow model by miles and huberman (1992) as cited in sugiono (2015). findings and discussion this study adapted the indicators of reading habits from adeyemi (2020) that were the purpose for reading during the pandemic, the device used for reading, the time spends for reading before and after the pandemic, and the factors that hindered reading during covid-19. to answer the first problem of this research, the participants were asked to complete some questions which were divided into two parts. the first part contained the purpose for reading during the covid-19 pandemic (6 http://riset.unisma.ac.id/index.php/jreall/user investigating the pleasure of reading habit during the covid-19 pandemic: a study in university of islam malang 123 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license statements), the second part contained materials/devices used during the covid-19 pandemic (7 statements). the result of the questionnaire on students’ pleasure reading habit performance can be seen in table 1. table 1. purpose for reading and reading frequency during pandemic covid-19 reading habit question sa (%) a (%) d (%) sd (%) i read to eradicate boredom during the covid-19 pandemic. 20 52 24 4 i read for entertainment during the covid19 pandemic. 12 56 28 4 reading habit question sa (%) a (%) d (%) sd (%) i read to add general information/knowledge during the covid19 pandemic. 20 72 4 4 i read to find information on covid-19 during the covid-19 pandemic. 16 72 12 0 i read for examination/academic studies during the covid-19 pandemic. 12 64 24 0 i am relaxed and feel pleasure to read during the covid-19 pandemic. 16 56 28 0 i spend 15-30minutes to read english text every day before the covid-19 pandemic. 16 44 40 0 i spend 31 minutes-1 hour to read english text every day before the covid-19 pandemic. 12.5 29.2 50 8.3 i spend more than 1 hour to read english text every day before the covid-19 pandemic. 8 20 68 4 i spend 15-30minutes to read english text every day during the covid-19 pandemic. 8 40 48 4 i spend 31 minutes-1 hours to read english text every day during the covid-19 pandemic. 4 32 56 8 according to table 1 most participants were reading to add general information and knowledge during the covid-19 pandemic, especially about the current information on the covid-19 pandemic. in addition, the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. this data was supported by the statement from participant 1 as follows: “i spend more time with my device during the pandemic. sometimes i open websites to look for news”. in addition, some students also agreed with the statement “i read for examination/academic studies during the covid-19 pandemic”. http://riset.unisma.ac.id/index.php/jreall/user rara dwi ayuningtyas, muhammad yunus 124 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license “during the pandemic, my habit of reading english texts improved quite rapidly. i can spend up to 3 full hours reading english journals. yes, i enjoy reading texts in english more during the pandemic. i spend more time reading english journals for my final project”. meanwhile, only few students read for entertainment which means that they probably got their entertainment from other activities. more than 50% participants spent 15-30 minutes and 31 minutes-1 hour reading daily before and after the pandemic. some of them even told that the duration of their reading habit was decrease during the covid-19 pandemic compared to before the pandemic. the decline in students' reading habits could be caused by various factors. “during the pandemic, my reading habit of english texts is still continuing, but it decrease more than before the pandemic because i sometimes preferred to do other activities such as watching movies. i read a few comics during the pandemic, but i do not read as intense it was before the pandemic” based on the data it could be seen that participants who spent more than one hour reading every day had no changes in their reading habit frequency. they remained consistent with their reading habits during the covid-19 pandemic. "i enjoy reading english texts because my hobby is reading, so before the pandemic, i already had the habit of reading english texts. i feel more motivated when i read english text because english text is usually more interesting" “during this pandemic, my reading habits have increased because i have no other activities, so i prefer to spend my time for reading”. in short, from the data in table 1, it could be seen that this pandemic situation did not affect the reading habits performance of students who already had good reading habits long before the pandemic. next, based on the data collected which can be seen in table 2, most participants used their textbooks and notebook as their reading material. then, smartphones were the most popular device for reading among the participants during the covid-19 pandemic. table 2. materials and devices used to read during the covid-19 pandemic reading habit question sa (%) a (%) d (%) sd (%) i use textbooks as my material to read during the covid-19 pandemic. 12 56 32 0 i use fiction books as my material to read during the covid19 pandemic. 16 44 36 4 i use magazines as my material to read during the covid-19 pandemic. 8 40 40 12 i use notebooks as my reading material during the covid-19 pandemic. 24 44 32 0 i use newspapers as my material for reading during the covid-19 pandemic. 8 28 48 16 i use my computer/laptop as my device to read during the covid-19 pandemic. 24 44 28 4 i use my phone as my device to read during the covid-19 pandemic. 48 48 4 0 http://riset.unisma.ac.id/index.php/jreall/user investigating the pleasure of reading habit during the covid-19 pandemic: a study in university of islam malang 125 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license due to the unstable condition in this pandemic era, the lecture activity was done online. it made the participants have more time to read their textbooks as well as their notebook for their pleasure reading and also for other reasons. in addition, several textbooks they got were in the form of pdf. they agreed that using a smartphone for reading was more convenient than the other devices. “i spend more time in front of my device especially mobile phones because i use this device the most”. table 3 shows that social media was the most inhibiting factor for participants to read during the pandemic. while other factors such as laziness, lack of motivation, and unavailability of reading materials, did not significantly affect their reading habits. table 3. factors that hindered students’ pleasure reading habit during covid-19 pandemic reading habit question sa (% ) a (%) d (%) sd (%) i feel lazy to read during the covid-19 pandemic. 12 24 56 8 i prefer to work to earn money during the covid-19 pandemic. 16 40 40 4 i do not have any motivation to read during the covid-19 pandemic. 4 32 56 8 i don't have printed and online material to read during the covid-19 pandemic. 4 32 56 8 i'd rather spend time browsing my social media than reading during the covid-19 pandemic. 20 56 20 4 it’s difficult for me to find interesting topics to read. 20 40 30 10 based on the data from interview, according to the first participant (participant 1), he said that he used his device more for accessing social media than reading. “yes, i spend more time with my device during the pandemic. sometimes i also open websites to look for foreign news. however, during the pandemic i used my phone more often to open social media”. his statement was in line with the responses obtained by the researcher from the previous questionnaire distributed. most participants preferred to access their social media rather than read during the covid-19 pandemic. based on the findings, even though the pandemic conditions had affected various things in daily life including education, the students were continuing their reading habit activity during the covid-19 pandemic. it was because this habit had been carried out long before the covid-19 pandemic occurred. it was in line with bana (2020) who stated that when someone already has a good reading habit, then he will continue to do this activity as his daily routine that he will always do. however, based on the data analyzed by the researcher, the frequency of reading habits of the participants did not improve significantly. this was in contrast with the previous study from adeyami (2020) who found that the covid-19 pandemic had a positive impact on the increasing reading hours. he found that there was a significant improvement in inhabitants' reading hours during the pandemic. from the data obtained in this research, most students preferred others activities to reading. they only read to get the information and for academic reasons with the frequency of reading for about fifteen minutes to one hour. http://riset.unisma.ac.id/index.php/jreall/user rara dwi ayuningtyas, muhammad yunus 126 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license next, students spent more time with their devices during the pandemic. the habit of using devices during this pandemic affected the reading habits of students. according to kuhlemeier & hemker (2007) who said that students’ digital literacy ability can be predicted by looking at the frequency of computer and internet use at home. based on the finding of this research, most of the participants chose mobile phones as their devices to read during the pandemic. the reason why the students chose mobile phones over other devices was that mobile phones more practical. some students gave positive responses to the use of the device during this pandemic. first, they had more time in front of their devices to read at their pleasure time. second, they also could use their devices to find various references for their reading materials through their phone because most of them were choosing e-books as their reading material. in line with angelica et al., (2022) who said that students like reading e-books in various forms such as pdf, pdb, html, and web the reason that they are easy to save e-book documents on their mobile phones, and it also makes them easy to take their book wherever they want to read. in addition, manalu (2019) also stated that the use of the internet makes it easier for students to access information such as online news, journals, wikipedia, and others. however, some students stated that they mostly used their devices to do other activities. according to the data obtained from questionnaires and interviews, the researcher found that most of the students preferred to use their devices to open their social media. this reason of course made the students' reading habits decline from before the pandemic. therefore, the data reveals that social media was the main factor that hindered students from reading during the pandemic. this statement was in line with the theory stated by priajana (2015), as cited in fitri (2020), who said that students spend more time playing on their devices to open social media than reading. they spend more of their free time watching television, listening to music, playing games, and interacting on social media. as a result, they waste their time on useless activities, and their reading frequency is decreased. all in all, the subjects in this study agreed that they got many benefits from reading habits, especially the habit of reading english texts. besides eradicating boredom, they also got a lot of advantages from their habit of reading english texts such as adding new vocabulary that they don't know, adding insight, improving english skills, improving their knowledge, and getting the current information. it is related to the theory from daim, (2021) stated that the readers can learn new vocabulary, get new information, and become more knowledgeable from reading activities. conclusion based on the findings and the discussions from the previous chapter, the researcher took some conclusions. first, the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. most of the students only read to get the information and for the academic reason with the frequency of reading about fifteen minutes to one hour. second, the data showed that mobile phones became the most popular device for reading among the participants during the pandemic. the students revealed that their duration of using devices, especially mobile phones increased because they spent most of their time at home during the pandemic. all students said they used their mobile phones more often to read because it was more practical. the last from the data collected, it could be concluded that the main factor that hindered students from reading during the pandemic was social media. it was because in this pandemic situation, no one controlled students' activities. consequently, the students preferred to spend their free time playing social media rather than reading during the pandemic. therefore, the researcher suggests to teachers to make strategies to improve students' pleasure reading habits that can be accessed by students wherever they are in any situation. http://riset.unisma.ac.id/index.php/jreall/user investigating the pleasure of reading habit during the covid-19 pandemic: a study in university of islam malang 127 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references abimbola, m. o., shabi, i., & aramide, k. a. (2021). pressured or pleasure reading: a survey of reading preferences of secondary school students during covid-19 lockdown. international journal of knowledge content development & technology, 11(2), 7-21. adeyemi, i. o. (2021). influence of covid-19 lockdown on reading habit of nigerians: a case study of lagos state inhabitants. reading & writing quarterly, 37(2), 157-168. ayun, q., & yunus, m. (2017). the efficacy of reciprocal teaching method in teaching reading comprehension to efl students. elt echo: the journal of english language teaching in foreign language context, 2(2), 134-146. ganie, r., & rangkuti, r. (2019). reading comprehension problems on english texts faced by high school students in medan. kne social sciences, 684-694. iklima, p. s., yunus, m., & sholihah, f. a. (2020). the effect of previewing text on freshmen reading comprehension skill. jurnal penelitian, pendidikan, dan pembelajaran, 15(26). ismail, h., syahruzah, j. k., & basuki, b. (2017). improving the students’ reading skill through tra nslation method. journal of english education, 2(2), 124-131. jahan, n., rahman, m. a., mohiuddin, m. g., al mansur, a., habib, a., & mondol, m. s. (2021). impact of covid-19 pandemic on study: assessing reading habits of university students in bangladesh. international journal of social, political and economic research, 8(2), 327-340. lele, m. a. (2019). the students’ perception of the media used by teacher in teaching english. undergraduate thesis. faculty of teacher training and education: university muhammadiyah of makassar. muawanah, s. (2016). the relationship between students' reading habit and their reading comprehension (a correlational study at second grade students of sma dua mei ciputat. owusu-acheaw, m., & larson, a. g. (2014). reading habits among students and its effect on academic performance: a study of students of koforidua polytechnic. library philosophy and practice, 0_1. rachmat, a. a. (2020). the importance of reading literacy. academic writing assignment. retrived from, https://www. researchgateismail. net/publication/346384548_the_importance_of_reading_literacy. sugiyono. (2015). metode penelitian kuantitatif, kualitatif dan r& d. bandung: alfabeta, cv. sullivan, a., & brown, m. (2015). reading for pleasure and progress in vocabulary and mathematics. british educational research journal, 41(6), 971-991. sun, b., loh, c. e., o’brien, b. a., & silver, r. e. (2021). the effect of the covid-19 lockdown on bilingual singaporean children’s leisure reading. aera open, 7, 23328584211033871. whitten, c., labby, s., & sullivan, s. l. (2019). the impact of pleasure reading on academic success. journal of multidisciplinary graduate research, 2(1). yunus, m., & ubaidillah, m. f. (2021). efl teacher educators’ experiences in teaching critical reading: evidence from indonesia. journal on english as a foreign language, 11(2), 422-441. conflict of interest statement we would like to declare that the study was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user https://www/ 1 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5424 vol. 1 | no. 1 | februari 2020 | hal. 1 11 designing nahshorna bilingual media for nahwu-shorof basic learning iin baroroh ma’arif1, akhmad kanzul fikri2, atik husna3 1,2,3english departement education, unwaha university, indonesia 1iinmaarif@unwaha.ac.id, 2akhmadkanzulfikri87@gmail.com, 3ucenaatik@gmail.com *) correspondence: iinmaarif@unwaha.ac.id abstract this study is conducted on the basis of researcher’s observation that students are lack of interest of study in learning arabic grammar, namely nahwu-shorof basic learning. students have good basic on english ability. the objective of this study is to find out the feasibility of designing ‘’nahshorna’’ bilingual media for nahwu-shorof basic learning for students. this study involved 12 students. the subjects of this study are second grade students of an-nashriyah islamic boarding school. this study used qualitative data and used research and development (r&d) research design. the instruments of this study used observation, interview, questionnaire and documentation. the study focused on reading ability. the findings of the study that are the result of media validation is 88% score in very good category, the result of two materials validation is interesting categories, english material is 75% score in pretty good category, the arabic material is 73,75 % score in pretty good category and the result of user validation in preliminary field study is ‘’good’’ response. keywords: nahshorna media; bilingual; nahwu-shorof introduction education in indonesia is applied by new innovations for improving good quality. education is as learning of cognitive (knowledge), affective (attitude) and psychomotor (creativity) for the students from one generation to the next generation by learning, training and research. education can be guided by teacher and can be learnt autodidact. (as cited by sari, 2017) according to croanbach in his book, educational psychology said that, ‘’learning is shown by a change in behavior as a result of experience‘’. it means that a good study is by experiences, the students use the five senses. nowadays, education does not only learn one language but also to learn more than one language. there are two kinds of education, religion education and universal education. in arabic language, education as”tarbiyyah (َتْرِبيَّة)’’ by fi’il madhi ‘’rabba(َربَّى)’’ which has meaning ”educate’’. in arabic language, religion education as tarbiyyah islamiyah. in arabic learning, there is one of main material such as arabic learning of nahwu-shorof, arabic language, islamic classical books, etc. nahwu-shorof is as main learning at islamic literature, first learning for understanding of islamic literature, morphology learning and arabic grammar. beginning from arabic language up to arabic grammar knowledge, they need the nahwu-shorof. for example, go-went-gone (english learning) = َيْذَهبَ َ-َذَهبََ (arabic learning). in developing period, nahwu-shorofb become curriculum and lesson in the islamic boarding school (pondok pesantren), islamic senior high school (madrasah aliyah), islamic junior high school (madrasah tsanawiyah) and islamic elementary school (madrasah ibtidaiyah). one of them is in bahrul ‘ulum islamic boarding schools, tambak beras, jombang which learned about nahwu-shorof. most of subjects assume that nahwu-shorof sscience is boring because it uses many books, abstract learning and there are many nahwu-shorof books that are still difficult to understand with arabic grammar. most of students can speak arabic but the grammar is error because the basic of education is religion because most of them study in islamic junior high school and islamic senior high school. actually, english grammar and arabic grammar are same. but, http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5424 mailto:iinmaarif@unwaha.ac.id mailto:2akhmadkanzulfikri87@gmail.com mailto:ucenaatik@gmail.com mailto:iinmaarif@unwaha.ac.id ma’arif, i. b., fikri, a. k., husna, a. 2 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license most of the students can not correlate each of them. as long as, learning nahwu-shorof uses discussion method, memorizing method, reading method, lecturing method and speaking method. for speaking method, it makes the students feel bored to learn. the purpose of this study is to increase student interest and add facilities when they study, so that the original primary learning in arabic is not lost. therefore, the use of these media makes learning fun and the teachers can visualize the material and practice using the media. by the background, researcher plans to research designing ”nahshorna’’ bilingual media for nahwu-shorof basic learning which is designed by using adobe flash cs5 software as more interactive and effective without disappearing the authentic of kitab kuning. the material is about definition of kinds of ,(a word)َكلَِمةَ examples of ,َكلَِمةَ and exercises of َكلَِمةَ .which is completed by using arabic language and english language (bilingual language) َكلَِمةَ methods this research took research and development (r & d) as it aims was to develop a new product and modification term of previous study as a bilingual media in nahwu-shorof basic learning. development research is a process of designingand assessment of products that is used in learning process. in another definition, research and development (r&d) defined research development is as a kind of purpose to result in the product, ended with evaluation and feasibility of the product based on sugiyono (as cited in anggraini, 2014). actually, research and development (r&d) is designing new product or developing the product. the product is not only hardware type, but also software type. steps of research and developing on nahshorna media by using adobe flash cs5 is adopted by borg and gall development. this procedure is chosen because it is simple and more detail. this is borg and gall research procedure: research and collecting information this are steps that done by observation and field study. these are: the observation is done to know the learning process in nahwu-shorof learning. according to sugiyono (2014) said that observation is done to know how process the students learning in the classroom and how the students activities is. moreover, observation is able to evaluate for the teacher, media, situation and condition of learning, interaction to the students and others. observation is done when research in the classroom and the out classroom. the researcher started by giving questionnaire to find the samples of research. besides, the researcher prepared interview to the teacher and to the some students. this study is done for helping the researcher to collect and review the data for learning media and develop it. planning in this development includes the preparation of material, designing the questionnaire, designing of the product and all the tools needed. in developing preliminary form of product step, the researcher designed the product step by step accordance with previous planning. the media used by bilingual (arabic language and english language). in preliminary field testing, this step, the researcher asked to the material experts and media expert to give evaluation. in main product revision, this step is done after evaluation from expert if it is needed. in main field testing step, this step is done to the students especially for the second grade of students. the researcher just tested 12 students of grade two in the islamic boarding school accordance by questionnaire is given for grade two. they used the media for practice. in operational product revision step, this step is done by observation and evaluation from the students. the response from the students is good. so, there is no revision. in operational field testing step, the researcher used small testing. so, there is no field testing. in final product revision step, they are final result of research. in implementation step, it is important by researcher because the researcher thought that this media must use by others, not unilateral. the knowledge is not by self, but it is for dissemination so that beneficial and useful. the research will be conducted at an-nashriyah islamic boarding school in tambak beras, jombang, east java. the period of research is from april 22 to may 23, 2019. in the research and development, it was conducted by small group test. the researcher determined that the object of http://riset.unisma.ac.id/index.php/jreall/user designing nahshorna bilingual media for nahwu-shorof basic learning 3 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license study includes: three experts on test validation and 12 students in small group test. object of this research is the feasibility about design ”nahshorna’’ bilingual media to help students for nahwushorof basic learning and implement ‘’nahshorna’’ bilingual media for nahwu-shorof basic learning. the research was conducted at an-nashriyah bahrul ‘ulum islamic boarding school, tambakberas, jombang, east java.second grade has 22 students. in the research and development (r&d), it was conducted by three test steps: one by one test, small group test, and field test. above the describing, the researcher focused on second grade in an-nashriyah islamic boarding school by small group test. results and discussion designing nahshorna bilingual media for nahwu-shorof learning in an-nashriyah islamic boarding school bahrul ‘ulum tambakberas jombang followed three parts: the first is the result of developing product. the second is the result of expert validation and revision. the third is the result of final product. the result of developing product the researcher adapted by borg and gall’s development. in this part, the researcher will discuss some the steps. 1. research and information collecting in these steps, the research conducted the field study and did observation. observation is done at the students of second grade in the an-nashriyah islamic boarding school. it is to know that how learning process and the problem nahwu-shorof learning in the class. in this observation, the researcher needed the instrument to help finding the problem. the observation was done by interview and give questionnaire to the several students and nahwu-shorofteacher at second grade.based on observation, the researcher concluded that : a. in an-nashriyah, nahwu-shorof learning uses book media. b. the researcher conducted the research at second grade of an-nashriyah because nahwushorof is learned at second grade. the researcher did not choose at first grade in annashriyah because they adapted and adjusted with learning in the school and in the islamic boarding school. although there were lesson of english language and arabic language. the researcher did not conduct on third grade because the level of third grade is more extensive that first grade and second grade. c. the researcher chose nahwu-shorof material because it is basic main of sciences for arabic literature learning. now days, an expert of nahwu-shorof material is decreasing, moreover almost of lost authentically. the researcher used basic material because the nahshorna media was a contribution for media and has function as stabilization of nahwu-shorof learning at first grade. d. the researcher used bilingual because in an-nashriyah will be applied bilingual (english language and arabic language). the english language and the arabic language are international language that it is known by everybody. e. nahshorna media used multimedia because the nahwu-shorof learning still uses book media so that the interesting response by students is low and not interactive. whereas now days, the students are demanded to be up to date. because of it, the researcher conducted the material by multimedia with authentic of arabic literature that it was creation of expert of nahwushorof in the traditional period. f. the researcher asked several students to interview them that how nahwu-shorof learning in the class. about 50% students of second grade are interested in nahwu-shorof learning. based them, the learning is interest about the method by using the book. for example discussed method, singing a song method, explanation method by speaking and did not using technology. it concluded that the learning is good by using that method. however about http://riset.unisma.ac.id/index.php/jreall/user ma’arif, i. b., fikri, a. k., husna, a. 4 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 50% students were not interested about the learning. they assumed that nahwu-shorof learning is boring and making passive learning so that they can be sleepy in the class. g. the students have problem in the media. for this time, the learning using book media did not using technology media. actually in the first grade of islamic boarding school was there learning. but, at the second grade was not fluency basic nahwu-shorof learning and the students were often forget. the researcher gave the teacher a questionnaire and several students. after the students were known that how interested nahwu-shorof learning, they who are not interested the learning, they will take for research. the researcher was also interview for several students to know the response of the learning to get the problem. h. actually, there is a projector in islamic boarding school. the students really like to learn by using technology media that supported the learning. opportunely, in first grade they learned arabic and english language. so, it can combine the two languages because the planning of the islamic boarding school will use two language for future. the material is very basic because the students still forget about the difficult word in nahwu-shorof learning. so, the researcher combined two languages so that the students can apply and learn easily. 2. planning after knowing about the problems, the researcher planned for designing media other books. many islamic boarding schools used books so that the students do not apply the material. from the questionnaire of need analysis, they were taken for samples of research by random sampling and by opinion of the teacher of 12 students of second grade an-nashriyah. in this step, the researcher planned about the material that it is used. the researcher conducted the basic material because the study must be basic learning first so that it can continue the next material. after conducted the material systematically based on syllabus. next, the material was conducted in the multimedia using adobe flash cs5 because it is practical and did not need more capacity. the researcher used observation, interview to the several students, giving questionnaire of need analysis to the second grade students of an-nashriyah, giving writing questionnaire and record interview to the teacher of nahwu-shorof in second grade annashriyah. flowchart, storyboard and software is needed on the planning part for making the media. the software to make nahshorna media is adobe flash cs5. adobe flash cs5 is software that made animation two dimensions so flash is used for cd interactive and animation effect on website. adobe flash has view large so it needs a lot hard disk. the media used adobe flash cs5 because it used view data, used action script 2.0 and support mp4. 3. develop preliminary from of product. the researcher designed nahshorna media by step using bilingual. the steps of developing nahshorna take the following points as follow: a. components of nahshorna a) layout design. layout design in this application takes some principles of simple, elegant, and attractive. the color of layout is beautiful color. b) text. font on this nahshorna is arial naskhi. c) pictures. pictures on this application support material and makes the students to be more interactive. the aim of the pictures is to make the students more interesting and more focused in learning. by pictures, they learn by applying the material, not imagination. pictures on this application drawn selected from references such us internet. d) audio. audio on this application is located on background music. e) packaging. nahshorna is able to save on flash disk, cd (compact disk), or others. moreover, the benefits of this application is able to save for long term, able to disseminate through internet and able to save on memory or computer hardisk. b. selection of material selections of material these are based on syllabus and learning aspect. actually, in the syllabus nahwu-shorof material is studied at the second grade in an-nashriyah, bahrul ‘ulum. but, at the first grade in an-nashriyah, bahrul ‘ulum was studied because it has relationship http://riset.unisma.ac.id/index.php/jreall/user designing nahshorna bilingual media for nahwu-shorof basic learning 5 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license with arabic language learning. above it, the researcher selected the basic nahwu-shorof material for second grade students because it has studied in the first grade and it is as stabilization last material so they are able to continue the next materials. this application used english and arabic because in the first grade has applied by these two languages in the learning and next time an-nashriyah will be applied these languages for daily activities. learning aspect includes opening, content, guideline of media and references. opening on this application consisted of introduction about nahwu-shorof science. it made by video scribe. the video explained how nahwu-shorof is, the reason choice the material, why used bilingual and introduction of the media. the contents on this application are based on six buttons. these are button definition of ةَ َكلِمََ (kalimah), button kinds of button ,(kalimah) َكلَِمةَ examples of button exercise of ,(kalimah) َكلَِمةَ ,by multiple choices and matching (kalimah) َكلَِمةَ button references and button ‘’about’’ of the media.the main material of this application is basic nahwu-shorof science. the button definition of is along with some (kalimah) َكلَِمةَ examples. the button kinds of consists of (kalimah) َكلَِمةَ , اَْْلِْسمَ kinds of .اَْلَحــْرفَ andاَْلِفــْعــلَ َكلَِمةَ (kalimah) consist of characteristics and simple explaining. the button examples of َكلَِمةَ (kalimah) consists of examples and picture. the button exercise of by multiple (kalimah) َكلَِمةَ choices, matching and agglomerating. the aim of exercise is to know that the students understand about the material. the result of expert validation and revision on this part, the researcher discussed about the important parts of research. these are preliminary field testing and main product revision. on the preliminary field testing, it was validated by some experts. the following result is the experts’ validation: 1. expert validation there are three experts in this research, one media expert and two materials expert. a. media validation this validation focuses on media aspect of nahshorna application. the expert of validation in this research is miss. khoiruniza wahyundari, s.kom, as graduation of technology faculty of unipdu jombang. she is also as graduated from multimedia course in blk jombang. the questionnaire is needed to evaluate nahshorna application. the answer of the expert is using likert’s scale. the result of first step of media validation as follows: the researcher is able to calculate the total score of the questionnaire. the total score is 75. after the researcher know the total score, next we calculated by likert’s scale. the result is 88%. then the score used qualitative data. the score showed that the result of questionnaire based on media is ‘‘very good’’ classification. based on result of media validation, this media not needed revision. b. material validation this evaluation focuses on material aspect of nahshorna application. the researcher needed two material experts because these used arabic and english. the expert of english material is mr. hermawan, s.pd. as english teacher in the mauwh, tambak beras, jombang. the questionnaire is needed to evaluate on english material. the answer of the expert is according to the likert’s scale. the result of first step on the material validation as follows: the researchers are able to calculate the total score of the questionnaire. the total score is 60. after the researcher know the total score, next we calculated by likert’s scale. the result is 75%. then the score used qualitative data. the score showed that the result of questionnaire based on media is ‘’pretty good’’ classification. based on result of english material validation, this application did not need revision. the expert gave addition as follow: complete your exercise 3so that the concept can be realized as well. the expert of arabic material is mr. moh. ilyas, lc, m.pd. as arabic teacher in the man 3, tambak beras, jombang. the questionnaire is needed to evaluate the arabic material. the answer of the expert is according to the likert’s scale. the result of first step on the material validation as http://riset.unisma.ac.id/index.php/jreall/user ma’arif, i. b., fikri, a. k., husna, a. 6 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license follows: the researcher is able to calculate the total score of the questionnaire. the total score is 59. after the researcher knew the total score, next we calculate by likert’s scale. the result is 73,75%. then the score used qualitative data. the score showed that the result of questionnaire based on media is ‘’pretty good’’ classification. based on result of arabic material validation, this application did not need revision. the expert gave addition as follow: a) try more and more your arabic writing on الكتابة مهارة in the b) computer, especially arabic writing that used الوصل همزة and القطع همزة . c. revision before this media implemented to the students, the researcher discussed main product revision on this part so that the media is ready to used. above result of validation, this media needed revision especially on the material validation. although on the media validation has very good result, there are some suggestions and critiques to be constructive. after studying the suggestions, critiques, and opinion from experts, the researcher revised the last media into betterment of the media. the following figure revision from layout before and after revision: figure 1. the layout before revision there are some arabic words that these are changed as rules.especially , it is about همزةَالقطع and همزةَالوصل. there is changed byهمزة for some words. from figure 1.1. is changed into figure 1.2. figure 2. arabic writing before revision figure 3. arabic writing after revision http://riset.unisma.ac.id/index.php/jreall/user designing nahshorna bilingual media for nahwu-shorof basic learning 7 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 4. arabic writing before revision figure 5. arabic writing afterrevision figure 6. arabic writing before revision figure 7. arabic writing after revision figure 8. arabic writing before revision http://riset.unisma.ac.id/index.php/jreall/user ma’arif, i. b., fikri, a. k., husna, a. 8 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 9. arabic writing before revision the result of main field testing on this section, the researcher analyzed next steps of the research; these are main product testing, operational product testing and operational field testing. 1. main field testing on this section, the researcher had studiedthe main field testing in an-nashriyah islamic boarding school bahrul ‘ulum, tambak beras, jombang. there are 22 students to fill out paper sheets of sample that researched. based on observation by the teacher for teaching and need analysis, the researcher took 12 students for research. actually, the students consist of different ability; they are low, middle and high ability. on the main field testing, the researcher uses laptop for research to support realization of the media and more intensive than using projector because they can apply it by themselves. the activity had realization in second grade of students an-nashriyah, bahrul ‘ulum and used 9 laptops. so, the students try out the media as well regulated. while realization, the students have feeling comfortable and more fervently when learning. although some of them are still confused what it means, but they are enjoyed for using the media. the students have filled questionnaires as response of using the media. the questionnaires consisted of some statements that it can determine quality of the media. based on preliminary field testing, the researcher concluded that 12 students are interested nahwu-shorof learning used nahshorna media and they are not bored to learn. although, some students feel confused on how to operate it and they needed still guided by teacher. it means that the nahshorna media is ”good’’ category and no needed revision. so, researcher continued to the operational field testing. on the operational field testing, the media were tested to the small group; they are 12 students of second grade. on this step, the students fill out the questionnaire as responses of using the media. the researcher summarized that they can enjoyed and enthusiasm using nahshorna media and they are interested in arabic learning especiallynahwu-shorof learning using bilingual by technology media. most of them expressed that nahshorna media can support and improve spirit of learning process. final product http://riset.unisma.ac.id/index.php/jreall/user designing nahshorna bilingual media for nahwu-shorof basic learning 9 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user ma’arif, i. b., fikri, a. k., husna, a. 10 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license conclusion based on result of research and analysis, the researcher concluded that the nahshorna media is interesting to learn. it can awake student’s motivation to use than as usual in nahwu-shorof learning because they feel that the learning has different atmosphere. the feasibility based on: 1. the result of media validation is 88% score in very goodcategory. 2. the result of two materials validation is pretty good categories. the english material is 75% score in pretty good category. the arabic material is 73,75 % score in pretty good category. 3. the result of user validation in preliminary field study is ”good’’ response. most of students are interested, enjoyful and enthusiasm with nahshorna media because for learning using book media never using technology media. so, they feel that the learning has different atmosphere. although some students feel the media is not easy to learn because it uses bilingual but they suggested that the media made them more enthusiasm for learning. in this part, the researcher gives suggestions for some sides: 1. the institution the researcher hopes that the institution has more technology facilities to support the learning process so that the students are more enthusiasm and became active student. 2. the teacher the learning must be supported by professional teachers because they determine learning clearly and success. this media is hoped that it can advocate for learning and the teacher just becomes guidance the students when learning. 3. the students the researcher hopes that the students can be more active and have to spirit when learning because the success in future is determined by young men now. the suggestion that the students use is the media as well and can using the media autodidact. researcher hopes that it should be better if the students use bilingual at all of lessons. 4. the future researcher the researcher hopes that the future researcher can complete this media because this media is perfect less. besides, the future researcher can implement this media on any sides so that this media can be useful when learning as well. acknowledgements we would like to thank to all the authors who had already contributed to this paper and to the anonymous reviewers for their valuable comments. http://riset.unisma.ac.id/index.php/jreall/user designing nahshorna bilingual media for nahwu-shorof basic learning 11 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references الشيخَعلىَهشامَالكيالنيَشرحَكيالنيَعزي.َدارَالكالم.َََ .mudah belajar membaca kitab.2016. sidogiri: batartama المفتاحَللعلومَ anggraini, friska agustia. 2014. developing english multimedia based teaching media by using adobe flash cs3 for vii grade of mts al huda bandung tulungagung. bandung tulungagung: iain tulungagung. burhanuddin, afid. 2013. pengumpulan data dan instrument penelitian,(online),(https://afidburhanuddin.wordpress.com/2013/05/21/pengumpulandata dan-instrumen-penelitian-3/) hakim, taufiqul. 2001. program pemula membaca kitab kuning امثلتى metode praktis mendalami al-qur’an dan membaca kitab kuning. jepara: ponpes darul falah. latief, muhammad adnan. 2016. research methods on language learning an introduction. malang: um. mukhoyyaroh, ummi. 2018. developing english arabic basic grammar bilingual module for students of eleventh grade of ma salafiyah kajen pati (thesis). semarang: walisongo state islamic university. novita, sari sami, et al. 2016. interactive learning media for lenses and their applications using macro visual basic in microsoft power point faculty of mathematics and natural science institute technology bandung 2016. oxford learner’s pocket dictionary. 2011. fourth edition. new york: oxford university press. sari,ana wahyuning. 2017. analisis kesulitan pembelajaran nahwu pada siswa kelas viiimts al irsyad gajah demak tahun ajaran 2015/2016.journal of arabic learning and teaching,6(1), issn: 22526994 sari, ana wahyuning. 2016. analisis kesulitan pembelajaran nahwu pada siswa kelas viiimts al irsyad gajah demak tahun ajaran 2015/2016. a thesis. semarang: fakultas bahasa dan seni universitas negeri semarang. sugiyono. 2014. metode penelitian pendidikan. .bandung : alfabeta. yunus, mahmud. januari 1972. kamus arab-indonesia. jakarta: mahmud yunus wa dzurriyah. http://riset.unisma.ac.id/index.php/jreall/user https://afidburhanuddin.wordpress.com/2013/05/21/pengumpulan-data-%20%20%20%20%20%20%20dan-instrumen-penelitian-3/ https://afidburhanuddin.wordpress.com/2013/05/21/pengumpulan-data-%20%20%20%20%20%20%20dan-instrumen-penelitian-3/ journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i1.14221 volume 3 | number 1 | p. 36-42 published on february 23th, 2022 36 media used by the junior high school during emergency remote lassroom wahyu taufiq1*, dian rahma santoso2 1,2d1 english education study program, universitas muhammadiyah sidoarjo, indonesia 1email: wahyutaufiq1@umsida.ac.id, 2email: dianrahma24@umsida.ac.id *) correspondence: wahyutaufiq1@umsida.ac.id abstract this research is concerned about the media used by teachers of a junior high school in indonesia when the online class must be adopted in teaching-learning activities during the emergency remote classroom, particularly in the english-speaking class. the purpose of this research is to know the media that teachers use during the online emergency remote classroom learning in english-speaking classes. this research is qualitative research using the purposive sampling technique. the subject of the research is english teachers in a conventional junior high school in east java province, indonesia. here, the researchers found that there were various kinds of media used in the class. the teachers used the media by implementing various techniques to support the teaching and learning process. hopefully, this research might be beneficial for other researchers as well as teachers who want to explore the use of media for teaching. keywords: speaking skill; media; junior high school; online class introduction the use of media in the classroom makes it easier to teach the subject that the teacher provides. because most of the implementation is in senior secondary education as well as those who already understand the use of technology, online learning is one of the most successful methods to be implemented in the world of education (fauzi,. i. & sastra,. k, 2020; taufiq, 2015). picture cards, exhibiting english-language films, utilizing english-based software, and listening to english songs are all examples of media used to teach english. if media are utilized in the delivery of education, then the education and learning process will be completed (rao, 2014). the media also improves and adds value to english instruction, enhancing students' capacity to learn and explore the language. however, according to supriyanto, learning media may be used with a variety of technologies, such instagram, whatsapp, facebook, or other social media, as well as synchronization media with zoom, google meetings, or hangouts, to overcome the problem and help students reach their full potential (supriyanto, 2020). furthermore, online e-learning, internetenabled learning, virtual learning, virtual classroom, or web-based learning are all terminology used to describe remote learning via the internet (ahmad, a. baso, y,. s. syamsuddin, s. bahar, b,. tamar, 2020). google meet is utilized to deliver topic matter, quizzes, examinations, and assignments for the learning part of google meet (purnawati, w,. disina, s,. i. v,. & fatonah, 2020). to improve their developmental level, a contemporary, complex language learning technique with well-designed technology should be employed, and the results reveal the exceptionally high degree of online social networking usage (santoso et al., 2018). teachers must pay attention to design while teaching activities, and various teaching media, particularly visual media such as photos, realia, television, and so on, must be used to assist them as much as feasible. so that learning activities are more diverse and fascinating, and students are more motivated to engage actively (baidawi, 2016). during a pandemic, the emergency remote classroom is conducted using an online class. english class, particularly in speaking materials via the media is challenging since there should be some varieties to be implemented to transfer knowledge and skills in various activities. in normal conditions, powerpoint and other presentation software have been used as a basis for presenting learning points http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.14221 mailto:wahyutaufiq1@umsida.ac.id mailto:dianrahma24@umsida.ac.id mailto:wahyutaufiq1@umsida.ac.id media used by the junior high school during emergency remote lassroom 37 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in post-secondary education in information (huxham, 2010). in the online class situation, however, more media must be used. there are various materials in the speaking class. one of them is the recount text which its purpose is to create information about what happened when it appeared, where it occurred, and who was engaged in the recount text tale. the social goal of recount text, according to marta and gandes, as stated in maula, is to relate old stories that convey information or entertain the setting (maula, 2008). they also said that recount text has its distinct qualities, as well as a standard format and organization. one assessment method is to count text using spoken or spoken words. another medium that has been used normally is by using video recording. by speaking in front of the camera, the english self-video recording application for learning to speak may make it simpler for pupils and build their confidence (fitriyani, f. dewi, r, s. & nahartini, d. 2020). people may engage and communicate in their heads by speaking. furthermore, speaking, according to bashir, azeem, and dogar, entails more than just mouthing words (bashir, m., azeem, m., & dogar, 2011). that is, communication is done by word of mouth. the success of learning a language is generally measured by how well a person can communicate in that language. as a result, when teaching english, we may converse directly in english or bilingually, implying that pupils can grasp and acquire the language (yulianti, 2018). here, the researchers investigated the use of media during the online emergency remote classroom in a junior high school that previously never conduct online classes. methods this study relies on qualitative data. qualitative research is used to investigate a variety of topics in their natural setting, attempting to comprehend or interpret features in terms of meaning or data that individuals bring to them through interviews and observations. a purposive sampling approach was utilized in the study. purposive sampling, also known as judgment sampling, is defined as a participant's choice of research based on their circumstances (alkassim ,. r. s. & tran, 2016). purposive sampling is defined as sampling that is understood by the researchers and meets the sample requirements, as well as the simplicity of the nature, criteria, and features of sampling. the researchers altered the sample rather than taking it at random. because the data was collected through interviews with informants, which are some teachers in a junior high school which previously never conduct online classes. the location of the school is in a region of east java province, indonesia. the teachers have valid data that can provide the necessary information to support this research. the interview is true and proven by the data determined by the researchers. the english teachers at the school were the subjects of this research. the researchers conducted interviews with those who teach english. mostly, the teachers have been teaching pupils at the school for at least 5 years and have prior teaching expertise, particularly in english classes. the researchers recruited three teachers who taught english subjects at the school and had the speaking material. from march up to july 2021, the researchers collected the data when the teachers taught the speaking class and had the opportunity to observe and interview the teachers. results and discussion based on ahmad's theory (ahmad, a. baso, y,. s. syamsuddin, s. bahar, b,. tamar, 2020), the researchers stated that there are some media categories for online class specifications in teaching english, the media used, the application of the media used, and why to use media in learning, this was also based on interviews and observations obtained by researchers from teachers. the researchers took observation data from those english teachers. the researchers observed the learning that was done by the teacher during the online class by paying attention to the context and provisions made by the teachers when teaching. according to (oliver,. r & herrington, 2011), using online technology in learning can take many models and consider many different roles in educational settings. according to (taufiq, 2015), teachers may be motivated to use online media if they perceive that teaching materials are appropriate and meaningful for their students. http://riset.unisma.ac.id/index.php/jreall/user wahyu taufiq, dian rahma santoso 38 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license to start the class, the teachers use the google meet application to teach during online classes, and then greet students and then continue with congregational prayers, and the check the students’ attendance one by one, and finally, the teacher gives a brief explanation of the topic. one of the teachers gives examples to do brainstorming and open the class and by saying, "still remember..." what do you think of the information i presented last week? " he offered to increase student stimulation and get pupils passionate about engaging in learning. he responded "do you know what recount text is? ", "if anyone knows, can one of you explain it?" after several children responded, he gave formulas such as simple past tenses and the meaning of recount text using powerpoint media that the teacher had prepared so that it was only distributed to students and explained to them. after being provided the formula, the teacher explains the recount text in the following manner: "recount" means to talk about an experience, therefore when combined it forms a recount text, which means "text that talks about an event." so, after students clarify what a recount text is, a recount text is a text that retells an event or action that occurred in the past that was previously experienced. according to (yulianti, 2018), a person's success in learning a language is generally determined by how well that person can communicate in that language. the teacher gives activities that are still relevant to the materials, in the sample above is simple past tense. the teacher wants to assess whether or not the students have correctly mastered the simple past tense. the researchers discovered some facts to help data collecting based on the observation and interviews. the purpose was to learn what media the teachers utilized to teach speaking skills. 1. the teachers’ media for teaching speaking skills. the first major finding is that those teachers use google-meet to have an online meeting with the students. the online meeting platform was supported with powerpoint, and e-learning pages, as well as whatsapp application to connect with students, and occasionally uses google form platform to share and submit students’ projects or assignments. the teachers hope that the use of those media is to ensure that students do not establish a divide between teachers and students in the learning section, resulting in misunderstandings. the use of suitable media for students so that learning does not become easy to follow. throughout the online class, it is vital to utilize the media, therefore teachers use extremely efficient media for teaching such as powerpoint during the teaching process. when explaining the theory or materials in general such as simple past tense material and recount text content, powerpoint media is employed. then google meet is used during class meetings, and google meet is utilized when teachers organize a meeting with the students who have all agreed to attend. then, when students are requested to gather tasks such as composing recount texts and simple past tense, utilize e-learning page in the form of google classroom and supported with google forms and docs, which are designed for students to transmit assignments and work on them. the teachers and students then observe the duties stated in the media with care. whatsapp must be utilized to communicate with students and teachers. all students are encouraged to utilize whatsapp since it is used to convey information from the teachers, such as assignment links or to share information between teachers and students. as a result, teachers must use the media to create a well-structured teaching process. 2. to improve speaking abilities, the teachers use prepared learning material. teachers employ a variety of media to organize well-structured learning for pupils. teachers and students have their own whatsapp group to share the google meet link and other related information. powerpoint is commonly used by the teachers to teach written information, and then students utilize e-learning to transmit assignments that have been given by the teachers. the teachers suggested to collect projects in videos, students must use g-mail since assignment videos cannot be delivered via whatsapp. the teachers' materials are connected and incorporated with the use of speaking skills that must be employed by every teacher in the syllabus/rpp and can increase students' speaking abilities. when explaining the recount text material, the teachers also employ powerpoint media since it makes it http://riset.unisma.ac.id/index.php/jreall/user media used by the junior high school during emergency remote lassroom 39 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license simpler for the teachers to convey the content. teachers want evidence of assignments in the form of videos for speaking material, thus the g-mail sharing media is the best determinant for submitting the projects for the final evaluation of the speaking material. 3. the purpose of using media is to teach speaking abilities. it is crucial to utilize media because, without google meet and powerpoint, it might hamper communication between teachers and students; even utilizing student media becomes difficult to capture teachers’ explanations, so it is different when teaching offline. furthermore, pupils' understanding differs from one another. when the teachers have previously conveyed the content, the connection is fairly poor. according to this comment, the teachers believe that one of the most significant aspects of teaching is using media to make teachers and students more effective when studying in online classrooms. according to the teachers' point of view, the use of media is the most significant aspect of teaching in the contemporary period since it is now needed to utilize technology to teach pupils. the teachers deliver the discussion activities using online media. it is simpler for the teachers to question the content offered in offline classes compared to online classes. the teachers ask students as needed, with replies from students who have not been identified, if they comprehend the material that has been delivered. the teachers inform that each student has their unique comprehending ability, thus the teachers must grasp the student's capacity while simultaneously maintaining a generic firmness with their pupils. the teachers also explained that the use of media has disadvantages, such as when the signal is cut off, the material is very difficult for students to understand, and if the connection is unstable, the teachers' explanation might be not clear, so the use of media must also be supported by internet facilities for each student. however, this is the most challenging issue for teachers and students since not all students have sufficient facilities with the internet and supporting gadgets. 4. the teachers' thoughts on how to improve group speaking abilities for online lessons. the strategy of groups discussion and activities in offline classes was good in offline classes, but in online classes, it is complicated for students. it was easier when the teachers asked the students to work in pairs in groups to practice speaking skills in offline classes, but in an online class, the teachers decide students to choose assignments in individual practice to speak. however, in other things, such as constructing dialogues, the teachers are required to engage in a conversation with the family. there are several complex reasons for pupils to form groups in pairs. when recording assignments, teachers ensure that students can follow the course and regulate how simple their pupils are. because the teachers believe that forming groups in online classrooms may cause learning pain, such as splitting students and taking a long time if there are groups in the work, the teachers do not employ grouping tactics in their student assignments. when utilized in groups during offline classrooms, it facilitates performance evaluation; nevertheless, online classes complicate teachers’ grading, and the form of students might cause problems if not controlled appropriately. however, unlike the task of making a dialogue, it will be done with family or closest relatives, so the teachers ensure that there is no grouping in taking scores in the form of video or sound recordings because if there is a video taking and recording in the grouping, the teachers assume that students will experience deeper difficulties if this is implemented in the material that the teachers use. 5. the teachers' perspective on the need for a speaking skills assessment. it is important to have an assessment for speaking skills because the teachers want to know to what extent the students know the knowledge of the materials and understand the skills so that the teachers need to take assessments from the students' assignments. as a result, it is critical to evaluate the learning process. teachers make wise selections when it comes to administering exams to pupils so that they grasp their knowledge. because the teacher feels that grades are the most essential aspect of carrying out the learning that has been received, the function of values is utilized to determine the amount to which pupils have absorbed the content delivered by the teacher. sometimes two skills can be incorporated into the content of the materials writing skills and speaking skills so that the teacher can have a broad http://riset.unisma.ac.id/index.php/jreall/user wahyu taufiq, dian rahma santoso 40 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license knowledge of the students' comprehension. the manner of students talks, the grammar they employ, and their fluency in expressing the topic may all be utilized to measure their speaking abilities in recounting text material. as a result, teachers must take pupils' expertise in learning that has been achieved. 6. the teacher's evaluation of speaking abilities. for speaking skills, sometimes students are passive when we hold a meeting, the teacher can make students understand it with the video projects as well as how they speak fluently, perform correct grammar and pronunciation. as it is explained by the teachers, the use of video recording is a good strategy for speaking skill assessment. the teacher use video as one of the most effective techniques for assessing pronunciation, grammar, and fluency in comprehending english. the teacher uses an assessment in the form of videos because it is still related to the material being taught, and the teachers give the theme, one of them is "the unforgettable moment," which means it occurred by adding the simple past tense formula for the recount text material. according to the teachers, it is difficult for students to speak english during class meetings; thus, the function of the evaluation in the form of video would make it simpler for the teachers to analyze the students' capacity to grasp the materials. this video evaluation is intended for teachers to measure students' fluency, grammar, and knowledge in the form of structural contexts and the usage of correct tenses in the sentences they employ. 7. the teacher's judgment for students who do not fulfill the need to deliver videos in the material. as the teacher explained, normally, they take the assessment for students’ behaviorism because the teacher asked students to elaborate some ideas for certain materials, and the teacher wanted students to speak one by one from what the teacher knew to what extent the students understood how to speak well. the teachers have done all necessary to urge pupils to submit tasks, but some students still refuse to do so, and those who refuse to submit assignments will face consequences, including not being able to take the test. the assessment was meticulously prepared by the teacher, who followed strict guidelines. in addition to taking grades, the teachers use assessments during online class meetings using their habits when explaining the material, giving significant opinions on the material discussed, and providing answers at online meetings, which can also be assessed because students dare to be active in the learning being studied, that is actively communicating to pupils who think critically while teaching and asking questions about the content. however, some students ignore this even there is a penalty; however, before being punished, students will be encouraged to complete the assignments assigned by the teachers. if they still do not want, the teacher will ask the student's family to help him. if they still do not get a solution, there will be a higher risk, which is not taking the final exam. however, no one had this final risk so far. the other teachers advise students to provide e-learning links designed to deliver the outcomes of their writing that will be examined by the teacher on the application, and then provide conclusions such as the conclusions they learned that day. the teachers need those pupils want to respond to the teacher's questions properly. according to (henry, 2008), implementing e-learning benefits a business in a variety of ways. among these advantages is proof that elearning courses save time, money, and space. significant savings are also gained in a shorter period of employment. what is more significant is the efficacy of e-learning results in promoting learning and increasing educational production. the teacher reviews the activities that must be completed in the e-learning program by explaining the materials, and the session concludes with a group prayer. the teachers use google-meet to meet with pupils to teach the material. it is the main media which the teachers use to teach the speaking skill. according to (fakhruddin, 2018), using google meet in the teaching and learning process plays an important role in improving four language skills, particularly speaking, as well as power-point, e-learning, and whatsapp for communication with students, and occasionally using g-mail for sending assignments that cannot be sent via e-learning. http://riset.unisma.ac.id/index.php/jreall/user media used by the junior high school during emergency remote lassroom 41 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license teachers utilize the appropriate media for students so that there is no gap between teachers and students in the learning section, and so that learning does not misinterpret the importance of utilizing media during online activities. as a result, the teacher uses very efficient teaching media such as powerpoint when teaching, then uses google meet during class meetings, then uses e-learning when students are asked to collect assignments such as writing recount text and simple past tense, as well as whatsapp, which is required to use to communicate between teachers and students. as a result, the teacher must rely on the media. the media is used by the teacher to teach speaking abilities. the findings of interviews performed by researchers based on hypothesis according to (bimbingan & konseling, 2016), the following are the advantages of employing media in the teaching and learning process: increasing students' enthusiasm to learn researchers based their learning on interviews and observations with the teachers. according to (bashir, m., azeem, m., & dogar, 2011), powerpoint for presentations is excellent for revisiting previously taught information. it is beneficial for students to view the presentation after they have learned and practiced the content. the teachers frequently use powerpoint to teach using text and pictures. according to (fauzi,. i. & sastra,. k, 2020), there are various major contributions to the use of media in the learning process, such as conveying more uniform instructional messages. if students use e-learning to transmit assignments from the teacher, if they gather videos, they must utilize g-mail since they cannot be provided via e-learning, whatsapp to share the google meet link, teachers and students have their groups on whatsapp. when teaching, the teacher is responsible for using structured media so that students may more readily grasp the teacher's explanations and the usage of media can be updated according to the times. according to (fauzi,. i. & sastra,. k, 2020), online learning is an excellent approach to be used in the world of education since the majority of the implementation is high school education as well as those who are already familiar with the use of technology. the essential thing is that the media utilized is because communication between teachers and students might be tough without google meet and powerpoint, even utilizing student media becomes challenging to catch the teacher's explanation, so it is different when teaching during normal conditions. the understanding of the students varies as well. when the teacher has previously conveyed the content, the connection is fairly poor." teachers believe that one of the most significant aspects of education is the use of media to make teachers and students more effective when studying in online classrooms. conclusion the researchers conclude based on the findings by displaying the results of observations and interviews with teachers. the researchers utilized the findings of a qualitative study based on interviews and observations at the school to examine the media used by teachers to teach english speaking skills. google meet, powerpoint, whatsapp, e-learning, and gmail are the media used for teaching. using these technologies, the teacher may be supported to teach during online lessons. the teachers use google meet to teach and then employ various powerpoint to explain the information, and then use e-learning to provide exercises. because the exam requires speaking abilities, the teachers also use gmail to distribute the video and then use whatsapp to share the link to the meeting on google meet. the teacher instructs students on how to do the tasks based on specific material that day. it is recommended to have future studies related to the success of the use of the media during the emergency remote classroom. references ahmad, a. baso, y,. s. syamsuddin, s. bahar, b,. tamar, m. j. (2020). anxiety studentstowards closed and open form assignments on online e-learning medium in associate degree of midwiferymegarezky university makassar. european journal of molecular & clinical medicine, 7(7), 4934. alkassim ,. r. s. & tran, x. (2016). comparison of convenience sampling and purposive sampling. academia: accelerating the world research, 5(1), 3. http://riset.unisma.ac.id/index.php/jreall/user wahyu taufiq, dian rahma santoso 42 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license baidawi, a. (2016). using visual media in teaching speaking. okara: jurnal bahasa dan sastra, 10(1), 54–55. bashir, m., azeem, m., & dogar, a. h. (2011). factor effecting students’ english speaking skills. factor affecting students’ english speaking skills., 2(1), 34–50. bimbingan, b., & konseling, d. a. n. (2016). metode penelitian kualitatif dalam bidang bimbingan dan konseling. jurnal fokus konseling, 2(2). fakhruddin, a. (2018). using google meet in teaching speaking. journal of english language learning, 2(1), 43–46. fauzi,. i. & sastra,. k, i. . (2020). kajian ilmu pendidikan teachers’ e-lementary school in online learning of covid-19 pandemic conditions. jurnal iqra’, 5(1), 58=70. henry, s. l. (2008). effective elearning design. journal of online learning and teaching, 4(4), 531. huxham, m. (2010). the medium makes the message: effects of cues on students’ lecture notes. learning in higher education, 11(3), 179–188. maula, m. (2008). the effectiveness of using authentic material in teaching recount text to improve students‟ writing ability. indonesia university of education, 1–11. oliver,. r & herrington, j. (2011). teaching and learning online: a beginner’s guide to e-learning and e-teaching in higher education e-teaching in higher education. purnawati, w,. disina, s,. i. v,. & fatonah, s. (2020). utilization of google meet application as the communication media for distance learning during covid-19 (descriptive study of university lecturer and students in jakarta). international journal of science and research (ijrs), 9(11), 721–725. rao, b. (2014). use of media as an instructional tool in english language teaching (elt) at undergraduate level. 5(6), 141–143. www.academicjournals.org. santoso, d. r., taufiq, w., & liansari, v. (2018). implementing organize your speech posted in social media to improve the students ’ ability in public speaking. 1015–1027. supriyanto, a. (2020). teacher professional quality: counselling services with technology in pandemic covid-19. journal bimbingan dan konseling, 10(2), 179. taufiq, w. (2015). teaching english using social media for the first year of university students. prosiding seminar nasional pendidikan : tema “peningkatan kualitas peserta didik melalui implementasi pembelajaran abad 21” fakultas keguruan dan ilmu pendidikan universitas muhammadiyah sidoarjo, 123–132. yulianti, d. b. (2018). learning strategies applied by the students in writing english text. journal on english as a foreign language, 8(1), 21–22. conflict of interest statement: the authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user 53 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.6116 vol. 1 | no. 1 | februari 2020 | hal. 53 61 a reflective study on indonesian english teacher’s expectation from teacher forum for professional development sueb1, ririn pusparini2, anis trisusana3, esti kurniasih4, nur chakim5 1,2,3,4,5department of english, universitas negeri surabaya, indonesia 1sueb@unesa.ac.id, 2ririnpusparini@unesa.ac.id , 3anistrisusana@unesa.ac.id, 4estikurniasih@unesa.ac.id, 5nurchakim@unesa.ac.id *) correspondence: sueb@unesa.ac.id abstract teacher professional development is an ongoing process. standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. one way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. this is an ongoing research involving english teachers in east java members of the elt best practices academic forum. the goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. almost all teachers say that increasing professionalism as an english teacher is the main motivation. in detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among english teacher professions. with diverse backgrounds ranging from english teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism. keywords: academic forum; professional development; reflection; elt best practices introduction assessing teacher competency becomes a vital instrument for policy-making in developed countries. this study seeks to elaborate one practice to assist teacher to reflect what they have done in the teaching practices as well as locate their expectation as part of developing their professionalism. in general, teacher competency refers to a number of indicators that can be used as a measure of the characteristics of teachers who are judged to be professionally competent, which cover a combination of personal, scientific, technological, social, and spiritual abilities; these aspects are believed to contribute to teacher’s mastery in terms of material, understanding of students, learning that educates, personal development, and professionalism (mulyasa, 2007). in indonesia, however, the understanding on teacher professional development has been currently limited to seminars and workshops which are dominated by one-way activities; the teachers are positioned as recipients of the materials. instead of giving opportunity for teachers to enhance their knowledge based on their teaching experience, the teachers are considered as the implementing party (tool). as a result, the ability of teachers tends to stagnate and follow instructions that have been given. one strategy which is believed to help teachers to develop their professionalism is through reflection. the concept of critical reflection, which is perceived as the higher practice of reflection in professional development, is derived from the idea of john dewey (liu, 2015) that “various active, persistent, and careful consideration of any belief or form of knowledge based on further reasons and conclusions that tend to support it”. the core of this concept lies on “the idea to systematically and in detail examine an idea, an experience (teaching activity), a problem, with an open-minded attitude, http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.6116 mailto:1sueb@unesa.ac.id mailto:2ririnpusparini@unesa.ac.id mailto:anistrisusana@unesa.ac.id mailto:estikurniasih@unesa.ac.id mailto:nurchakim@unesa.ac.id mailto:sueb@unesa.ac.id sueb, pusparini, r., trisusana, a., kurniasih, e., chakim, n. 54 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license wholehearted, curiosity, and responsibility” to develop teaching competencies and abilities. in addition, reflective practice among teachers does not only originate from impulsive and intuitive feelings; rather, it is based on the fact that teachers need to collect systematic evidence (or data) about their works and then make decisions based on this information (farrell, 2012). reflective practice is believed to provide opportunities for teachers to think systematically, independently, and collaboratively about their practice, experience, and decision making. such abilities are to build teacher’s autonomy which in turn lead into a more professional individual. in such more specific context as the teaching of english in indonesia, there are several challenges besides student motivation, namely mismatch between expectations and reality, lack of quality resources and heavy workload for teachers (marwan, 2017; widodo, 2015; widodo, 2016). however, very little research has been done to date to discuss the strategies of english language teachers in indonesia in facing the challenges they face in negotiating their teaching practices, especially in their early years of teaching experience. teachers may face difficulty finding between teaching expectations and reality (yost, 2006), especially when this is related to the systemic force majeure that is beyond the ability to change that teachers are assigned as the implementer of the policies instead of theorizer of their teaching practices. reflective practice may help teachers to deal with the gap; richards and farrell (2005) say that reflection for teachers can be seen as a critical self-evaluation process upon their teaching experiences and processes that may lead to a better understanding of their teaching practices and routines. in addition, it was added that the positive impact reported in most of these studies on increasing the level of awareness resulting from such reflections seemed to provide opportunities and further motivation for english teachers to explore further, and even in some cases even challenging, approaches they are currently against practice (farrell, 2012). in addition, bruinsma and jansen (2010) give insight on the importance of adaptive motivation which may facilitate long-term and effective engagement in teaching, such as the prospect of making a good professional career in teaching. one of the rationalities of the importance of the concept of reflection as an effort to develop the professionalism of a teacher, especially english, is related to the emerging paradigm of postmodernism. in such disruptive era where ideas collide each other, the postmodernism paradigm proposed by kumaravadivelu (2006) consisting of three main principles, e.g. particularity, practicality, and possibility, stress out the idea that that english teachers are no longer constantly positioned as users or implementers of theory and policies (in contrary with the current professional development practices in indonesia); teachers are considered as individuals which are able to theorize about their teaching experience. for this reason, basic measurement skills are needed to guide their teaching experience through reflection upon what they have done and what they expect through academic forum, where possible collaboration and sharing idea may occur. this research will be aimed at facilitating english teachers in conducting critical reflection practices by understanding teaching practices and their relation to the system in which they work. from this we will get english teachers' perceptions about expectations and reality and how teachers synthesize a policy and change based on the results of self-reflection. there are two main objectives discussed in this reflective study, including observing how the motivation of english teachers in one academic forum, how their motivation is related to current trend in the teaching of english. this study is expected to contribute practically as an effort to develop the english teacher professionalism. in addition, it is believed that reflective practice among teachers should become an alternative evaluation of education to improve the quality of education and teacher competition, especially those which are more humane for teachers in the 21st century era of disruption. http://riset.unisma.ac.id/index.php/jreall/user a reflective study on indonesian english teacher’s expectation from teacher forum for professional development 55 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license methods design this is an explanatory sequential study involving english teachers who participated in the elt best practices academic forum. the role of researchers as well as committee of the elt best practices academic forum as the key instrument (mertens, 2010), in which the researchers had full access to the participants during research to interact intensively and consistently with research subjects (the english teachers in the elt best practices forum) both through formal or informal communication related to their expectations with academic programs that they are participating in or related to learning issues, in order to collect data so as to produce a theory. in addition, the researchers were also expected to be able to have full access in determining the sample to conduct surveys and gather discussions to gather the perceptions of english teachers through focus-group discussion. participants this study involved english language teachers who were members of elt best practices who participated in the elt best practices academic forum which was held four times a year, namely february, april, september, and november 2019. the elt best practices is an academic forum attended by participants consisted of english teachers, senior undergraduate students, graduate students, and practitioners in the field of english. each session, the forum was attended by an average of 55 participants. the participants came from different regions in surabaya and surrounding areas in east java. in this study, the targeted participants were determined purposively based on some qualifications implemented to sort the teachers in order to gain specified information for this study; only participants with active status as teachers affiliated to education institution with at least 1 year of teaching experience and those who have attended at least two sessions would be involved. from the mechanism, the research subjects involved in this study were 58 teachers (out of 112 teachers registered during the four sessions in 2019). based on this rationality, the subjects could be intensively involved in conducting this research both through survey and intensive discussion. procedures the elt best practices academic forum of which the targeted participants were involved were conducted on february, april, september and november 2019. the data were collected through a mixed-method mechanism, which was preceded by a survey involving the participants of the forum after each session. in addition, the data collection strategy was carried out through interviews by researchers and participants chosen randomly of the targeted participants. this survey was conducted in an effort to collect the perception of english teachers of the english teaching they have done as well as their expectation upon the current trend in the teaching of english. the survey results were then continued with focus-group discussions involving targeted english teachers to confirm the findings and reflection on the actions that needed. this session was intended to invite teachers to reflect what they have done in their teaching practices, their motivation on joining academic forum and how they perceived this forum in relation with their professional development. in addition, the reflection was also intended to measure to what extent the participants follow the current trend of the teaching of english which are considered would bring benefits to their teaching practices. a total of 58 teachers as the core data used in this study, from a total of 112 teachers who participated in the elt best practices academic forum throughout 2019. these teachers filled out a survey that included some information, including: 1. motivation to follow academic forums 2. understanding of teachers related to the issues / trends that are most warm in teaching english 3. how the activities of the elt best practices academic forum can help teachers improve professionalism 4. how to self-critical reflection in increasing professionalism http://riset.unisma.ac.id/index.php/jreall/user sueb, pusparini, r., trisusana, a., kurniasih, e., chakim, n. 56 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 5. some other information included in the survey was teaching experience which is considered important in conducting data analysis. data analysis the data obtained from the survey filled out by the participants after each session were analyzed quantitatively in order to find the pattern of the information on the specified focus above. in addition, data through interview were analyzed through thematically to confirm the data from the survey. data reduction was needed to specify the reflective study of the teachers. in addition, several information related to their background was also utilized as the bases for the analysis. results and discussion reflection on teacher’s motivation this section discussed the reflection of the teachers particularly in relation with their main motivations participating the academic forum. the rationale of knowing the motivation is to measure their starting point of to what extent the teachers strive to upgrade their competency and professionalism. another rationale of knowing their motivation is how the academic forum is to help the teachers to upgrade their competency. the following are the main 3 preferable motivations as conveyed by the teachers participating in the elt best practices academic forum. table 1 | reflection on english teacher’s motivation on joining academic forum most preferable motivation percenta ge some inquiries improving teaching technique 40% i can adapt the tips and tricks that i got from elt best practices in my daily teaching process improving english proficiency 30% honestly, i wanna join this program because i want to increase my english skill which i feel it is starting decreased since i've been being an english teacher for elementary and junior high school. upgrading knowledge of the teaching of english 15% [the forum] makes me thirsty of newest and updated teaching knowledge so that i can improve my teaching. source: data processed 2019 according to the data, the main motivations of most the teachers in participating in the academic forum can be mapped in terms of improving professionalism, believing that by attending academic forums such as elt best practices, workshops, and seminar may help them improve their teaching techniques (40%). around one-third of the participants (30%) believe that the academic forum helps them improve language skills, and the other 15% participants perceive their participation may enrich their knowledge about the teaching of english (more theoretical or conceptual instead of practical knowledge). the other motivations, which are not dominant, are also considered by the participants namely building network and administrative stuffs. the three main motivations above represent the three main components in professional development among teachers, namely the understanding of theories or concepts, understanding teaching practices or the implementation of theories or concepts, and the ability to communicate which relies on language skills. teacher participants consider that the teacher forum is an ideal space for them to learn, both theoretical and practical aspects compared to their work places. despite the fact that the teacher forum is an immersed session where people have the same intention under the same context, not everything related to teaching practices can be accommodated in one academic http://riset.unisma.ac.id/index.php/jreall/user a reflective study on indonesian english teacher’s expectation from teacher forum for professional development 57 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license forum. therefore, more than one type of process is needed to improve the teaching profession, such as peer-sharing (peer-coaching) and mentoring. these two aspects of peer-sharing and mentoring are accommodated by the elt best practice which provides a space for teachers and practitioners to share their teaching experiences—the best way of their teaching (known as “best practice”), which is the best way that is felt to have been successful and is expected to be applied in other context. most of the materials are action research and contextual assessment. this opportunity allows teacher presenters to theorize their successful teaching practices based on kumaravadivelu’s macro-strategic framework drawn from “theoretical, empirical, and experiential knowledge” (kumaravadivelu, 2006: 185). these frameworks provide principles to the teacher presenters so that they may reflect and have justification upon their teaching practices; this is in line with the post-method paradigm which is crucial for the teacher’s competency as they are able to construct their own theories in their teaching practice and could empower the teachers which are underestimated in the implementation of current existing methods (can, 2009). what the participants could learn from the teacher presenters during the peer-sharing (peer-sharing is considered as a more appropriate terms instead of peer-coaching which indicates hierarchic status among the teachers) is the concept of theorizing their teaching practices by reflecting the best practices from the teacher presenters, who are coming from unique and different context and may provide alternative approaches in the classroom. from this session, it is expected there will be an exchange of insight from the teacher presenters and participants for better competency after joining the session. despite the fact that the emphasis of the best practices has been usually conveyed by presenters who are experienced in teaching, however, there are also presenters who have teaching experience under 10 years (if it cannot be considered as novice teachers) who could still share their best practices, namely when the teaching context is very casuistic, such as how to teach english in remote areas where there is no electricity or internet access at all. in addition to the peer-sharing (best practice session), in an effort to accommodate the conceptual or theoretical aspects, the elt best practice academic forum is guided by a mentor, namely senior teacher and/or co-lecturer for each session. this mentor plays an important role in conveying the latest trends in the teaching of english particularly in indonesia; overall, this session is delivered through research-based approach. as was the case with the implementation of the mentoring as part of the professional development during the 3rd edition of elt best practice in 2019, the material presented by the mentor (a lecturer) was a listening trend in the 21st century. not only theoretical, the lecturer conveyed some of the latest english language teaching policies by conveying rules and regulations that can be taken into consideration in career development for the teachers, namely to map the expertise, construct appropriate approach in their lesson plan, and also reflective study in their classrooms. mentoring is also believed to be effective for personal and professional partnership which usually involves a more experienced practitioner or expert supporting other party who is usually new to the job (butcher, 2010); in this case, the teacher participants are mentored and recharged by senior teachers and/or lecturers upon theoretical and conceptual information. for pre-service teachers, mentoring has been proven effective to help pre-service teacher’s reflective skills for their teaching competency (nguyen, 2017:83-102) and encourage teacher mentees to acquire subject matter teaching skills and develop teachers’ self-reflection and problem-solving skills (delaney, 2012). for in-service teacher mentoring is important to build relationship among teachers and mentors based on mutual trust leading to professional growth (halai, 2006). teacher’s motivation in upgrading their conceptual knowledge of teaching english might be accommodated by the presence of co-lecturing session by the senior teachers or lecturers in the academic forum. one unique case in this study is the motivation to improve english language skills. the elt best practice academic forum basically does not directly accommodate improvement in english language skills. however, indirectly, this forum provides an immersion space where communication is carried out in full in english (despite all the attendees are teachers from the surrounding area), so that it becomes a rare opportunity for teachers to practice english skills. one teacher even said: http://riset.unisma.ac.id/index.php/jreall/user sueb, pusparini, r., trisusana, a., kurniasih, e., chakim, n. 58 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license [...] this workshop (teacher forum) was the only opportunity for me to communicate in full english. in my daily life, i communicate in english with gado-gado (mixed english-indonesia), because i only teach in junior high and private classes, where students still have low language skills. (ma) thus, what makes the main key of teachers in developing the profession is their motivation and goals following the academic forum. not only workshops, professional development can also be done by attending seminars, gathering discussions, scientific discussions, book review, even internships, of which the skills and competencies above are accommodated well during the session. teachers’ reflection on preferred topics in the teaching of english in addition to motivation, teachers’ basic understanding of the latest issues in teaching english is an important indicator in determining whether someone is considered ready and has clear goals in participating in professional development activities. in the survey, some teachers’ understanding and needs in developing professionalism are presented in the graph below: figure 1 – preferred topics for professional development the graph presents common top-5 topic preferences in the teaching of english which become an indicator of how far the teacher participants follows the development of the issue related to the teaching of english as part of their profession. in this case, the teacher has a direction in which to focus the development and what they have to learn. based on the data, more than 74% of the teachers believe that the most crucial issue in teaching english is teaching language skills. this is considered reasonable because most respondents are english teachers at secondary school levels (more than 50% of the participants), where language skills are the main components. in contrast to lecturers in college or students (s1 or graduate), where the focus starts to vary not only about skills, but on aspects of language, literary cases, and content. the other preferred topics perceived as important for their professional development is classroom management (48.3%). as it was asserted by the participants, despite classroom management is considered daily routine scheme that they have to convey, it still becomes crucial issues due to lack of information related to appropriate pedagogical knowledge. teachers consider classroom management only deals with physical aspects of the classroom with smaller attention to other aspects like student’s psychological condition, classroom grouping, task instruction and student’s anxiety, and student’s engagement; teachers are reluctant to implement and explore the classroom potentials and end up avoiding pedagogical creative initiations in order to create more conducive environment in the language classroom (lie, 2007; zulfikar, 2009). it is believed that teachers expect further elaboration on the nature of language classroom management. http://riset.unisma.ac.id/index.php/jreall/user a reflective study on indonesian english teacher’s expectation from teacher forum for professional development 59 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 2 – profession of the participants on the other hand, the least preferred topics by the participants are systemic functional linguistics (sfl) and literacy language learning which are assumed to have small contributions to their classroom. this conception might be because teacher’s deficient understanding how to link between the theories to practices in their classroom. for example, the application of sfl in the teaching of english grammar, in which grammar is taught as a (rhetorical) choice instead of as a strict body of rules, is believed to help students understand the meaning (mccabe, gledhill, & liu, 2015). it means that teachers need to be introduced upon the importance of sfl to their teaching practices in their classroom, especially when dealing with texts and grammar. regarding possible missed link between theories and practices among the teacher participants, teachers were encouraged to reflect what they have done for their teaching practices. based on focusgroup discussion with some teachers to confirm the data on preferred topics above, teachers stated some constructive reflection. during self-reflection, honesty in evaluating oneself is one of the keys to its success; thus, the discussion was carried out in personal manner without being fear of being judged as the mutual trust for professional growth. the process did not take place smoothly as some respondents were not willing to express their weaknesses in the practice of teaching english, rather focusing on what they expect. some respondents who felt that they were at the point of being saturated so that they need a new thing in teaching english. a respondent said about hope and self-evaluation: “[...] for the last 4 years, i was a little loose in my spirit because i was bored and stagnant. i was only able to make some good students in english, but in general, our students still had low english [...] short story, i can score a champion, but most of our students are still low in english. hopefully by attending various seminars i will find a solution to this problem.” (ad) from this inquiry, it can be concluded two things that teachers experience like boredom and something new to realign their teaching practices. uncertain anxiety whether their teaching practice has been wrong so that the ability of students is low even though some students succeed in the race. the teacher’s awareness of knowing their weak points and finding solutions to rise is a way of critical self-reflection, criticizing teaching practices and finding solutions. for these respondents, the current solution is to attend teacher forum such as elt best practice, with the hope of getting new ideas in teaching english through peer-sharing and mentoring. conclusion based on the results and discussion of the research, several conclusions were obtained including motivations of teachers in attending academic forums are mainly to improve teaching practice skills, increase knowledge about the latest ideas and concepts in teaching english, and improve abilities speak english because it is felt that an academic forum is an immerse place where participants use english maximally. in order to indicate their baseline for professional growth, teachers’ understanding of http://riset.unisma.ac.id/index.php/jreall/user sueb, pusparini, r., trisusana, a., kurniasih, e., chakim, n. 60 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license current trends of english language teaching is almost emphasized in teaching language skills. this is because the majority of participants are english teachers in middle and high school levels, so the ability to teach english language skills is important. classroom management is also considered important despite of their reluctance to implement new approach to create more appropriate classroom environment. several other issues that are more on content arise, which are dominated by participants with teaching backgrounds in tertiary institutions or undergraduate and graduate students. in carrying out critical reflection, teachers begin to dare to evaluate their own teaching practices. this is a good asset to redirect teaching practices. references bruinsma, m. & jansen, e. p.w.a. 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(2009). the making of indonesian education: an overview on empowering indonesian teachers. journal of indonesian social sciences and humanities. vol. 2, 13-39. doi: 10.14203/jissh.v2i0.19. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.1002/tesj.10 http://dx.doi.org/10.15639/teflinjournal.v18i1/1-15 https://doi.org/10.1080/00131911.2013.839546 https://doi.org/10.1007/978-3-319-44151-1 a reflective study on indonesian english teacher’s expectation from teacher forum for professional development 61 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user 89 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.15998 volume 3 | number 2 | p. 89-97 published on august 10th, 2022 vocabulary acquisition on young learners through the use of realia media fitri ana rahmayani 1department of humanities, universitas airlangga, indonesia 1fitri.ana.rahmayani-2019@fib.unair.ac.id *) correspondence: fitri.ana.rahmayani-2019@fib.unair.ac.id abstract learning is an activity that a person does to gain knowledge. as stated below, the teaching and learning process cannot be separated. the reason is both are essential in receiving new knowledge for students. this research aims to know the vocabulary acquisition of young learners through realia media of the fifth-grade students of sdn cangkring malang 3. the method of this research uses a qualitative method. the population of this research was the fifth-grade students in sdn cangkring malang 3. the total sample of this research consisted of 6 students of elementary school for the fifth grade. the instrument used by the researcher is field note, pen, laptop, and some of the real object. the result of the research showed that the application of vocabulary acquisition with realia by applying with three period lessons methods is significantly improve students’ vocabulary mastery and also it is effective to interest in young learner to feel the new nuance, fun and an enjoyable learning process. this is having a positive impact on improving vocabulary acquisition of students. keywords: realia media; vocabulary acquisition; young learner; learning introduction at this time, english has become an important language in the era of globalization. everyone is required to be able to communicate in international languages. to prepare students for mastery of english as an international language elementary teachers need an appropriate method to teach students. the proportion of teaching materials for elementary students differs from that of adult students. teaching materials for students emphasize the ability to enrich their english vocabulary. for language learners, vocabulary is very important and fundamental. an individual cannot communicate efficiently or convey ideas in both oral and written form without adequate vocabulary. it cannot be denied that vocabulary develops through incidental learning such as constant exposure to language that is easy to understand when reading, listening, speaking, and writing exercises (krashen, 1984). for adult learners, the method of teaching vocabulary is not the same as teaching vocabulary. they have various motivations and traits. this will be difficult when young learners cannot be motivated by teachers. english language is also called a second language, (brown, 2008) states that second language english is the target language, which is a language that is intentionally learned for a specific purpose (brown, 2008). minister of national education regulations (permendiknas) ri. 23/2006 states that english language can be called as a local content subject in the elementary schools. english is an international language and is also the language of instruction for most primary, secondary and tertiary education for children who learn english at school age (brown, 2008). http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.15998 fitri ana rahmayani 90 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license learning is an activity that a person does to gain knowledge, it is not possible to separate teaching and learning. the reason is that both are very important for students to acquire new knowledge. the learning process cannot be properly assessed without teaching. therefore, students cannot improve their capacity to master new knowledge without learning. vocabulary is the main asset for speaking in any language. courage to speak must be supported by adequate vocabulary. if we dare to speak, but are not supported by vocabulary, then we may use sign language to express something (solahudin, 2010). vocabulary is very important to understand the language well, speak understand the language well, with a good speaking, or write a good writing. learners are expected to increase their vocabulary about 100 words a year. similarly, students are expected to increase their vocabulary every year from 1000 to 1500 words on the based curriculum so that within three years students have added about 4000 words (sukrina, 2015). mastery of vocabulary is necessity for someone who wants to understand a reading, conversation, or writing in english. without adequate vocabulary, it is impossible for us to achieve the skills mentioned above. vocabulary is an important aspect of a language, the conclusion is that teaching vocabulary is an activity about learning and introducing new words to students which has great benefits and also help improve students’ english (irawan, 2017). solahudin (2010) explained that there are several tips that can be done to help students master vocabulary, namely: a. know the objects around the first step in mastering vocabulary is to get to know the people or objects around, starting from the home environment, the village where we live, places that are visited by many people (markets, shops, public transportation, hotels, terminals, stations, and etc). it means that knowing the meaning, knowing the names in english. the examples of the vocabulary of objects around us: chair: kursi table: meja television: tv bed: ranjang door: pintu b. practicing direct to make it easier to remember and increase vocabulary, you also have to practice it. practicing direct in speech is the most effective way to remember vocabulary as well as improve speaking. c. stick to vocabulary everywhere what we remember is what we do often or what we often see. to strengthen your memory of the vocabulary that has been memorized, in addition to practicing in speaking, write the vocabulary on paper that has been coated with duct tape (so that memorization is not easily damaged if exposed to water), then paste it anywhere. d. memorizing by groups make a group of four or five people. you will memorize vocabulary every day together. in this way, memorized vocabulary will be more durable, not easy to forget. based on the explanation above, the choice of learning media, especially english, must be effective. the researcher tries to find effective solutions to increase vocabulary mastery by using realia media. realia media are real objects in the classroom and all real media that can be used in http://riset.unisma.ac.id/index.php/jreall/user vocabulary acquisition on young learners through the use of realia media 91 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license observational activities outside the classroom. realia media can be in the form of objects or objects that can be used to help learners, for example, flowers, stones, books, chairs, table, pen, newspapers and others objects carried by students or teacher. realia media is a visual aid in learning that functions to provide direct experience to students (rusman, 2005). in addition, realia media is a real-object which is used by teachers to present certain artifacts learning real based on a curriculum grade that is meaningful and useful in the classroom (irawan, 2017). realia is a real media that exists in the surrounding environment, in the sense that the media must be concrete so that students can be actively involved in the learning process so that the material presented by the teacher can run well. the media can be shown to students during the learning process. media realia is an original object that is still in a state of being intact, can be operated, live, in actual size, and can be recognized as the original form (uno, 2012). realia also make learning process more enjoyable and fun. there are several kinds of realia that can be used by the teacher, (1) the real object being learnt and it can possibly show to the student, such as, stationaries (book, eraser, bag, pencil, pen, ruler, etc), things in the classroom (table, chair, blackboard, picture, chalk, etc), parts of the body (hand, hair, nose, ears, eyes, hands, foot, etc). (2) the replica of the object if the real objects are not possible to bring to the classroom, such as, animals, vehicles, occupation, etc). the realia can help to provide the situation term in the relation. it means that the teacher can create a simply and almost similar simulation of teaching in real situation. this research is motivated by the condition of students who find it difficult to master english vocabulary. researchers focus on this problem with the intention of describing what factors are the causes of students' low mastery of english vocabulary, as well as the efforts of students and teachers in overcoming difficulties experienced by students. researchers consider it important to address the causes of this problem so that they get a solution, because if this is not considered, it will result in prolonged low mastery of students' english vocabulary. several studies on the vocabulary acquisition for english young learners through some media have been conducted by many researchers. as (buasim, 2008) examined that the study describe teaching english for through song and media for improving an english vocabulary in elementary students. this research was conducted at a public elementary school located in tegal parang, jakarta, named sdn tegal parang 06 pagi, mampang prapatan. the researcher overcomes the problem in developing the fourth-grade school’s english vocabulary by using songs and media. after three cycles of practicing the procedures and action research steps, the students’ english vocabulary improved significantly. the conclusion of this study is the use of songs and appropriate media can overcome difficulties in developing vocabulary for fourth grade students of sdn tegal parang 06 pagi. so, there is a positive change between students’ attitudes before and after the research is carried out which is marked by a change in learning outcomes in each cycle; and more than 80% of the students scored greater than 60. previous study that was examined by saleh, m (2015) shows that the use of realia media can improve students’ mastery of english vocabulary. this is based on the analysis of the learning outcomes of the control group and the experimental group, the learning outcomes of the experimental group increased from the average pretest score of 62.185 to 80.29 at the average posttest score, while the learning outcomes of the control group only increased by about 3.845 from the pretest average of 61.185 to 65.03 in the mean posttest score. in addition, in the learning process, the experimental group was more enthusiastic and active in participating in learning activities compared to the control group. the study was conducted by (jusmaniar et al., 2020) showed that teachers responded the kits positively. in line with the observation which use to measure students’ interest, it was found that http://riset.unisma.ac.id/index.php/jreall/user fitri ana rahmayani 92 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students of sd negeri 35 tajuncu had high interest in realia as teaching media. moreover, from three types of realia, ‘unmodified real things’ was the most applicative type. another recent study was done by trisani et al., (2019), this study aims to determine the effectiveness of using realia in improving vocabulary mastery of third grade students of sdn 03 east pontianak. this research method is quasi-experimental research. the results showed that the computational results on the t-test with 3.93 were higher than the t -table for 1.664 degrees of freedom. from the results of these calculations, it can be concluded that teaching vocabulary using realia is “very effective”. the research about improving vocabulary in using realia also examines by johan sinulingga (2012) which showed that the students’ achievement in vocabulary by using realia is a significant improvement. the increase in the average score of students, namely: the vocabulary test average i (61,72) increased to the second vocabulary test in the first cycle (81,85) and the third vocabulary test in the second cycle (92,90). so that the vocabulary test score continues to be increased from the i vocabulary test to the iii vocabulary test in the second cycle. daily notes and observations show that the student give good attitudes and responses during teaching and learning process using realia. the questionnaire and interview report showed strongly agreed that the application of realia had helped them in their vocabulary. another researcher that was conducted by paulina besty fortinasari (2020) show that researcher observes videos of some previous teachings in the inclusive class. the instruments used by the researcher were field notes and vocabulary assessment. in this research, there are two cycles, where each cycle consists of two meetings. through field notes and the assessment that have been carried out, the researcher concludes that student’s vocabulary mastery in inclusive classrooms increases. the students can get all the vocabularies in an inclusive classroom enhanced. students can find all the vocabularies in the topic of kitchen utensils and food. the increase in their vocabulary was also followed by an increase in student engagement. students with and without disabilities can work together to achieve the learning goals. in learning english, we need to selecting vocabularies for young learner especially in fifth grade. it is because english ad a language which has so many words to learn for english language learners. teaching vocabulary to adult learners and young learners are very different. normally, young learners to learn about 500 words a year but it depends on the learning condition, time and the learner’s ability (brewster, ellis, & girard, 2002 in (paulina besty fortinasari, 2020). there are the models to select several words and methods to support children’s words learning. the step one is identify all the words that most children in the class are unlikely to know meaning such as reef, cockatoos, squawking, creek, creeepers, bank, ancient, and so on, then for the step two is select a small set of vocabulary words to focus on. it means that to narrow the list of words identified in step 1. they also investigated that there is no research to indicate the exact number of new words that specific age groups can learn at once because there are many factors which could influence the children’s learning process of new words such as their ability in acquiring new vocabulary items and their former knowledge of the new vocabulary items (christ & wang, 2012). based on the phenomena above, the choice of learning media, especially english, must be effective. the researcher tries to find effective solutions to increase vocabulary mastery by using realia media. realia media are all real media in the classroom and all real media that can be used in observational activities outside the classroom. realia media can be in the form of objects or objects that can be used to help learners, for example, flowers, stones, books, chairs, table, pen, newspapers http://riset.unisma.ac.id/index.php/jreall/user vocabulary acquisition on young learners through the use of realia media 93 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and others objects carried by students or teacher. realia media is a visual aid in learning that functions to provide direct experience to students (rusman, 2005). the researcher believes that it is a great idea to use realia for vocabulary purposes for low-level students such as the fourth-grade student. realia is one of appropriate strategy in teaching vocabulary. the students can learn what the object is called while looking at it. this strategy can be used for inclass games as well. so, the student will not feel bored in the classroom because realia can give high motivation to the students in learning vocabulary. this study aims to determine the ability of students to master english vocabulary before and after the application of realia media, whether there is a significant difference between students who use realia media and students who do not use realia media, the effectiveness of realia media in improving student abilities, student responses to realia media in studying the vocabulary of objects related to school objects or others to improve vocabulary mastery. methods respondents this research uses qualitative research as a methodology. the population of this research was the fifth-grade students in sdn cangkring malang 3. there were 6 classes in this school, so that each class have one classes, for the first grade until sixth grade have only one classes. the total number of the sample of this research consisted of 6 students of elementary school for the fifth grade and all participants are female and male students. instruments the instrument of this research is useusing a pen and paper to classify the data. the other instrument, the researcher uses a laptop to write an analysis. for the research itself, the researcher brings some of real object or material to apply a learning process to the student for vocabulary acquisition. procedures before performing this research, there are procedures that the researcher used: a) analyze the problem as the first step, the researcher tried to analyze the problem by consulting and interviewing the english teacher who already knew the difficulties of the students. the researcher concluded that there was a lack of mastery of vocabulary among students; b) suggesting a solution, the researcher asked and also suggested a solution that could possibly help the teacher work out the students’ problem, vocabulary mastery. the researcher believes that teaching using realia to increasing the student’s vocabulary mastery is the answer for the students’ problem; c) after the researcher analyzes the problem, the researcher classifies the data or realia object to applying for the student. data analysis the researcher using three period lesson in teach a vocabulary acquisition. the data analysis that used by this research is the researcher show and naming the real object which will applied to the young learners and then the researcher asked them to write down the object that they memorized. the second period is identification or recognition periods; it means that the student will instruct to know the object that mentioned by teacher. the third period is recall periods; it means that the student remembers what they have gained in previous periods. http://riset.unisma.ac.id/index.php/jreall/user fitri ana rahmayani 94 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license results and discussion the researcher showed six items that used to teach vocabulary by using a realia media for fifth grade. the products are below: table 1. the specification of the test items no topic materials total 1 clothes (a) 5 2 vegetables (b) 5 3 food (c) 7 4 snack (d) 5 5 school equipment (e) 6 6 container (f) 5 from the table 1 above, the researcher specifies some of products to examine the student for mastering of vocabulary, the first product are clothes (t-shirt, jacket, trousers, skirt, veil), total of the first products are five items. the second product are vegetables (eggplant, cucumber, tomato, long beans, kale), total of the second products are five items. the third products are food (tofu, egg, fish, tempe, chicken, rice, noodles), total of the third product are seven items. the fourth products are snack (chocolate, biscuits, nuts, cheese wafer, roll wafer), total of the fourth product are five items. the fifth products are school equipment (book, pencil, pen, eraser, paper, ruler), total of the fifth products are six items. the sixth products are container (bags, pencil cases, plates, cups, bowls), total of the sixth products are five items. table 2. the specifications of the test items no participants indicators words total a b c d e f 1 i 3 2 6 5 5 5 26 2 ii 3 3 4 5 5 5 25 3 iii 5 3 6 5 6 5 30 4 iv 4 3 3 5 6 5 26 5 v 3 2 3 4 4 5 21 6 vi 2 1 2 4 4 5 18 table 2 above showed that participants iii can memorize the vocabulary almost all the products, then followed by participant i, iv, ii. the low level of vocabulary acquisition reached by participant v and vi. from the table 2 above, the product vegetables (b) get 1-3 words which can memorized by the students. the teacher teaches student by introducing these products one by one, it is called by naming period. the teacher will explain all the products by repeating each product in english. students are also required to write down what products they memorize in english and also students have to write down correctly based on what the teacher said. when students finish writing the products they have memorized, the teacher tests them one by one. http://riset.unisma.ac.id/index.php/jreall/user vocabulary acquisition on young learners through the use of realia media 95 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 1. an object that memorized by students from the figure 1, the word that they memorized are clothes, food, snack, school equipment, and container. meanwhile for the vegetablesvegetable’s products, the student can memorize only one until two products. the problem is students still do not have concentration in material. rarely, they did not pay attention to the teacher so that they forget what the teacher speaks. teaching vocabulary using the realia media is carried out by applying the three-period lesson method consisting of the naming period, the recognizing period, and the recalling period. the first step is naming period, this step explains that the teacher acts as an implementer who introduces vocabulary to the student by pointing at objects one by one while repeating the name of the object with the correct pronunciation. the teacher act as models. the student only listens, hears, and pay attention when the teacher introduces these objects. the sentence usually used at this stage is “this name is…” in this step, at this stage some teachers complain about their very limited ability to mastery vocabulary. the implementation team provides a solution to overcome this problem. that in essence, at this stage both the teacher and the student are learning together. the main thing is intention. with the motivation and practical exercises that the team provides, the teacher showed a significant development of their will and abilities at this stage. they began to dare to correctly pronounce, explain, and express when they acted as models for their respective student. the student also looked enthusiastic about this stage. the second stage is recognition period. the teacher can enter this stage if they judge the child to be good enough in the first stage, naming period. the implementation team explained that at this stage, student need to have a lot of experience hearing the names of object. student will connect words with objects. students are instructed to identify objects according to the name mentioned by the teacher. the sentence of recognition period is “show me...”. this process may continue for several days or weeks. if the student has not been able to identify objects correctly, then the teacher and the student must return to first period, naming period. the obstacles faced at this stage are generally related to the student’s ability to remember and identify objects requested by their teacher. to solve this problem, the researcher wants to emphasized again that the student learns while playing. the condition must be made enjoy so that the student does not feel compelled to attend the lesson. it takes more patience to teach the student. at the end of this session, it was seen the progress of teachers’ abilities and the progress of student’s ability to remember objects. http://riset.unisma.ac.id/index.php/jreall/user fitri ana rahmayani 96 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the last stage is the recall period. in this period, the student remembers back what he had gained in previous periods. usually, the sentence used in this period is “what is this?”. so at this stage the student is asked to show as well as name the objects with correct pronunciation. in this stage, if the student is able to show and name objects correctly then they have reached the stage of cognition. however, if the student is still unable to show and pronounce correctly, then it is an indication that there has not been enough training in the previous period. the problem at this stage is the student’s pronunciation errors that are not identified by the teachers because as previously mentioned. it was found that the application of realia effectively enhanced vocabulary learners on the basis of the results of qualitative data. as you know that realia media is a real object material. realia is a real media which is one of the learning materials, the material is the easiest media to use for teacher, they just need a preparation to using it. real object or realia media as a strategy is an aids or tool to delivering the information about language especially for english vocabulary in the form of the actual object, miniature, toy, or facsimiles which is it not significantly. realia media is a tool that can provide a real experience for the students in the classroom. it means the external objects that can be brought into the classroom to introduce vocabulary to students. therefore, realia widely used in teaching and learning as tools to introduce a new subject. realia media is able to give real meaning of the vocabulary itself to the things that the teacher going to teach to the students. in teaching, the researcher realized that realia regarded as the easiest and more interesting. realia media is very helpful when used in a process to obtain information for the purposes of gaining knowledge through students’ experience or often referred to as a cognitive achievement. therefore, realia involved as a real object and the students can learn to know it. realia can give the students a direct and real experience that experience of real visual that cannot be obtained through others media. basically, the students of elementary level are included as young learners that learn from the things that are concrete, so knowing the concepts of abstraction the young learners need a real object as an intermediary or something to visualize the things (robert, 2010). sometimes bring realia can be dangerous for example to show the snakes. so, the teacher can use the replica or toy, suitable or everything that can represent the real object. one of point of teaching vocabulary to young learner is the teacher has to help them to feel secure condition. it means that the young learner or students can be encouraged to become independent and adventurous in learning. constant, direct correction is ineffective and does not help create a good classroom condition. correction has a place when the teacher does guide language exercises. in teaching of realia means the real-life object that enable students to make connections to their own lives. students understand and retain the meaning of a word better when they have seen or touched some object associated with it. in this research, realia media refers to objects or items from real life such as clothes, snack, food, vegetables, container even used in the classroom for example equipment of school (ruler, pen, paper, book, pencil, and so on) this for illustrate or demonstrate a vocabulary word in form of objects as an assist to facilitate language acquisition. realia media also an object or activities used by teacher to demonstrate real life objects that teachers use to help students understand more about foreign language for this case is english language especially in vocabulary acquisition. teaching using realia media in the learning process can be more fun, in other hand realia also make more enjoyable in learning process. http://riset.unisma.ac.id/index.php/jreall/user vocabulary acquisition on young learners through the use of realia media 97 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license conclusion based on the result above, the student can memorize the object that they meet in daily life, especially equipment of school, clothes, food, snack and container. meanwhile for the object of vegetables, it is difficult for the students to memorize the name or word of vegetables and even they cannot. the researcher was applied three periods in the learning process for aid vocabulary acquisition on young learner with realia media. considering the explanation above, the researcher concluded that the application of teaching vocabulary using realia media by applying the three period lessons is said to be effective in improving student’s vocabulary mastery skills especially in fifth grade. the application of these techniques and methods makes it easy and provide a systematic way for teacher vocabulary to their students. this application also effective in fostering student’s interest in learning because it is possible for student to feel the condition of learning and new experiences that are more enjoyable. this is having a positive impact on increasing student’s vocabulary mastery. references brown, h. . (2008). prinsip pembelajaran dan pengajaran bahasa (5th ed.). united states embassy. buasim, b. (2008). meningkatkan kosakata bahasa inggris siswa sd. perspektif ilmu pendidikan. https://doi.org/10.21009/pip.171.1 christ, t., & wang, x. c. (2012). supporting preschoolers’ vocabulary learning. yc: young children. irawan, d. (2017). teaching vocabulary by using realia (real-object) media. english community journal. https://doi.org/10.32502/ecj.v1i1.650 johan sinulingga, m. m. i. a. a. (2012). improving students’ vocabulary achievement by using realia. register journal of english language teaching of fbs-unimed. https://doi.org/10.24114/reg.v1i1.339 jusmaniar, nurjanna, s., sulviana, & abdullah, d. (2020). teaching english vocabulary based realia kits at sdn 35 tajuncu. algazali international journal of educational research, 2(2). paulina besty fortinasari. (2020). teacher’s strategies in using realia to improve the young learners’ vocabulary mastery in inclusive classroom. jurnal education and economics (jee), 3(4), 187–192. rusman. (2005). model-model pembelajaran mengembangkan profesionalisme guru. pt raja grafindo persada. solahudin, m. (2010). kiat-kiat praktis belajar speaking. diva press. sukrina, v. (2015). improving student’s vocabulary mastery by using realia. journal of university of pasir pengaraian. trisani, i., sada, c., & rosnija, e. (2019). increasing the students’ vocabulary mastery using realia. jurnal pendidikan dan pembelajaran khatulistiwa, 8(6). uno, h. b. (2012). profesi kependidikan. bumi aksara. conflict of interest statement: the authors declare that the research does not have conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user 145 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.12633 volume 2 | number 2 | p. 145-152 published on august 24th, 2021 foreign student guest lecture and indonesian efl students' motivation in cross-culture understanding course imam wahyudi karimullah1*), sari kurnia rahmawati2, elchin gashimov3 1 faculty of teacher training and education, universitas islam malang, indonesia, faculty of letter, universitas negeri malang, indonesia 3 moscow city university, samara russia 1imamwk@unisma.ac.id, 2sari.kurnia.rahmawati@gmail.com, 3elchgash@mail.ru *) correspondence: imamwk@unisma.ac.id abstract this study explores an innovative way to increase students' learning motivation in a cross-culture understanding (ccu) class at an english language teaching study program in a private university in indonesia. the lecturer assigned efl students to find international students to share their cultures to solve students' lack of motivation in indoor learning activities. from observation, interview, and an online survey to 94 students (four classes), 98.9 % agreed that the international students' guest lecture method could increase efl students' motivation to learn ccu. the indonesian lecturer exposed to global culture and international students exposed to indonesian culture becomes the primary resource for indonesian efl students to get insight and inspiration for their intercultural communication and adaptation practices. keywords: international students; guest lecture; motivation; cross-culture introduction cross-cultural understanding (ccu) class is a course for students to know and understand other countries' cultures. by having ccu, students can avoid cultural shock, misunderstanding, and conflict (ward et al., 2001). it is crucial because each group's cultural attitudes, ethnicity, region, and country are not necessarily well accepted (weda & atmowardoyo, 2018). for example, one culture tolerates individual perspectives, but the attitude is opposite cultures. the misunderstanding may result in conflict due to the lack of ccu (weda & atmowardoyo, 2018). the learning of ccu includes an understanding of the interaction between two or more different cultures. fadeeva and kalinin (2012) argue that ccu cannot run smoothly without intercultural communication skills (srisermbhok, 2020). it is undoubtedly a challenge for local lecturers to teach the ccu of international culture to understand and contextualize the indonesian situation. in indonesia, local lecturers who have studied or lived abroad usually teach ccu classes (ambarwati et al., 2011). based on the researchers' observations at an english language teaching program at a private university in indonesia, ccu class sometimes uses outdoor learning methods. this method invites students to know and experience firsthand events in the field (asmara et al., 2016; price, 2016). the students carry out independent learning activities outside the classroom based on the course topic or the learning objectives. they usually work individually or in a group (asmara et al., 2016). for example, students do outdoor learning activities by observing or interviewing foreigners in public places or tourism sites to learn about international cultures. this outdoor learning method has both advantages and disadvantages. the students are more interested (husamah, 2013) and are not bored during the learning process (amaluddin et al., 2019). learning resources from the environment are complete and factual (leadbetter et al., 2019). the nature of learning is meaningful because students experience real or natural learning situations (asmara et al., 2016). in contrast, the outdoor learning method's weaknesses include that student http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.12633 imam wahyudi karimullah, sari kurnia rahmawati, elchin gashimov 146 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license management is complicated and time-consuming (harris & bilton, 2019). thus, an indoor learning strategy can be an alternative to classroom learning. after observing a ccu class at a private university in indonesia, the researchers found that this ccu class used the indoor learning strategy. the lecturer asked students to work in groups. the student groups presented a topic about the culture of other countries. the observation result showed that students paid less attention to the ccu material delivered by their peers. furthermore, they were also less motivated to participate in class learning activities. students' lack of motivation in learning is a problem that needs to be solved and is a common problem faced by teachers/faculty members (astuti, 2013; dörnyei, 2001). this problem could prevent students from achieving the class learning objectives because they are not fully engaged in the process of learning (alshenqeeti, 2018). in addition, students are less motivated to learn because of teachers' lack of skill, or their classroom learning activities are tedious and unrewarding (good & brophy, 1994). the researchers and the ccu lecturer conducted an online survey of indonesian efl students taking ccu courses in four different classes in responding to the problem. the survey showed that students were more motivated to learn ccu from foreigners. it is in line with astuti's (2013) finding that students were more motivated when they learn from native speakers. the researchers then helped the lecturer design and implement the ccu class's foreign student guest lecture (fsgl) approach. the guest lecture approach creates a positive learning environment for students (nakano, 2010). furthermore, a study conducted by babalola and agbaje (2019) indicated that using collaborative teaching (involving more than one teacher) results in better student learning outputs. therefore, considering that students are motivated to learn from native speakers/foreigners (astuti, 2013), the researchers applied the fsgl approach to increase students' learning motivation in ccu class. methods this research took place in an english language teaching study program at a private university in malang, east java, indonesia. it involved 94 students from four different classes, and it used a classroom action research approach. first, the researchers began their study with problem identification. then, they designed, implemented, monitored, and evaluated the alternative classroom learning activity to solve the problem (gall et al., 2006). finally, the researchers used observation, interview, and survey to collect descriptive quantitative and qualitative data to assess the implementation step (gall et al., 2006). the researchers used classroom action research to solve the students' lack of motivation in ccu class due to indoor learning activity in students' group presentation techniques. the lecturer then designed and implemented the indoor learning activity technique in a foreign guest lecture format with the researchers. finally, the students invited international students living in malang to share their cultures in ccu class. the researchers used classroom observation to see students' motivation in attending foreign student guest lecture (fsgl) and their participation in the class discussion. the researchers used an online survey to see the different learning motivations increase after implementing this alternative (fsgl) approach. the survey asked which method motivated them to learn ccu. it also asked whether they preferred learning ccu from books or students' group presentations from the foreigners (native people of a country) in the class. results the lecturer assigned indonesian efl students into several groups based on the topics to design the classroom learning activity using the foreign student guest lecture (fsgl) method. the topics are the countries' cultures they may visit in the future. these efl students were assigned to invite international students to present their cultures in ccu class. the foreign student guest lecturers wore their traditional clothing (if possible). they also shared information about foods, traditions, taboos, politeness (do and do not), and the differences between indonesian and their cultures. these foreign http://riset.unisma.ac.id/index.php/jreall/user foreign student guest lecture and indonesian efl students’ motivation in cross-culture understanding course 147 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license guests were international students studying at the same university as the indonesian efl students. these multinational students are from sudan, yemen, palestine, tajikistan, thailand, japan, timor leste, and the gambia. the ccu class is two credits hours, which has 100 minutes per class meeting per week. the class meeting time allocation consisted of three parts: pre-activity (10 minutes), main activity (60 minutes), and post-activity (30 minutes). in the pre-activity, the lecturer reviewed the previous class meeting material. then, the lecturer gave motivation to the students by explaining the need for ccu learning or the importance of having international communication skills to live overseas. it is crucial to increase their internal motivation in participating in the ccu class. the main activity was the foreign student guest lecture (fsgl) session, which consisted of 40 minutes for presentation or demonstration by international students and 20 minutes for questions. these international students prepared a powerpoint presentation that showed pictures and videos of their cultures. in addition, the presenters shared exciting materials contextual to students' needs, such as their family wedding pictures, the snowy situations in their countries, famous foods, and tourism landmarks. from the classroom observation, the lecturer found that the students were enthusiastic and paid attention to the fsgl. students could see, in reality, the traditional clothing from other countries, such as when students from tajikistan, sudan, and palestine wore their regular clothes. the indonesian efl students participated actively by asking many questions about ccu and the culture shock experienced by these international students while living and studying in malang, indonesia. they exchanged ideas, expressed their opinions, interrupted the discussion by asking questions. even after the discussion time was up, students still wanted to ask more questions. the last 30 minutes for post-activity was used for assessment, concluding statement from the lecturers, and overview for the next week's topic and assignment. in this activity, the lecturer asked students some essential questions about the issue to check students' comprehension and clarify some misunderstandings from the presentation (if any). then, the lecturer and the students concluded the importance of intercultural communication skills, strategies to avoid cultural shock, and successfully living in new cultural situations by respecting differences. the ccu class meeting then ended with an overview of the following week's topic and homework. from the observation and interview, it was clear that the foreign guest lecture method can increase students' internal and external motivation in learning ccu. moreover, it is in line with an online survey conducted on 94 students participating in this study. table 1. type of learning resource that can motivate students in learning ccu number of respondents type of learning resources students' reasons 94 students native speakers (foreign guest lectures) students know more about cultural adaptation directly from native speakers (foreign guest lecturers). class becomes more exciting and attractive. students can get accurate and detailed information about communicating and making social interactions with the international community. one student book, video, scientific article, and research paper students can learn independently through the learning media. students can improve their critical thinking. source: students' comments in the survey table 1. shows that almost all students (98.94 %) said that the fsgl method could motivate them to learn ccu. thus, this survey supports the claim that fsgl can solve students' lack of motivation in participating in the ccu class. the lecturer's motivation at the beginning of the class increased students' intrinsic motivation. students asked questions about international students' experience overseas, weather conditions, learning environment, and social life interactions. it indicates that they have intrinsic motivation to http://riset.unisma.ac.id/index.php/jreall/user imam wahyudi karimullah, sari kurnia rahmawati, elchin gashimov 148 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license study abroad and travel overseas in the future (hussain et al., 2020; inngam & eamoraphan, 2014; lo & lin, 2020). the enhancement in students' motivation was also due to external factors such as rewards in ccu class. for example, the guest lecturers bring candies from their countries and taking pictures with the guest lecturers. in addition, exciting learning activities and a conducive learning environment are external factors that motivate them to learn. the external factors were a suitable class schedule, trying traditional dance, and practicing greeting traditions in other cultures. students actively learn ccu through the fsgl method because they know different cultures firsthand from the native people owning the culture. in addition, they argued that they get more accurate information from fsgl than from videos, research papers, and scientific articles. discussion ccu is a knowledge that must be possessed, especially for indonesian efl students who plan to continue their studies abroad and international students studying in indonesia. knowledge related to ccu can minimize cultural misunderstanding problems during adaptation, communication, and interaction (lagou & zorbas, 2020; wang, 2020)). therefore, ccu is very crucial to have. if we do not have it, then conflict among people having different cultures might arise. thus, research on ccu and students' motivation to learn ccu plays a crucial role in reducing and preventing intercultural communication problems (aronhime et al., 2003; chigwendere, 2018). based on this study's findings, the researchers confirm that the fsgl method can solve students' motivation to participate in the ccu class. this fsgl method is effective in increasing students' internal and external desire to learn ccu. intrinsic and extrinsic motivation intrinsic motivation is a strong will to act from within the (internal) individual or a person (alshenqeeti, 2018; astuti, 2013). the stronger the intrinsic motivation a person has, the more likely they tried best to achieve goals. the new teaching scenario designed by the ccu lecturer has increased students' motivation in learning. the teaching scenario using the fsgl method by dividing the teaching time allocation into pre-activity, main activity, and post-activity is relevant to the principle of a practical teaching approach proposed by (merriam et al., 2007). it is not surprising that the increase in students' intrinsic motivation was due to the indonesian lecturer's encouragement at the beginning of the class (salehpour & roohani, 2020). even though it is only 10 minutes time allocation, it provides schemata of the target culture and the importance of learning ccu for students' success. it is in line with the theory of andragogy (adult learning). adult learners will most likely be more interested in learning practical life skills they need in the future (merriam et al., 2007). knowing the importance of ccu for their study abroad goals, international traveling purposes, or overseas job positions will strengthen their intrinsic motivation as efl students. fsgl method consisting of presentation and discussion sessions is also helpful to increase students' intrinsic and extrinsic motivation. from the researchers' experience of attending an international guest lecture in indonesia, students participated more actively in the class discussion with foreign student guest lecturers. this foreign student guest lecturer in ccu class is relatively different from the university, faculty, or department's formal guest lecture. professionals or faculty members usually deliver a presentation (belser et al., 2018) in this formal guest lecture format. in this formal situation, efl students' interaction during the discussion is often limited. sometimes, students are reluctant to ask their lecturers questions because of embarrassment or lack of confidence to speak in a public or formal forum due to language barrier factors. in contrast, this fsgl method took place in a smaller classroom with 20 to 25 students per class. the situation was in an informal setting. most importantly, the guest lecturers are international students studying at the same university as the students. these multinational students are relatively the same age as the efl students attending the ccu class. there was no difference in their social status; both efl and international students have the same position. it can be why they feel http://riset.unisma.ac.id/index.php/jreall/user foreign student guest lecture and indonesian efl students’ motivation in cross-culture understanding course 149 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license comfortable expressing their opinions or asking foreign student guest lecturers questions (nakano, 2010). they feel 'safe' to ask questions because the situation is informal, which does not cause embarrassment when making language mistakes or asking easy or even 'silly' questions (lucero, 2012). 'safe' to ask questions, and the class schedule was suitable for students (not too early in the morning and not too late in the afternoon) are external factors. this conducive learning environment can increase students' motivation to learn ccu. besides, exciting learning activities such as trying traditional dance and wearing traditional cloth are fun for students at this age or undergraduate level. it is relevant to the principle of contextual and experiential learning approaches proposed by dewey (1938). teachers need to design their learning activities based on students' characters, learning styles, and needs. students can maximally achieve their learning objectives when they feel more comfortable and have fun learning ccu (kim, 2018). many students argued that foreign student guest lecturers could motivate them to learn ccu. they argued that learning other cultures will be more effective if they know it from the native people of the target countries as the primary source of ccu learning. it is in line with the principle of experiential learning, learning by doing. students do not just learn theoretical knowledge, but they have the opportunity to practice intercultural communication directly with native people of the target country they know. students can communicate with them directly in the class. intercultural communication intercultural communication is a process of sending and receiving information between people of different cultural backgrounds (srisermbhok, 2020; vo, 2017). it means that when indonesian students learn foreign languages, they also understand the target language's culture to avoid cultural shock (sevimel-sahina, 2020; umam, 2015). on the other hand, international students could experience cultural shock because of lacking ccu (noviana, 2014). thus, ccu is crucial to smoothen the communication process in high and low-context cultures (nishimura et al., 2008). high context culture relies heavily on non-verbal cues and is subtle in communication. what the people conveyed does not necessarily mean what they say (nishimura et al., 2008). in javanese culture, people communicate with body language. in contrast, low context culture relies heavily on words to convey meaning in communication. people with this culture usually pay attention to what the other person says (padua & smith, 2020). in practice, communication often faces some obstacles or communication barriers, which is anything that becomes a barrier to effective communication (lagou & zorbas, 2020). an example of an intercultural communication barrier is the head nod. the head's nod in the united states means that the person understands (american culture, 2021). in contrast, in japan, the nod does not mean someone agrees but implies that the person is listening. therefore, by learning from the native people of the target country, we learn verbal and non-verbal communication from the culture's primary sources to ease intercultural communication and social interaction (wattanavorakijkul, 2020). social interaction social interaction is a dynamic relationship between one individual and another. one individual can influence another individual or vice versa, where there is a reciprocal relationship. the relationship can take place between individual by individual, individual by a group, or group by group (hawa & tılfarlıoğlu, 2019). the form is cooperative and in the form of action, competition, and dispute. therefore, within social interaction, there is communication (sonnenschein & ferguson, 2020). another goal of ccu is not only for communication but also for living in a different culture that needs adaptation (ward et al., 2001). in discussing social interaction between the different cultures, we need to adapt culturally (lee & bailey, 2020). adaptation is changing ourselves according to the condition of the environment or changing the environment according to individual desires (singh, 2019). http://riset.unisma.ac.id/index.php/jreall/user imam wahyudi karimullah, sari kurnia rahmawati, elchin gashimov 150 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in this process, newcomers will often experience difficulty undergoing the adaptation process they faced in their new environments (padua & smith, 2020). it is the most common international students problem (kholil et al., 2017). to solve this problem, they need ccu (mukminatun, 2009). ccu students can gain insight from international students studying in indonesia to share their countries' living experiences. they also can get a more comprehensive picture of the new environment in the target country for cultural adaptation purposes. the international students can also share the cultural differences between their countries and indonesia because they have lived and studied in indonesia. thus, the foreign guest lecture method can attract students' attention and motivation to learn ccu. students will feel satisfied by learning from someone who has experienced a cultural adaption process (kim, 2018). this personal satisfaction (psychological condition) can increase intrinsic motivation (merriam et al., 2007) in learning ccu. conclusion the use of international students' guest lecture method in ccu class can solve the efl students' lack of motivation in the ccu class. this method can increase students' intrinsic and extrinsic motivation in learning ccu. the combination role between indonesian lecturer experience of living overseas and international students residing in indonesia complements each other in providing students with the real-life context of ccu. learning ccu from books, videos, articles, and indonesian lectures is not enough. ccu class needs international students to be the best primary learning resources for intercultural communication and adaptation practices. the finding of this study can be used by indonesian lecturers teaching ccu classes. the challenge of using these international students' guest lecture method is the international students' availability in the nearby campus area. the alternative can be conducting an online (tarihoran, 2020) foreign student guest lecture. although it is likely possible, the future researcher needs to investigate further the effectiveness of this online foreign guest lecture method for ccu classes. references alshenqeeti, h. 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(2018). cross-cultural competence (ccc) and crcross-culturalnderstanding (ccu) in multicultural education in the efl classroom. the journal of english as an international language, 13(2.2), 9–31. http://eprints.unm.ac.id/14863/1/cross cultural competence and cross cultural understanding %28sukardi weda and haryanto%29.pdf http://riset.unisma.ac.id/index.php/jreall/user journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i1.14233 volume 3 | number 1 | p. 61-71 published on february 27th, 2022 61 identity integration in steven spielberg’s catch me if you can (2002) rizky apriyanto english literature, universitas negeri surabaya, indonesia e-mail: rizky.17020154042@mhs.unesa.ac.id *) correspondence: rizky.17020154042@mhs.unesa.ac.id abtract the purpose of this paper is to examine the four types of identity integration and the affection to the main character in steven spielberg's film catch me if you can (2002). it elucidates the psychological illness that led to the main character's multiple identities in the film. identity is a complicated topic these days, and it has become one of the most debated topics. frank william abagnale jr., the primary character in this story, is a promising young man with complicated family concerns. as a result, various issues during frank's adolescence contributed to his psychological condition. the research is a psychoanalytic analysis that employs erik erikson's (1902) psychological theory as well as warren buckland's (1966) and timothy heiderich's cinematographic language. the findings show that frank william abagnale jr. suffers from a psychological condition. his symptoms of identity disintegration are primarily due to a family situation that he was dealing with at the time of his adolescence, and it has an impact on his future. he must impersonate other people's identities in order to overcome his breakdown. as a result, frank william abagnale jr., the movie's main character, is insane since he gets millions of dollars before he is nineteen. keywords: identity integration; psychoanalysis; adolescence; fraud; cinema introduction at the moment, determining one's identity is a difficult task. what is known as identity can be described in a variety of ways. personal characteristics or attributes that cannot naturally be stated in terms of a social category, according to james fearon (1999). in some settings, specific categories might be regarded as "identities," even if no one considers them to be important to their identity. identity, according to erikson, is a "developing configuration or structure, arising from consecutive ego syntheses and resyntheses during the life span" (kroger, 2015). many elements influenced identity, including social background, family, friends, and school. the structural aspects of the social milieu have a significant impact on individual career development (neuenschwander & kracke, 2011). adolescents build identity (marcia, 2001), which means that when someone investigates something, they will learn something about commitments that they have never known before. identity formation is also influenced by childhood (marcia, 2001). because we are socially connected, and our continual experience of being recognized within these interactions matters most for who we become, someone may have different forms of identities till he died in that instance (kerpelman & pittman, 2018). it is not a problem to have numerous social identities (cheng et al., 2008). in some cases, an individual's identity may conflict with that of a group of people (cheng et al., 2008). according to janusz kaminski in an interview with john pavlus at american cinematographer, this study looked at the portrayal of identity integration in a film based on the memoirs of frank william abagnale jr. with a 1960s background setting (american cinematographer: catch me if you can, 2003). the original narrative, written by frank william abagnale jr. and published in 1980, was adapted into a film directed by steven spielberg and released in december 2002 with the same title. the screenplay was written by jeff nathanson. tom hanks plays carl hanratty, an excellent fbi agent, and leonardo dicaprio plays frank william abagnale jr., the primary character. the film received a number of accolades, including: bafta award for best actor in a supporting role, national society of film critics award for best supporting actor, bmi film music award, critics' choice movie award for best director, critics' choice movie award for best actor in a supporting http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.14233 mailto:rizky.17020154042@mhs.unesa.ac.id mailto:rizky.17020154042@mhs.unesa.ac.id rizky apriyanto 62 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license role, critics' choice movie award for best actor in a supporting role, critics' choice movie award for best actor in a supporting role, critics' choice movie award for best score, adg excellence in production design awards contemporary film, movie award for best score (catch me if you can, n.d.-a). catch me if you can (2002) tells the narrative of a young guy who struggles with family and social challenges, which have a significant impact on his psychology and identity. frank was noted as a gifted young guy who struggled with his family's finances. his father had a tax issue with the banks, and his mother divorced him (abagnale, jr., 1980). frank's life began to crumble, so he resolved to save his family by fleeing home to earn some money. he discovered that making money was difficult when he lacked privilege. one day, he noticed a pan am pilot flanked by a lovely stewardess who was personable and well-liked by all. frank 'wants' to be a pilot and goes out of his way to learn everything he can about them, including taking the pan am pilot's outfit (abagnale, jr., 1980). he forges pan am payroll checks while impersonating an aircraft pilot. frank had already earned four million dollars before he was nineteen by impersonating a pilot, doctor, assistant attorney general, and forging checks from those professions. he rose to become america's greatest and youngest impostor. after a four-year manhunt conducted by carl hanratty, the fbi apprehended him. during frank's arrest, carl produced a fraud check from his new case and showed it to him. frank could tell right away that the check was a forgery because of his years of experience as a check counterfeiter. he also knew exactly where the phony component was. carl persuaded the fbi to let frank work in the fbi’s bank fraud units, and he worked with carl for years, developing a close bond with him. as previously indicated, this study will assess the literary work utilizing erik erikson's identity integration theory. the theory explained how to think about and develop the complexity of identity integration, which articulates multiple layers of integration (syed & mclean, 2016). the main character in catch me if you can impersonates multiple identities in a short period of time during his adolescence. each type of integration grows and develops in relation to other crucial developmental tasks (syed & mclean, 2016). frank believes that each character he attempted to impersonate was the best version of himself at the time, allowing him to continue living and elude the fbi. frank's adventure impacted his personality and altered his mental state, resulting in his current identity. several recent studies employed identity issues to reveal the compilation and issues related to the literary works helped the writer understand identity theory. those studies are the representation of malcolm river's dissociative identity disorder in identity movie directed by james mangold by abdul rohim & indra wibowo (2017) and did on kevin wendell crumb characters split movie by cicih nuraeni & trosahlan silaban (2018). rohim & wibowo used the library research method to identify the identity issues in the movie. while nuraeni & silaban used different theories. they used psychoanalysis theory as a literary approach to reveal the issue. both literary studies used similar ways to discuss the topic by attaching the movie scene, using cinematic and narrative aspects related to issues that have been discussed to help the readers understand the topic. this study concerns four distinct forms of identity integration based on erik erikson's theory about identity integration and examines how frank jr.’s identity was influenced by his adolescence and find the connection between identities that he has with frank's personality. according to (syed & mclean, 2016), there will be four forms in analyzing identity integration: contextual, ego, temporal, and person-society. this article discussed several questions such as: how is identity integration depicted in steven spielberg's catch me if you can? and how does identity integration affect the main character's personality? method the analysis in this article was based on erik erikson's psychoanalytic hypothesis. according to moin syed and kate c. mclean's article in the journal of adolescence titled understanding identity integration: theoretical, methodological, and applied challenges, the research looked at four types of identity integration: contextual, ego, temporal, and person-society (syed & mclean, 2016). in addition, http://riset.unisma.ac.id/index.php/jreall/user identity integration in steven spielberg’s catch me if you can (2002) 63 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license to examine the language of cinema in the film, this study used cinematography techniques: the different types of shots in film (heiderich, 2012) and film studies an introduction (buckland, 2015). frank william abagnale jr., the main character from catch me if you can, is the individual who is evaluated utilizing these four forms. the study studied the dialog between characters and movie language utilizing movie scripts and pictures from movie scenes as data sources to examine the language of cinema-related issues mentioned using the theory in this study. the writer began by seeing the film and reading the script multiple times until he or she grasped the theme, storyline, and tale. the next stage was to annotate the dialog and scenes in order to offer the readers an understanding of the relationship between the movie and the study's topics. the investigation then moved on to the relationship between those four points and frank's personality. the protagonist is a teen who is dealing with severe family concerns as well as bank issues. frank resolved to flee and acquire some money in order to preserve his family, even if it meant becoming an fbi wanted man. results and discussion contextual integration: multiple identity domains in the movie, the main character tends to impersonate other people’s identity to deal with a particular situation that he faced, which is called integration across context. frank william abagnale jr. had several issues in his life, living in small apartments and an unharmonious family, not to mention that his father had tax problems. one day, he learned something from his father when they wanted to borrow a suit. it can be seen from the following scene: figure 1.1. (spielberg, 2002, 00:13:57) darcy i'm sorry. we don't loan suits, and we're not open. as she closes the door, frank sr. takes a small gold necklace out of his pocket, holds it up to the glass. frank sr. is this yours, darcy? i just found it in the parking lot? darcy stares at the necklace through the door. 14 ext. new york city. dab o 14 the cadillac is parked somewh frank, now wearing a black suit. (nathanson, 2002: 13) his father lies to darcy to let him borrow a suit that is not supposed to allow to be borrowed. nevertheless, frank’s father knew how to get a woman’s heart by giving them some gifts. in this scene, http://riset.unisma.ac.id/index.php/jreall/user rizky apriyanto 64 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license it was a gold necklace. from the angle shot, this scene is considered a medium shot where the audience sees all of the characters and how they interact with each other (heiderich, 2012). on the first day at school, frank got bullied by some senior students. they bumped him until his books fell, but frank did nothing. when he entered the classroom, he saw students that bumped him earlier and managed to get them by pretending to be a substitute teacher. the scene is as the following: figure 1.2. (spielberg, 2002, 00:19:27) frank walks toward the black writes his name on the board -mr. abagnale. he sack of an eraser against the board to get the students a n. frank (cont'd) listen up, class. my name is mr. abagnale and i'll be your substitute today. would somebody please tell me where you left off in your text book? (nathanson, 2002: 20-21) in the scene above, using close-up shot, frank's figure was shot from behind and looked bigger than everyone in the class. it represents that frank was superior and had a more significant impact on the scene (buckland, 2015). the close shot to frank's character also strengthens his presence (heiderich, 2012). everyone in the class did not believe him at first, but later, he acted like a teacher who believed the whole classroom. frank also asked the student he bumped with to read phrases on the book in front of the class. it can be witnessed from the following scene: figure 1.3. (spielberg, 2002, 00:20:31) listen up, class. my name is mr. abagnale and i'll be your substitute today. would somebody please tell me where you left off in your text book? girl chapter seven. frank open your books to chapter eight, read quietly to yourselves. (nathanson, 2002: 21) http://riset.unisma.ac.id/index.php/jreall/user identity integration in steven spielberg’s catch me if you can (2002) 65 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license furthermore, by using close up and angles, he was amused when he saw a pilot walking down the street with few flight attendants around him. people praised him and saw him like an angel, everyone including frank. the lighting in this scene shows that the pilot is brighter than everyone because the director wants the audience to focus on how the pilot figure looks (buckland, 2015). on that day, he decided that he wanted to be a pilot to get all of those privileges. it can be seen from the following scene: figure 1.4. (spielberg, 2002, 00:31:54) frank (v.0.) dear dad...i've decided to become an airline pilot. i've applied at all (nathanson, 2002: 38) he pretends to be a “real pilot” and steals the pan am pilot’s uniform to support his role as a pilot. everyone is amused by his new appearance, a young pilot with a pretty face. he finally felt what he was never felt before, and people did not look him down anymore. now, frank could cash some checks without any trouble because people think that he is a pan am pilot. he started to make his pilot paycheck and earned thousands of dollars as time went by. enjoy living as a “pilot,” frank is addicted to his new behavior: impersonating identity. he learned that he could have a better life if frank pretends to be someone else according to the social environment and benefits from the identities he impersonated. besides money, frank also gained knowledge and skills that will affect his personality and career in his future life. temporal integration: identities through time after years of experience, frank’s identity starts to be shaped. however, only temporal identity holds the combination of previous identities. frank learned a lot of new skills and knowledge during his adolescence. being a pan am pilot made him know about airlines and the paycheck system. he also improved his ‘acting’ skills, and even the senior fbi agent was fooled by him when he almost got caught in a hotel room. as the following scene: http://riset.unisma.ac.id/index.php/jreall/user rizky apriyanto 66 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 2.1. (spielberg, 2002, 00:52:33) frank relax, buddy, you're late. my name is johnson, secret service. our boy just tried to climb out the window - my partner has him cuffed in the alley downstairs. (nathanson, 2002: 67) 87 continued: 87 frank you think the fbi are the only ones tracking this guy. we've been following a paper trail for months, almost had him in new york. would you mind taking that gun out of my face, it makes me nervous. (nathanson, 2002: 68) again, this shot uses a medium shot to show that even though they have a tense situation, frank is still calm and considers it a normal conversation (heiderich, 2012). he convinced the fbi agent that he was from another department that tracked this young man who cashed a fake check worth thousands of dollars. frank pretended that he was the one who captured him first, while actually, frank is whom the fbi is searching for. the way he talked was so calm, and he also gave some facts that proved he was not the wanted person, such as when another person was carrying someone into the car. frank realized that it could be a good excuse and fact to support his temporary role as a “secret service agent.” when carl, the fbi agent, realized something suspicious with frank, he had already run away. 5 continued: 5 inside the cell close on frank abagnale jr. his face covered by a beard and matted black hair. frank closes his eyes and starts to cough. frank help me, please. i can't breathe... outside the cell joe listens to frank, who is coughing so hard he starts to choke. frank (cont'd) can't... breathe... (nathanson, 2002: 6) http://riset.unisma.ac.id/index.php/jreall/user identity integration in steven spielberg’s catch me if you can (2002) 67 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 2.2. (spielberg, 2002, 00:06:02) at the beginning of the movie, he was captured in french prison right after carl arrested him at a factory located at frank's mom's hometown, montrichard. frank was shot behind bars in poor condition during this scene. the audience can see that he was suffering, supported by close-up angles and lightning that cut through the character means that the character is in turmoil (buckland, 2015). carl wanted him to be judged on america, so he visited frank and checked his condition. he was found to almost dies due to inadequate and poor condition. carl asked the officer to give frank medical treatment as soon as possible. frank was moved to another chamber, lying down in a bed while carl tried to get him back to his nation by arguing with the head office. in the middle conversation, frank was already escaped. once again, he fooled the whole room full of police officers and fbi agents. even though he could not run far away, he still escaped. this behavior represents his temporal identity that consists of his experience. his previous life phases influenced frank's present identity. besides, the social environment and parents also significantly impacted him. he used to be a quiet boy, and a few years later, he became one of the most wanted in the united states because of check forgery and caused a great loss for several companies. since his release from prison in z, frank has helped the fbi capture some of the worlds most allusive check forgers and counterfeiters. frank has also developed many of the security features that bank use to prevent check fraud. (nathanson, 2002: 161) figure 2.3. (spielberg, 2002, 02:15:00) the director used the establishing shot in this final scene to let the audience observe the relation between the main subject, frank, and carl, sitting on a desk discussing a new case and surrounded by co-workers in a busy office (buckland, 2015). at the end of the story, frank is arrested by the fbi and given the punishment worth his crimes. then, carl saw something special about frank, and it was his skills of knowing about fake checks and the probability of someone behind it. years of experience made frank become an expert. with just a http://riset.unisma.ac.id/index.php/jreall/user rizky apriyanto 68 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license glance, he could tell if there were something wrong with that check, and he also exposed the material or what that check was made of. the fbi was interested in frank’s skill, so they decided to be a better person by working at the fbi in the same division as carl. he had to work under carl’s supervision because carl was the only person that knew frank better than anyone. he managed to escape again, but carl believed frank was a good kid, so he let him go. as he expected, frank returned to the fbi and started to cooperate with him, dealing with many checks’ forgery cases. ego integration: time and context ego integration is the combination of both forms that has been discussed before: context and time (syed & mclean, 2016). this form reflects how the character makes sense of their evolving coordination of multiple identity domains over time (syed & mclean, 2016), in this case, frank. according to frank's problem or context, he realized that he had multiple identities and impersonated other identities when he met his father after becoming a "pilot.". it can be seen from the following scene: figure 3.1. (spielberg, 2002, 00:45:19) frank i bought you a cadillac. frank motions to the car, holds up the keys. k (cont' d) ission. she goess an hour. it btj speedometer. frank sr. (nathanson, 2002: 58) he could earn thousands of dollars without great effort, so he bought a new car for his father. frank’s appearance also changed: with the suit he wore during lunch at a fancy restaurant. his life was changed, followed by his personality. however, deep down inside, he was just a youth who loved his family and tried to make everything back to normal. he still remembered that his father used to have a cadillac, so he bought him a cadillac. he also asked about his mother, who left the house and left his father alone. frank believed that he could help his father get her back by fixing their economic problem. nevertheless, his father knew that it was useless to get their mom back because she already had new life, a new home, and a new family. another moment is when frank found that he could make a phone call to the fbi office without getting in any trouble. he was at waldorf astoria hotel in new york; feeling alone and blue, frank decided to call an fbi agent that he met before. in this scene, frank was shot from a different angle, and it was called god’s eye view, where the character was shot from a high angle and suggested the implicit meaning of helplessness (buckland, 2015). http://riset.unisma.ac.id/index.php/jreall/user identity integration in steven spielberg’s catch me if you can (2002) 69 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 3.2. (spielberg, 2002, 01:04:14) “frank hello, joe. joe shaye who is this? frank johnson, secret service. joe sits up at his desk, grabs a pencil and paper. joe shaye john doe 2172? frank i've been trying to track you down for a couple of hours. did you know that most people in the fbi have no idea who you are or what you do? (nathanson, 2002: 73) frank calls the fbi agent (carl/ joe) by phone to connect with him after they met for the first time. after a short conversation, they start to know each other. frank knew his capability. he knew that the fbi had hunted him, yet he still reached carl’s office phone to have a friendly short chat. frank knew that at the moment, carl would not be able to catch him because he could run away quickly. however, at the end of their conversation, he asked carl to stop chasing him, saying that he was just a kid who wanted to live peacefully by making much money for him and his beloved family. person-society integration: individuals in social contexts this form of identity is focused on how social culture affects individual identity and shapes the way of thinking and perspective. frank's father was one of the most supporting characters that affect frank's personality and identity in this story. frank loves him and tries to be a man like his father, with respect and honor. upon frank's acknowledgment, about was a life lesson from his father's experience, including how to read any situation and through with it, the principle of life where he could be anything or anyone but do not forget about who he was. this scene also uses god's eye view to implicitly tell the audience that frank is just a kid that receives checks as his birthday gift from his father. http://riset.unisma.ac.id/index.php/jreall/user rizky apriyanto 70 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 4 (spielberg, 2002, 00:18:10) 22 continued: 22 frank sr. (cont'd) i opened a checking account in your name. i put twenty-five dollars in the account so you can buy whatever you want. don't tell you mother. frank slowly opens the checkbook, sees his name at the top of the first check. frank but they turned down your loan? frank sr. yeah. they all turned me down. frank so why open a bank account with them? frank sr. because one day you'll want something from these people -a house, a car -they have all the money. there's a hundred check ere, frank, which means from i day on -you're in. (nathanson, 2002: 19) frank's insight about bank and the way he uses check as payment was taken from his father's background. instead, frank used this knowledge for his entire life in this story. he always uses bank checks every time he needs money. frank also learned how to fake a check because it was easier to cash it out. even when he changed his identity, he always had a check in his pocket. before he was arrested, he ran a considerable printing machine at a warehouse and printed a lot of fake checks. he used to make it by hand, but he already made it on a huge scale. thus, it means that he could produce fake checks that can be cashed without any problem. moreover, it was tough to identify whether the check was fake or not. for the rest of his life, he worked for the fbi and cooperated with many banks worldwide to make each check from every bank that was nearly impossible to be faked. because frank already knew everything about the check, from making it and analyzing it. he earns millions of dollars from that job. all of that because his father taught him how checks and banks work. conclusion erik erickson's four forms of identity integration also reveal the cause for frank's actions. aside from temporal identity, all types of identity, starting with contextual, ego, and person-society, have revealed the details of frank's disintegrating identities. frank's copy behavior was explored in contextual integration, while frank's inner psychology and interaction with society were discussed in ego and person-society. temporal identity is a composite of all of frank's identities that created his final form, an identity that holds all of frank's prior identities and connects his past and future selves. in this movie, the director also uses close-up shots and angles in this film to imply to the spectator that he is the central character. aside from conversation and conduct, it can also convey frank's feelings and build his character in this film. the close-up shot further accentuates frank's expression in the film, as well as several of the characters he played. frank also shot from god's eye http://riset.unisma.ac.id/index.php/jreall/user identity integration in steven spielberg’s catch me if you can (2002) 71 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license view in a few situations, reminding the spectator of how little and powerless frank is in this enormous planet. he was simply a young boy with erratic emotions that influenced his demeanor. the way frank was portrayed in this film allows the audience to sense the main character’s emotions. frank's pain and strain from his fractured family contributed to his unstable mental state. he was fleeing his home to find a way to earn money so he could return to his family and his home by impersonating other people. he chose to become a pilot because he saw the enormous potential for earning a lot of money and having a lot of prestige in that field. he became a "pilot" a few months later and earned thousands of dollars by cashing fraudulent checks from the flight firm he "worked" for. frank realized that changing his identity may be extremely beneficial to his life, so he began impersonating different professions such as doctor, teacher, and prosecutor. he altered his identity depending on the situation and situation he was in. that was his strategy of surviving in any situation. however, there are hazards in everything; in this case, the fbi judged his actions to be criminal. after years, frank turned into a professional in check fraud, made the fbi interested in his talent and skill, then asked him to work for them in fraud check units. references american cinematographer: catch me if you can. 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(2002, december). catch me if you can. the internet movie script database (imsdb). retrieved august 2021, from https://imsdb.com/scripts/catch-me-if-you-can.html spielberg, s (director). (2002). catch me if you can (film). dreamworks picture. syed, m., & mclean, k. c. (2016). understanding identity integration: theoretical, methodological, and applied issues. journal of adolescence, 47, 109–118. https://doi.org/10.1016/j.adolescence.2015.09.005 http://riset.unisma.ac.id/index.php/jreall/user https://theasc.com/magazine/jan03/karma/ 79 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.16504 volume 3 | number 2 | p. 79-88 published on august 5th, 2022 subscribing to diverse subjects in different classes: language development dichotomy bulelwa makena1, bunmi isaiah omodan2 walter sisulu university, south africa 1bmakena@wsu.ac.za, 2bomodan@wsu.ac.za *) correspondence: bmakena@wsu.ac.za abstract language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not english. further than that, for teachers lacking specialisation of other subjects allocated to them, besides english language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an english medium. this paper aims to explore if offering different subjects in varying classes has any significant impact on language development. the study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school english language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. the study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered. keywords: subject allocation; pecialisation; urriculum enactment; motivation; learner assertiveness introduction for enhanced academic throughput with regards to all subjects reinforcing the school curriculum, classroom setting should be structured such that teachers offer tuition based on their subject specialisation. this is declared by broadfoot, osborn, planel & sharpe (2000) who advocate for empowerment strategies for teachers to excel in their varying fields. those teachers who demonstrate some permissiveness during teaching and learning have been noted for their appositeness in the subjects allocated to them. this notion is in line with (jordhus-lier, 2018) who proposes that learning environment becomes operational if focus has been made when subjects are allocated in relation to certain specifications. henceforth, for effective and efficient language development, teacher-learner stimuli could be inspired when specialisation is considered as of paramount importance, this resulting at improved assertiveness in both learners and teachers as recipients of language learning (tanjung, 2018). moreover, there seems to be a dire need for education curriculum advisors to be acquainted of the caliber of teachers required for inspiring learner attitudes towards engaging with a language unfamiliar to them, further than that, a language not even their home language. the assumption here is that when teachers are not allocated in accordance with their fields of specialization can affect learners, the teacher's on-the-job development, and their language proficiencies and in turn, learners also suffer from such set-up. it is believed that when a teacher is http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i2.16504 mailto:2bomodan@wsu.ac.za bulelwa makena1, bunmi isaiah omodan2 80 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license teaching a subject that is not their area of expertise, it can hinder the teacher's ability to properly develop lesson plans and deliver instruction in an engaging and effective manner. in addition, it is also believed that such a set-up can also hinder a teacher’s language proficiency development and learner language achievement, as they are not using the language associated with their field of specialisation on daily basis (myrberg et al., 2019). as a result, johansson & myrberg (2019) argued that it is essential that schools allocate teachers in accordance with their fields of specialisation to ensure that learners receive the best possible education. henceforth, curriculum enactment in south african schools could be inspired if specialisation logistics could be taken cognizance of. this means therefore that, for improved learner performance that would lead to improved development in the learning of languages, with specific focus in english language hence an additional language for the purposes of this inquiry, and as a way of overcoming re-manifestation of declining language learning outcomes over the past few years in the senior secondary subdivision, the department of basic education (dbe) is faced with a challenge to consider specialisation measures during employment and allocation of teachers. in addition to that, a similar case was reported in zambia where it was noted that there are numerous dynamics encroaching learning achievement (examinations council of zambia, 2016). these factors included teacher, learner, and school background factors (ministry of education science vocational training & early education, 2013). in relation to teacher factors, a huge range of intercessions were instigated as a way of enhanced teacher capacitation (darling-hammond, 2014). it is for this reason that an interest emerged to investigate the main aim into whether subscribing to diverse subjects in different classes had any significant influence on language development. for enhanced and motivated curriculum enactment, both teachers and learners need to own and commit to the subject learnt. nevertheless, for a teacher to be allocated many different subjects and in different classes might lead to a decline in language proficiency more so that in the studied site english language is the only additional language, further than that, the greatest percentage of curriculum enactment is offered in the english medium. this then raises some alarm bells as english subject is underpinned by diverse aspects that need full and proper consideration. such aspects include listening, speaking, reading, writing, grammar, poetry, and literature. language learning strategies then become compromised when a specialist teacher is bombarded with diverse subjects across different classes. shi (2017) and moono, mwinsa, mwanabayeke, sikota, mwiinga, sinkala, mubanga & chakanyika (2019) coincide by mentioning that for a teacher to focus on own speciality, such a strategy has been noted for improved language skills, thereby sustains confidence and accumulated learner motivation coupled with positive learner assertiveness towards curriculum implementation (meliasari, 2019). furthermore, allocating teachers in accordance with their fields of specialisation can assist at improved language proficiencies, this being extended to appropriateness in both spoken and written tasks (pickl, holzinger & kopp-sixt, 2016). through this improved proficiency level, communicative competencies would surely be enhanced. teaching many subjects in different classes and not focusing into own specialisation is likely to deprive some as teaching english language has an ultimate aim of developing competent english communicators. teachers therefore should dedicate themselves and devote sufficient time for teaching and learning mastery of the four language skills for learners to become communicatively competent, this encompassing communication abilities regardless or being in or out of class, with regards to either spoken, written and other language skills (savignon, 2018). additionally, for motivated learner assertiveness coupled with accepted attitudes towards learning an unfamiliar language, for enhanced curriculum enactment, there arises an urgent need for http://riset.unisma.ac.id/index.php/jreall/user subscribing to diverse subjects in different classes: language development dichotomy 81 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license specialist teachers to engage at close and continued range with learners. such close engagements are necessary as they examine teacher specialisation quality traits when curriculum is administered (jordhus-lier, 2021). as opposed by ishiekwen & benjamin (2014), despite such a vital aim in the learning of languages, there is still a cry that for most teachers in south african schools, their specialisations are put under the carpet when allocation of subjects is outlined, with the pretext of shortages in staffing. this concern calls for us as authors of this manuscript to question ourselves of the underlying reasons for the south african government to embark on the notion of closing all teacher training colleges around the country despite the consistent outcry of subject specialisation versus staffing shortages or challenges. in consideration of the gaps in-between curriculum enactment for diverse and varying language aspects, there is great concern regarding counter acting forces. as authors we then question ourselves whether the problem could be that of specialist teachers, yet not seen as the most vibrant linkage between learners and learning of language aspects. teachers as language specialists are ones who can enhance curriculum implantation process (ajeng, 2017). this is amongst some of the reasons that led to investigate why specialisation is overlooked when subject allocation is tabled down (poland, colburn & long, 2017). is it because those who lead the processes of subject allocation do not understand the importance of allocating teachers as per subjects they have specialised with, or is it because language education is not regarded as one of the fundamentals sustaining the curriculum (bridges & searle, 2011)? for this enquiry, it is in this light that a question had to be answered: how is subscribing to diverse subjects in different classes influencing language development? edson, marjorie and danilo (2020) opined that teacher perceptions towards efficiency in handling any allocated subject is solely guided by subject matter understanding. in this instance, for a teacher to be allocated another subject yet lacking grounded subject matter knowledge might lead to consequences of difficulty to relay the intended learning outcomes. such consequences are harmonized by ndhlovu, nkhata, chipindi, kalinde, kaluba, malama, mambwe, bwalya, lufungulo and chipande (2021) who argue that limited background and orientation as relevant prerequisites to curriculum enactment, have been noted of a tendency to lead to poor attitudes by both learners and teachers as beneficiaries to learning processes. additionally, maton and chen (2019) are of the same opinion as they affirm that training teachers on diverse specialisation is of beneficial significance on teacher self-efficiency in relation to teaching a particular subject offered. this therefore brings us to comment that for maintained teacher attitudes, learner attitudes, motivated employees, proficient learners, dbe has to take teacher qualifications and specialisation into serious accord when re-visiting processes of subject allocation (elliot, kratochill, cook & travex, 2000; majoni, 2016). further than that, for enhanced growth in professional competence, teachers are expected to attain some measurable knowledge for the subjects they have specialised with. this would assist at coping with the expected demands revolving around teaching and learning, likely to erupt to improvement in learner academic attainment, coupling this with intrinsically motivated teachers and learners. specialisation in subject matter for the teaching profession has since been regarded as amongst vital aspects in a classroom environment hence intertwined with benefits like imparting relevant and reliable knowledge when learning occurs, boosting teacher-learner morale, let alone restoring teaching as a profession. underpinning this inquiry is opinion leadership theory by thompson (2009). this theory is in line with people perceived as information providers due to specific quality information they have. such people have prominence as they have been noted to have awareness of the recent and relevant information, with expectations that they disseminate such http://riset.unisma.ac.id/index.php/jreall/user bulelwa makena1, bunmi isaiah omodan2 82 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license information to others for capacitation in a particular sphere of learning. concurrently, for the purposes of this examination, educational implication of opinion leadership theory is that teachers owning subject specialisation need to be considered as relevant to provide and disseminate information to respective learners, instead of them being barraged with subjects not trained for, further than that, to be expected to offer tuition in a wide range of classes (roy, 2016). language is something that is very important in human life. language is used by humans to communicate with others in everyday life. language is one way to communicate between people in words. there are many different languages in the world. today, english is the most important language. as we can see that english has been used as a common language used to communicate throughout the world. methods this section presents the method adopted for the study ranging from research paradigm, approach, design, participants, instrumentation, and method of data analysis. research approach we adopted interpretivist paradigm to lens this study. the paradigm is based on the belief that reality is socially constructed and that there is no single objective truth (wilson, 2017). interpretivism believes that meaning is created through the interaction between people, and that research should aim to understand how people make sense of their experiences (knoblauch, 2013). interpretivist research is relevant because it employs qualitative methods of inquiry and methods such as interviews, participant observation, and case studies (ponelis, 2015). this argument informed our decision to adopt a qualitative research approach, case study design and interview as an instrument. with this perspective, we were able to understand how our participants make sense of their experiences, which is important to generate new knowledge about the phenomenon under study. the study adopted a qualitative method research approach in order to have an in-depth understanding of the participants and their lived experiences (daher et al., 2017). this approach was chosen because it allows for a deep exploration of the participants' perspectives and personal narratives (smith, 1996). in addition, this approach is well-suited for exploring sensitive topics, such as those related to human behaviours. the data collected through qualitative methods is typically richer and more detailed than that which is collected through quantitative methods. as a result, the qualitative approach was deemed to be the most appropriate for this study. research design the case study research design has been used extensively in both the natural and social sciences. for the purposes of this inquiry, the case study design was deemed appropriate for the study because it allows for an in-depth exploration of a particular phenomenon or issue which in this study is the measurement of whether subscribing to different subjects in diverse classes has any significant influence towards language learning. it is particularly well suited to investigating topics that are inherently complex and multi-faceted. in addition, the case study design is flexible and can be adapted to accommodate for changes in the direction of the research. the flip side of this flexibility, however, is that it can be difficult to draw definitive or generalised conclusions from a case study. nonetheless, the case study remains a valuable tool for researchers who are interested in understanding a particular phenomenon in depth such as the problem under study. http://riset.unisma.ac.id/index.php/jreall/user subscribing to diverse subjects in different classes: language development dichotomy 83 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license participants participants are nominated people who participate and answer questions in qualitative studies (patton, 1990). these individuals are essential informants possessing some special knowledge and are renown of their eagerness to share the information and skills they have, with the researcher. for this investigation, we embarked on using purposive sampling to nominate our participants. this is a sampling technique that qualitative researchers use to identify relevant participants able to supply both detailed and in-depth evidence with regards to the investigated phenomenon with intentions to obtain rich and purposeful data, five secondary school english language teachers were nominated as participants to this qualitative inquiry (creswell, 2014). these teachers were perceived as the relevant cohort to produce substantial evidence regarding the topic under examination as they rendered services in a school where staffing shortages were noted, leading to teachers allocated many subjects across different phase levels. the investigated school is situated in one education district from the eastern cape province. data collection and ethical consideration we conducted semi-structured interviews as a means of collecting data from participants (faulkner & trotter, 2017). this method allowed us to fully engage with each participant, probing deeper into emerging themes. the questions we asked were centred around teachers' perspectives on language development, including aspects like listening, speaking, reading and writing. this helped us to gain a better understanding of the participants' views on the topic. overall, the semi-structured interviews proved to be an effective way of collecting data from the participants. moreover, the nominated participants had granted us permission to conduct research on them and assured us willingness to engage in interviews, as authors guaranteed them that all their responses would be kept anonymous, thereby not to disclose their names even at the stage of data presentation. data analysis we adopted thematic analysis to make sense of the data, thematic analysis as propounded by braun and clarke (2006) is relevant to this study because it allows us to break down the interview text into thematic areas for the purpose of meaning-making. the six steps of doing thematic analysis as indicated by broun and blake are: generating initial codes; reviewing codes; searching for themes; reviewing themes; defining and naming themes; and writing report. in our study, we followed these steps to identify the main themes that emerged from the data. in doing so, we followed the basic rules of confidentiality and anonymity by reporting the data without any traces against the identities of the participants. results and discussion this section presents an argument of findings in accordance with the emergent themes (mackey & gass, 2016), namely: multi subject allocation and compromised subject specific application. on the first theme on multi subject allocation this paper found out that language development is hindered as teachers offering english language are faced with challenges to offer other subjects in varying classes. the second finding on compromised subject specific application was noted to be having an influence on language enhancement in learners. for a teacher not fully capacitated and without proper training to offer a particular subject, specifically english language for the purposes of this investigation, language learning is compromised indeed. http://riset.unisma.ac.id/index.php/jreall/user bulelwa makena1, bunmi isaiah omodan2 84 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license multi subject allocation from all participants during the administration of the interview schedule, it relatively emerged as a major finding that multi subject allocation has proved to be a fundamental encounter as it emanated that english language teachers get overwhelmed as they are expected to offer other subject not trained for. this statement became evident when one participant responded: i really had a huge conflict with my staff management team as i clearly outlined to them that each year when allocation of subjects is done, my specialization seems to be taken for granted. for me to be allocated other subjects besides what i was trained for is demoralising me day in and day out. another participant was of a similar opinion: it would have been much better if my managers would make me offer just one and the same subject, no matter the number of classes, instead of expecting me to offer diverse subjects, yet in diverse classes. this is really a mess that i am faced with ever since i started working in this school. this situation was worsened by that these teachers when allocation was pioneered, they would be spread across diverse classes, grades, and levels. this is also supported by other participants with exact that: this kind of arrangement has resulted in the failure of learners and i was made to account for it, yooh, this is unfair to me. we therefore argue that such arrangements tended to impact on learner-teacher motivation and thereby distorting learner attention. compromised subject specific application the second finding asserts that curriculum enactment was found to be deprived because for a teacher to be allocated a subject not have undergone specific training for it, is tantamount to a decline in learner achievement rate. on the other hand, when performance is noted to be in decline, learners are likely to be assertive, thereby affecting teacher-learner relations as learner attitudes may go out of hand due to dissatisfaction in curriculum implementation. for an english language teacher to be expected to produce quality and competent learners yet expected to implement a functional curriculum not specialized in, really calls for compromised subject specific application. the statements above are extracted from responses by participants: as i am standing in front of those learners, i feel i am not confident enough, i feel i am not imparting information fully, this being caused by the mere fact that i have been forced to offer a subject that i am not comfortable with. in line with the very same challenging effect, we felt so disturbed and troubled as the other participant commented: i feel so glad that at least there are people prepared to listen to my troubles. i have long been reporting to management the re-allocate me because learners complain now and again with my delivery of the content. i can not blame these learners because i am fully aware that i am not confident enough to teach this subject, i really feel like i am compromising both the subject and learners. as the findings to this enquiry were noted to be multi subject allocation and compromised subject specific application, this seemed to hamper focus and adherence to english language, henceforth, this medium was reported to be the language of instruction for the greatest percentage of subjects offered in the investigated school. additionally, english subject with its diversity, has plenty components needing one to have specific focus coupled with proper academic and professional training with regards to the subject matter specifications. in line with these findings, brill and amir (2018) articulate that some subjects offered in most south african schools adhere to the practice of adopting english language as medium of instruction, and to that effect, learners have proved to easily adapt even in english lessons. further than that, those learners who have engaged in studying and acquiring english language, their skill at learning other subjects is likely to be enhanced. when curriculum implementation reaches its highest peak with regards to learner progression, both learners and teachers as recipients to teaching and learning become motivated and assertive. henceforth, when http://riset.unisma.ac.id/index.php/jreall/user subscribing to diverse subjects in different classes: language development dichotomy 85 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license learning environment is positive and conducive for functional learners, learner attitudes are of a positive nature as well, as declared by razali, talib, abd & hassan (2018). moreover, for english language teachers to be specifically allocated for the subject they were trained for, yet at the same time not compromising the subject specific application logistics, teachers need to achieve this by becoming more language aware. when allocation of subjects for teachers is done, what is expected, as per author opinions, is to consider challenges underpinned more so that english language composes of dissimilar components inclusive of listening, speaking, reading, writing and grammar. furthermore, learning an additional language is no mean task. it needs concentration as learners only encounter engaging when at school, faced with encounters to vocabulary and language structures (muijs & reynolds, 2018). bohndick, kohlmeyer and buhl (2017) resonate that to incorporate english language learning really needs specialist teachers hence aligned with miscellaneous spheres in the field of work skills learnt are vital for success in other subjects, hence the medium of instruction that cuts across most subjects offered by the south african curriculum. when proficiencies like listening, speaking, reading, writing have been fully developed in learners, academic attainment is likely to improve as learners would have obtained fluency in english subjects with its diverseness. conclusion in this paper, subscribing to diverse subjects in different classes towards language development was evaluated. teaching many subjects in different classes and contexts really proved to be an overwhelming encounter. during subject allocation contexts, teacher specialization needs serious consideration. findings that multi subject allocation together with compromised subject specific application prove to be fundamental encounter are in line with the opinion leadership theory as it proposes for dissemination of information by people perceived to have specific quality knowledge in a certain field, in this case, implying consideration of teachers as specialists in the subjects trained for. to cater for language development engulfed by subscribing to diverse subjects in different classes proprieties, we recommend that when schools practically undergo subject allocation procedures, stringent measures be taken care of for teachers who had undergone specialisation, and this be infused in practical and functional policy as an imperative. further than that, we recommend that subject allocation should not be diversely spread across different grades, yet different subjects. theoretically, such disregards have been seen to result at distorted learner attention due to lack of motivation. when teachers themselves get demotivated because of offering many subjects in different classes, both teacher and learner morale is irrigated. as learning english as an additional language is a compulsory practice in the investigated school, both teachers and learners need to be motivated and granted entire focus hence english is not learners’ home language. for further research coupled with functionality and efficiency, future studies could investigate the extent of subject specific application towards improved academic attainment. we already believe that such a strategy would attest resourceful on curriculum enactment aimed towards enhanced language development. references ajeng, s. g. 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(1996). qualitative methodology: analysing participants' perspectives. current opinion in psychiatry, 9(6), 417-421. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.1080/00313831.2018.1434826 https://doi.org/10.5430/jct.v10n4p13 https://doi.org/10.1007/s10488-013-0528-y http://dx.doi.org/10.1080/13603116.2015.1115559 https://doi.org/10.1080/09500693.2017.1351646 https://doi.org/10.6007/ijarbss/v8-i5/4242 https://doi.org/10.6007/ijarbss/v8-i5/4242 bulelwa makena1, bunmi isaiah omodan2 88 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license tanjung, f. z. (2018). language learning strategies in english as a foreign language classroom in indonesian higher education context. llt journal: a journal on language and language teaching, 21(suppl), 50-68. https://doi.org/10.24071/llt.2018.suppl2106 thompson, k. m. (2009). remembering elfreda chatman: a champion of theory development in library and information science education. journal of education for library and information science, 119-126. https://www.jstor.org/stable/40732569 wilson, t. p. (2017). normative and interpretive paradigms in sociology. in everyday life (pp. 57-79). routledge. conflict of interest statement: the authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.24071/llt.2018.suppl2106 https://www.jstor.org/stable/40732569 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i2.16764 volume 3 | number 2 | p. 104-113 published on august 10th, 2022 cambodian students’ motivation in learning the english language: a smallscale survey at a private high school in phnom penh sereyrath em1*), minea yun2, brak dorn3, vannak sao4, pheara sin5 1 the national university of cheasim kamchaymear, cambodia, 2 the university of cambodia, cambodia, 3,4royal university of phnom penh, cambodia, 5kratie town high school, cambodia 1email: sereyrathem.edu@gmail.com, 2, 5email: yunminea77@gmail.com, 3, 4email: brak.dorn168@gmail.com *) correspondence: sereyrathem.edu@gmail.com abstract english has become the world's language, and it has been used by many people in different countries as a means of international communication. motivation to learn english has been seen as the most important factor contributing to the success of students’ learning. the current study employed a quantitative design and was conducted to find out the motivation levels of students studying english as a foreign language at a private high school in phnom penh. 60 students participated in a survey after we sought agreement from school principals and teachers of english there. the findings show that the students in the studied context were more extrinsically motivated to learn english rather than intrinsically. the sum of intrinsic and extrinsic motivations also revealed students’ moderate motivation to learn english. due to the small scale of the survey study, a future study should be conducted with larger sample size and at other educational institutions across cambodia. qualitative and mixed-methods designs are also highly recommended. keywords: cambodia; motivation; high school students; teaching techniques; learning skills introduction english is a very essential language nowadays. this language has been used by many people in the world. this section shows the readers about the different aspects of english, english for the association of southeast asian nations (asean), english in cambodia, the importance of english, and the importance of motivation to learn english. the section also shows the readers the objectives of the current study. english originated in britain, but now it has become a global or an international language and has been used worldwide as a means of international communication (jenkins, 2002). many countries have accepted this language as a foreign language and allowed their students to study this language at schools among the other school subjects (horwitz, 1988). some countries have accepted english as their second language to add to their existing official language or first language, and english has been used widely in those countries (chou, 2018). some countries, like the united states of america (usa), new zealand, and singapore, have been using english as their official language for different modes of communication (trudgill & hannah, 2017). asean, including the countries of thailand, malaysia, indonesia, brunei, the philippines, myanmar (or burma), lao, vietnam, singapore, and cambodia, has adopted english as its official language (kirkpatrick, 2008). this language is primarily used during their annual meeting (kirkpatrick, 2012). english is a common foreign language among students, instructors, researchers, authors, and foreign tourists to cambodia because this country is also one of the asean nations (hashim et al., 2014). http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user sereyrath em, minea yun, brak dorn, vannak sao, pheara sin journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license english was first brought to cambodia under the khmer republic, often known as lon nol, which lasted from 1970 to 1975. the khmer rouge (kr) or pol pot dictatorship, which ruled from 1975 to 1979, then banned this language completely (em & mao, 2022; neau, 2003). 1979 saw the fall of the kr government. however, english was not permitted to be taught and learned until 1989 owing to the influence of communism. english teachers and students were detained as criminals during this period if they did the activities of learning and teaching (igawa, 2008). english is already taught in schools beginning in grade 4 and will likely be taught starting in the near future at preschool levels (moeys, 2015). students in grade 12 must take english as one of their high school examinations in addition to their other required subjects. although english is not now a required subject for high school students in cambodia (soeung et al., 2019), learning this language will open doors for them to pursue higher education studies (hashim et al., 2014). people's lives are greatly impacted by the english language since it enables them to speak with the majority of people throughout the world, in addition to their friends and relatives (kim, 2020). in addition, it is the most often used language in the world for academic study at all levels. learning english benefits students because it increases their employment options, broadens their perspectives, and nurtures their emotional intelligence. when students seek further education in their own countries or abroad, english becomes even more unique. students at this level must read several documents in english to do assignments and other schoolwork; if they are not proficient in the language, they may struggle academically (ilyosovna, 2020; rao, 2019a, 2019b). additionally, the majority of the sources that students, teachers, professors, researchers, and authors find on the internet are in english (ilyosovna, 2020). additionally, because english is the primary language used for worldwide communication, its use as a global or international language is growing with time, and the majority of countries in the world require this language for a variety of reasons (ilyosovna, 2020; mckay, 2018; rao, 2019b). because the vast majority of readers are only familiar with english and not any other language, english is also frequently utilized in literature and the media (mckay, 2018; rao, 2019b). english proficiency is crucial while producing articles for publications. your work will only be read by a tiny number of readers, most of whom will be people from your own country if you write your pieces in your mother tongue rather than in english. as an alternative, if you write your articles in english, they can reach a wider audience (heng et al., 2021). sang (2021) noted that motivation frequently affects success. investigating motivation is important since it affects how effective language learners are. motivation has many more benefits than drawbacks. it is difficult to estimate how much of a factor it may be given that motivation can vary across language learners, and they have varied perspectives on it. the motivation and consciousness of language learners may vary depending on the environment, which can have a variety of effects on the process and results of language acquisition. without enough motivation, students’ english language learning might come to an end, and the success of english language learning might be like an imagination that would never come true. many students cannot learn english well because they lack learning motivation (liu, 2016). as a result, those students face difficulties when they pursue their high education (hashim et al., 2014). this study aims to explore students’ motivation in learning english at a private high school in phnom penh. research objectives the objectives of this study are as follows: 1. to compare if the students are more intrinsically or extrinsically motivated to learn english as a foreign language. 2. to find out to what extent high school students are motivated to learn english as a foreign language. research questions the research questions in this study are as follows: http://riset.unisma.ac.id/index.php/jreall/user cambodian students’ motivation in learning english language: a small-scale survey at a private high school in phnom penh 107 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 1. are the students more intrinsically or extrinsically motivated to learn english as a foreign language? 2. to what extent are high school students motivated to learn english as a foreign language? literature review types of motivation extrinsic and intrinsic motivations are the two main divisions of motivation. extrinsic motivation is a concept that applies whenever an action is taken to achieve a distinct consequence, while intrinsic motivation is the feeling of wanting to do something without being forced by outside factors (gilakjani et al., 2012; ryan & deci, 2000). covington and müeller (2001) and ryan and deci (2000) also noted that extrinsic motivation is the act of acting for the sake of receiving rewards from outside sources. in terms of work, this might include monetary gain, rewards, privileges, and even avoiding termination. refocusing on external incentives can help you quickly recommit to a goal or activity when you feel your motivation is being pushed by other factors, whether that goal or activity is doing well at work or maintaining a regular workout schedule. trying to concentrate on the external factors, such as the salary that pays your rent, the health insurance, or even the free fruit in the cafeteria, to get motivated if you regularly complain about your commute to a job, you are not enthusiastic about is also an example of extrinsic motivation (ryan & deci, 2000; uusberg et al., 2019). cini et al. (2013) and ryan and deci (2000) noted that intrinsic motivation is described as engaging in an activity for its inherent enjoyment rather than for some separate result. when a person is intrinsically driven, he or she is motivated by the joy or challenge involved rather than by outside things, demands, or incentives. when someone performs any task that he or she is not forced to do, it is a sign of intrinsic motivation. for example, you go for a run because you appreciate the feeling of doing it, or you help your neighbor carry their groceries up the stairs because you feel good doing it. these types of activity emerge from inner drives which are examples of intrinsic motivation (gowan, 2009; ryan & deci, 2000). intrinsic motivation is when you act because it makes you feel good. for doing it, you feel internally rewarded. this may be accomplished at work by accomplishing objectives you have set for yourself, having fun with your co-workers, or performing work that makes you feel purposeful (ryan & deci, 2000; wulf & lewthwaite, 2016). to cut a long story short, extrinsic motivation is the drive that urges individuals to do activities because they need to fulfill their demands from outside factors, while intrinsic motivation is the inner drive that encourages individuals to do activities based on their passions or desires. some previous studies of motivation in learning english motivation to learn english is a well-studied topic, particularly in developed countries and those where english is used as a first and second language. however, there are not many studies concerning motivation in learning english in poor and developing countries. for example, there are only a few studies regarding motivation in learning english in cambodia, and most of them are not published. the students only conducted their studies to fulfill the requirements of their studies in order to obtain the degrees from the universities where they were doing their courses. this section will review the studies of motivation in learning english from the world views to local views and the cambodian context. in a survey conducted with 114 first-year students enrolled in a department of a large public university in turkey, ölmez (2015) found that those 114 respondents were attending their classes to fulfill their degree requirements. the requirements established by the universities or colleges were extrinsic influences. those students were, therefore, more extrinsically motivated to learn english. http://riset.unisma.ac.id/index.php/jreall/user sereyrath em, minea yun, brak dorn, vannak sao, pheara sin journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license another study conducted by şentürk (2015) with 61 participants at the school of foreign languages of zonguldak bülent ecevit university in turkey also found that overall extrinsic motivation was higher than overall intrinsic motivation. the responders were, as a result, noticeably more externally motivated to learn english. aulia and zainil (2020) conducted a study with 78 junior high school students (grades 7 and 8) from smp n 11 and smp n 46 sijunjung in indonesia and found that most students were more extrinsically driven to learn english rather than they were intrinsically motivated since they learned english mostly for social interactions, grades, and class competitions. however, a study by miyamoto et al. (2018) conducted with 4,619 german students in grades 5-7 found that these students were devoted to learning english because of their natural motivation. this study found that those learners had a propensity to acquire english as a consequence of their internal stimulation, notably by reading texts, passages, and other materials written in english. thus, those students were intrinsically motivated to learn english rather than extrinsically. during the covid-19 pandemic, subakthiasih & putri (2020) conducted a study with 90 students studying at the faculty of foreign language at mahasaraswati university, indonesia, and found that those graduates were also more intrinsically motivated to learn english in comparison with extrinsic motivation. but, in cambodia, keo et al. (2022) conducted a study with 93 buddhist monk students learning english as a foreign language at a buddhist primary school in kampong cham town and found that those buddhist monks had high motivation toward learning english, and they were more extrinsically motivated than intrinsically. another study in cambodia conducted with 265 students at a high school in pre vey province, by sor et al. (2022) also found that the students who participated in the study had high motivation to learn english as a foreign language. extrinsic and intrinsic motivations were also examined. as a result, those students were more extrinsically motivated to learn english. methods research design this study is a part of a bigger study of an unpublished work by em et al. (2018). a quantitative study was employed in the study. there are different types of quantitative designs. those types include survey design, casual comparative design, correlational design, and experimental design. the current study employed a survey design. research instrument the gardner's attitudes/motivation test battery (amtb), which has been adopted by several l2 motivation researchers, served as the foundation for the questionnaire. participants were asked to circle or tick one of the five supplied options for each sentence (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree) on a likert scale with five possible responses. thus, reliability was confirmed by utilizing the five-point likert scale (for more details, see em et al., 2018). data collection and participants the current study was utilized at a private high school in phnom penh (see em et al., 2018). after having gotten the letter of permission for the study from the national institute of education (nie) in cambodia where we were training to become higher school teachers of english, we went to seek agreements from school principals, teachers of english, and students. our request was agreed upon. all the target participants consented to our study. then data collection process was conducted. there were around 120 students in grades 10-12, and half of the students (60) were randomly selected. 20 students were randomly selected from grade 10. 20 students were randomly selected from grade 11, and 20 students were randomly selected from grade 12. as a result, 25 male and 35 female students were randomly selected from the three grades. data analysis http://riset.unisma.ac.id/index.php/jreall/user cambodian students’ motivation in learning english language: a small-scale survey at a private high school in phnom penh 107 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the statistical package for the social sciences (spss) 19 was used for the analysis of quantitative data obtained in the current study. each item's mean (m) and standard deviation (sd) were calculated, and all the items were examined with an emphasis on m and sd. all the items of extrinsic motivation were then computed and analyzed with an emphasis on m and sd, and the same things were done with all the items of intrinsic motivation. the overall extrinsic and intrinsic motivations were also combined to find out the extent of students’ motivation to learn english. minimum (min) and (max) maximum values were also considered at all stages of analysis, but they were not reported in the findings. results and discussion students’ demographic information table 1. students’ demographic information (n = 60) demographics values n frequency (%) genders male 25 41.70 female 35 53.30 ages 14-16 21 35.00 17-19 31 51.70 20-over 8 13.30 grades grade 10 20 33.33 grade 11 20 33.33 grade 12 20 33.33 as shown in table 1, there were 60 students (35, or 53.30%, were females) participated in the study. of the participants, 21, or 35%, were aged 14 to 16 years old. of the participants, 31, or 51.70%, were from 17 to 19 years old, and 8 participants, or 13.30%, were 20 years old and over. 20 students, or 33.33%, were from grade 10, 20 students, or 33.33%, were from grade 11, and 20 students, or 33.33%, were from grade 12. students’ extrinsic motivation table 2. students’ extrinsic motivation (n = 60) no. extrinsic motivation items m sd min max 1. knowing english will be helpful for my career. 4.70 .75 2.00 5.00 2. i need to know english to enter university. 4.60 .94 2.00 5.00 3. english will broaden my future options. 4.40 .85 2.00 5.00 4. english helps or will help when i travel overseas. 4.57 .81 2.00 5.00 5. i learn english to communicate with others. 4.45 .63 2.00 5.00 6. english helps or will help me when i meet foreigners. 4.28 .81 2.00 5.00 7. my family or friends encourage me to learn english. 4.38 .92 2.00 5.00 8. i learn english to know more about the world. 4.10 .88 2.00 5.00 note: mean score of 1.00-1.80 = lowest, 1.81-2.60 = low, 2.61-3.40 = moderate, 3.41-4.20 = high, and 4.21-5.00 = highest as revealed in table 2, students reported the highest motivation in items 1, 2, 3, 4, 5, 6, and 7 (i.e., knowing english will be helpful for my career., i need to know english to enter university., english will broaden my future options., english helps or will help when i travel overseas., i learn english to communicate with others., english helps or will help me when i meet foreigners., and my family or friends encourage me to learn english.). finally, the students reported high motivation in item 8 (i.e., i learn english to know more about the world.). the reports of each item show that the students learning english in the studied context are mainly urged or forced by external factors, like parents’ burden, school burden, or external rewards. students’ intrinsic motivation http://riset.unisma.ac.id/index.php/jreall/user sereyrath em, minea yun, brak dorn, vannak sao, pheara sin journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 3. students’ intrinsic motivation (n = 60) no. intrinsic motivation items m sd min max 1. english is essential for my personal development. 4.03 .65 2.00 5.00 2. i watch films, listen to songs or read in english. 3.82 .80 2.00 5.00 3. knowing english gives me a feeling of success. 3.85 .88 2.00 5.00 4. i study english because i like it. 4.02 .89 2.00 5.00 5. i usually learn english by myself at home. 3.48 .94 1.00 5.00 6. learning english is easy. 3.67 .85 2.00 5.00 7. i want to learn english. 3.97 .87 1.00 5.00 8. i usually use english outside the class. 3.13 .93 1.00 5.00 as revealed in table 3, students reported high motivation in items 1, 2, 3, 4, 5, 6, and 7 (i.e., english is essential for my personal development., i watch films, listen to songs or read in english., knowing english gives me a feeling of success., i study english because i like it., i usually learn english by myself at home., learning english is easy., and i want to learn english.). finally, the students reported moderate motivation in item 8 (i.e., i usually use english outside the class.). the reports of each item show that there could be some internal factors, like the students’ own intentions, students’ being pleased with the language, or students’ feelings of success in learning the language, that encourage them to learn english. students’ overall motivation table 4. students’ overall motivation (n = 60) no. motivation m sd min max 1. extrinsic motivation 4.43 .82 2.00 5.00 2. intrinsic motivation 3.74 .85 1.62 5.00 3. overall 4.09 .84 1.81 5.00 as shown in table 4, students reported highest extrinsic motivation to learn english (m = 4.43, sd = .82931), and they reported moderate intrinsic motivation to learn english (m = 3.74, sd = .85519). these reports show that the students in the studied context were more extrinsically motivated to learn english rather than intrinsically. finally, the overall sum of extrinsic and intrinsic motivation shows that the students in the studied context had the moderate motivation to learn english as a foreign language. discussion the present study shows that the students were highly extrinsically motivated to learn english as a foreign language. there could be external factors contributing to their extrinsic motivation. those factors could include getting the highest score in the class; preparing for the exams; learning to win external rewards, or it might be external drives from their parents or guardians. when putting extrinsic and intrinsic motivations together, the report shows the students in the studied context had the moderate motivation to learn english as a foreign language. the findings of the present study collaborate with those of ölmez (2015), who conducted a study with 114 university students in turkey and found that the participant students were more extrinsically motivated to learn english. the current study also collaborates with another study conducted in indonesia by aulia and zainil (2020), who found that the 78 junior high school students (grades 7 and 8) who participated in the study were more extrinsically motivated to learn english. apart from that, the current study also collaborates with those of şentürk (2015), who conducted a study with 61 participants at the school of foreign languages of zonguldak bülent ecevit university in turkey. the findings revealed that the participants were more extrinsically motivated to learn english. in the cambodian context, two current studies were conducted and found similar results. the first one was conducted by keo et al. (2022) at a buddhist primary school and found that the buddhist monk students were more extrinsically motivated, and the second one was conducted with 265 high school students by sor et al. (2022) and found the high school students were more extrinsically motivated to learn english as a foreign language. these two studies also revealed the same thing: the participants had high motivation to learn english. the findings from these two studies are also http://riset.unisma.ac.id/index.php/jreall/user cambodian students’ motivation in learning english language: a small-scale survey at a private high school in phnom penh 107 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license paralleled with the present study, which also reveals that the participants had the moderate motivation to learn english. conclusion the current study reveals that the student participants were more extrinsically motivated to learn english as a foreign language. the overall moderate motivation was also revealed when putting intrinsic motivation and extrinsic motivation together. in the current context, the participants had higher extrinsic motivation than an intrinsic one. it seems like learning english is a burden rather than a self-desire. the burden of learning is not a good idea to learn the subject. thus, being happy should be given to students to make them happy and feel positive when they learn english or any other subjects. therefore, the current study has the following recommendations. the ministry of education, youth and sport to motivate students to learn english better, moeys should consider the following points: first, moeys should regularly update the english textbooks so that the content of the books is up-to-date and full of social activities. then when the students use that kind of book, they feel like they are learning what is being used in the real world (em & nun, 2022). second, moeys should increase teacher professional development opportunities for teachers of english in cambodia. when teachers have such opportunities, they are able to meet each other, and they can share and exchange their new ideas and experiences regarding learning and teaching english (see em et al., 2021). third, moeys should provide learning and teaching materials that cannot be made to schools so that the teachers of english can use those different sources in case of need (see em, 2019; em, 2022). finally, and most importantly, moeys should also seek funds from all concerned education stakeholders, especially from the government, to support and increase teachers’ salaries. without enough rice to eat and water to drink, teachers could not perform their jobs well, even if all the above-mentioned points were wellequipped (see em, 2021). educational institutions educational institutions, including schools, universities, and other institutions where students can study, should, first of all, prepare their learning environment to be a friendly place. when the learning environment is beautiful and smart, the students will likely learn and love their schools. as a result, students’ motivation, especially intrinsic ones, will increase. another point that the heads of schools should take into account is helping teachers of english produce learning and teaching materials and keeping those materials in a proper place so that the teachers at school can use those things when they are in need. finally, giving incentives like letters of recognition to well-performed teachers is another great action. school principals or heads of schools can also encourage teachers of english by giving some kind of evidence, such as a certificate of recognition, to the teachers who always care about their students’ learning achievements and their teaching performance. teachers of english teachers of english are considered the most important characters in encouraging students to learn english. teachers play the most important role in teaching english to students. encouragement, motivation, and inspiration are all very important to increasing students’ learning of internal emotions. in those processes, teachers should use sweet remarks and polite words to speak with the students. they should never bemoan or discriminate against their students. if they do, their students are entitled to be discouraged and won’t learn well at all. houn and em (2022) noted that as a teacher of english, one should always encourage the students to learn and use different teaching techniques to teach them. heng (2017) also recommended that the improvement of pupils' capacity to communicate successfully in language learning should be taken into account by teachers. teachers should employ problemsolving exercises and assignments that call for students to collaborate, bargain, or exchange information with one another, such as pair work, group work, role play, interviews, presentations, debates, games, and surveys. in brief, teachers should regularly encourage their students to learn http://riset.unisma.ac.id/index.php/jreall/user sereyrath em, minea yun, brak dorn, vannak sao, pheara sin journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license english, and should also use different teaching techniques for students so that they can improve their learning skills. recommendation for future research the sample of the current study was small and was conducted at a private high school in phnom penh. a study on a larger scale and at other schools in cambodia should be conducted. students’ motivation according to gender and students’ motivation to learn other skills, like listening, speaking, reading, and writing, as well as grammar or vocabulary, should also be considered. finally, qualitative and mixedmethods designs are highly recommended. acknowledgements we would like to thank all our teachers who have taught us since we were children until now. we, especially, would like to thank all the teachers and teacher trainers at nie for their priceless lessons given to us. exceptionally, we would like to say a million thanks to ms. sacha seng for her supervision in the conduct of our required research to fulfill the requirements of the training courses so that we could become government teachers of english with a higher education degree. references aulia, r. m., & zainil, y. 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(2016). optimizing performance through intrinsic motivation and attention for learning: the optimal theory of motor learning. psychonomic bulletin & review, 23(5), 1382-1414. https://link.springer.com/article/10.3758/s13423-015-0999-9 conflict of interest statement we would like to declare that the study was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. http://riset.unisma.ac.id/index.php/jreall/user https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12113 http://www.moeys.gov.kh/en/dge/2328.html#.ys90i3zbw2x https://doi.org/10.1080/07908310308666673 https://www.sciencedirect.com/science/article/pii/s1877042815045723 https://www.indianjournals.com/ijor.aspx?target=ijor:ajmr&volume=8&issue=1&article=001 https://www.indianjournals.com/ijor.aspx?target=ijor:ajmr&volume=8&issue=1&article=001 https://www.rjoe.org.in/files/vol4issue1/new/ok%20rjoe-srinu%20sir(65-79)%20rv.pdf https://www.rjoe.org.in/files/vol4issue1/new/ok%20rjoe-srinu%20sir(65-79)%20rv.pdf https://doi.org/10.1006/ceps.1999.1020 http://www.ijssh.org/index.php?m=content&c=index&a=show&catid=124&id=1456 https://doi.org/10.31539/leea.v4i1.1728 https://www.sciencedirect.com/science/article/pii/s1877042815046200 https://doi.org/10.4324/9781315192932 https://doi.org/10.1177%2f1754073919862617 https://link.springer.com/article/10.3758/s13423-015-0999-9 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v3i1.13538 volume 3 | number 1 | p. 25-35 published on february 22th, 2022 25 the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction farshid sarmadi-kia, nader assadi aydinloo, masood zoghi republic of iran *) correspondence: itrdadgan@yahoo.com abstract this study aimed at investigating the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction. for this purpose, the researcher selected 38 efl learners through administration of oxford placement test (opt) and assigned them into experimental and control groups and both groups took an oral reproduction pre-test. then, in the control group, only common class procedures such as pair work, small-group discussion, and whole class discussion were applied whereas in the experimental group, sfl-based genre analysis of the short stories was conducted by the teacher. at the end of the study, both groups took the post-test. the results of the study revealed a higher amount of increase in the fluency and accuracy scores of the participants in the experimental group in comparison to the control group. the findings of the present study can be advantageous for teachers, syllabus designers, curriculum developers, and ministry of education in developing genre-based course for language learners. keywords: sfl-based genre instruction, story reproduction, fluency, accuracy introduction in the recent years, the position of literature in the realm of language teaching has been faced with paramount inattention. due to the inadequacy of literary-based models of language teaching for developing basic language skills, the tendency toward adopting structural or functional approaches have been increased. this led to the reduction or complete elimination of the role of literature in language instruction. however, language teachers do not refuse the matchless position of literature in language learners’ enhancement, motivation, and gratification. the widespread view, nevertheless, is that a noticeable amount of linguistic competence is a necessary condition to useful literary study that sociocultural variations impose additional impediments to understanding, and that literary study should be postponed for the higher levels of language proficiency. the consequence is that in many efl contexts, including iran, literature is accessible as a course of study to only the specific minority who go to the university and who decide to study it as a university major. it is predictable that the literature courses are overlooked and more regrettable that other students have limited access to literature in spite of their lengthy studies of english as well as the linguistic, cultural and philosophical wealth which is the inherent characteristics of literature. accordingly, the experience of language learners on english is narrowed down to functional models of language use, is a deformed one which is not representative. as one of the outstanding literary media to use language, short stories follow a significant purpose and this is sharing a message. short story is a type of brief and to the point fictional prose in comparison to novel, and is categorized under narrative genre. although short stories are analyzed in the scope of literary studies, other methods of analysis can also be applied in their analysis. one of these methods of analysis of short stories is sfl which can pave the way for their understanding and interpretation since the short story is a type of linguistic data and language can be described using linguistic description models (widdowson, 1975). traditional approaches to the study of short stories consider text analysis and an interpretive task during which language learners acquire to read a story and attempt to discuss their own understanding of the meanings made by the writer in the story (eggins, 2004). on the other hand, the researcher in the present study, through implementation of sfl-based analysis of the short stories, http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.13538 farshid sarmadi-kia, nader assadi aydinloo, masood zoghi 26 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license not only attempts to give an insight to the learners regarding the way they can interpret the story but also wants to establish an explanation of both ‘what’ and ‘how’ the short stories mean. this can help efl learners effectively comprehend the stories and observe the constructedness of the short story text and of the reading position blown upon them by the story writer. efl class syllabi in iranian schools rarely concentrate on the production of spoken discourse (tabatabaei & hadi, 2011). because of the difficulty of studying speaking, it was easier for teachers, methodologists, applied linguists and linguists to focus on written than spoken language (zhang, 2013). iranian efl learners are not special cases and have difficulty with the english language (gholami, 2011). this is mirrored in their achievement in the examination; their scores are mostly very low in all english language skills, especially in speaking. iranian learners often hesitate to speak english because they have problems using fluent and accurate language. it is likely that in iran, efl learners are suffering from authentic material shortage and unsystematic teaching methods. literature includes literary pieces which were written artistically and all of needed factors can be found in it. it seems that, one of the most valuable disciplines of literature, we are also familiar with it in our mother’s lullaby at childhood in our mother tongue, is short story. short story includes ordinary events, conversations, meetings, episodes, experiences, characters, actions, fantasy and so on. the value of short story as significant source of literature, cultural knowledge, and linguistic elements is expected to improve students’ speaking performance based on our experience in mother tongue. accordingly, the researcher took an sfl genre-based instruction approach in the present study to examine how much and how efl learners’ story reproduction ability improves through increasing their awareness of the language choices made by proficient writers to achieve certain goals throughout the story. based on the goals of the study, the following research questions were posed: 1. is there any significant difference between the effects of sfl genre-based instruction and traditional method on the fluency of iranian efl learners’ story reproduction? 2. is there any significant difference between the effects of sfl genre-based instruction and traditional method on the accuracy of iranian efl learners’ story reproduction? review of the related literature systemic functional linguistics the formal proposal of the theory of systemic functional linguistics (sfl) was made by british linguist halliday in 1960s. according to martin (2016), the article entitled categories of the theory of grammar (halliday, 1961) was the paper establishing the concept of sfl. although there is no doubt that halliday is the father of this theory, the theory has roots in the works of firth in 1950s. halliday after studying the works of firth considered language as a full functional system in context and contrasted it with chomsky’s universal grammar (choi, 2013; matthiessen, 2012). chapman and rutledge (2009) claim that firth saw language as a group of events uttered by the speaker, a manner of action, and a way of performing things, and in this way did not accept the concepts of ‘langue’ and ‘parole’ proposed by saussure and ‘competence’ and ‘performance’ pointed out by chomsky. halliday developed the theory of sfl through taking the concept of language as a system from firth and combining it with malinowski’s concepts of ‘context of situation’ and ‘context of culture’ (choi, 2013). in eggins’ (2004) idea, it was through addition of information about situation and cultural contexts that the linguistic events turned to be explainable. according to her, the only condition for making language comprehensible was placing it within the related context of situation. eggins adds that malinowski proposed an explanation of language that considers both function (having concern for reasons for using language) and semantic (taking into account the ways language means). although the concepts of ‘context of situation’ and ‘context of culture’ were malinowski’s proposal as essential for the proper understanding of the text, firth extended the concept of ‘context of situation’ (halliday & hasan, 1989). he welcomed the probability of generating a theory of meaning in context and maintained that it could be stretched to the more extensive notion of linguistics of predictability. eggins (2004) points out that, to firth, the knowledge of the context could permit to http://riset.unisma.ac.id/index.php/jreall/user the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction 27 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license anticipate what language will be exploited. unquestionably, malinowski’s opinions led to the appearance of a new horizon for reflection about linguistics but they were not adequately convincing to be regarded a theory. firth’s input resulted in the development of a framework for theory generation. halliday and hasan assert that some of his followers, including mitchell and hymes worked on the basis of his framework. in other words, through redefining and elevating the concepts proposed by malinowski and firth, halliday constructed a theory which could be applied to both language and society. manfredi (2014) believes that sfl is as social theory as much as it is a linguistic theory. prior to elucidating the way language is analyzed by the lens of sfl theory, two further concepts have to be explained. vital to understand the association between context of situation and context of culture are the concepts of genre and register. genre is the connecter of text to the context of culture whereas register refers to the way language is realized in the context of situation. eggins (2004) asserts that the connection of texts to their cultural contexts is through the notion of genre and their link to their context of situation through the notion of register. morley (2000) elucidating the condition of the relationship between the notion of genre and cultural context asserts that the social and cultural background of the language and the participant’s understanding of the common social meanings and cultural values in sfl is considered under genre, which is related to the categorization of kinds of social behavior within a determined cultural condition and, utilizing that structure, with the assignment of the function of any given interaction. genre understanding the concept of genre is central as it informs which method should be taken to the selection of spoken genres for teaching learners. the sydney school to genre analysis is one of the outstanding theories of the field. the approach of the sydney school is based on hallidayan (halliday, 1973, 1975) systemic functional linguistics which lays emphasis on schematic structures of different genre types. it is focused on textual forms (both written and spoken) and the relationship between form, function and context. three meta-functions (the ideational, the interpersonal and the textual) are applied to examine linguistic and structural features of texts that “share the same general purpose in the culture” (butt, fahey, feez, spinks, & yallop, 2000, p. 9). at the same time the sydney school linguists put stress on the socio-cognitive side of the notion of genre. martin (1984) considers genre as “a staged, target oriented, determined activity in which speakers involve as members of our culture” (martin, 1984). he asserts that genres consist of a system for accomplishing social intentions by verbal tools and this awareness leads to an analysis of discourse structures (martin, 1984). for the classroom teaching of english, a categorization is proposed which includes a differentiation between text types and genres. it should be noted that even if six chief types of texts are identified according to their primary social purpose (narratives, recounts, information reports, instructions, explanations and expository texts), this categorization chiefly refers to written genres and does not include many texts of oral genres (e.g., various kinds of conversations). this school emphasizes that there is a distinction between register and genre and not every text is a genre since it “can only be understood in full texts, for a genre ... defines conditions for beginning, continuing and ending a text” (couture, 1986, p. 82). the complicated link between genres and texts is pointed out by many linguists of this school. as a rule, they maintain that genre speak of socially constructed discourse, while text types speak of organizational patterns within more complicated discourses (e.g., jones, 2013). this method has made conversant many investigations of written genres and texts (e.g., burns & coffin, 2001; hyland, 2004). however, spoken genres have received little attention, and the investigations that have been done in this field focus attention on researching oral communication between instructors and learners in mainstream classrooms (gibbons, 1995). the use of stories for contextualization of speaking it is commonly claimed that stories provide various advantages to young students’ language development (blasdell, de-young, hutchinson, & pederson, 1999). these benefits undoubtedly http://riset.unisma.ac.id/index.php/jreall/user farshid sarmadi-kia, nader assadi aydinloo, masood zoghi 28 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license include the high growth of speaking skill. blasdell et al. (1999) explains the effect of stories used in young learner classrooms on fluency and gist development as below: because stories are designed to entertain, writers and tellers choose and applied words with particular care to keep the audience interested. stories may thus include uncommon words, or words that possess a strong phonological content, with interesting rhythms or sound that are onomatopoeic. the context created by the story, its predictable pattern of events and language, and pictures, all act to support listeners understanding of unfamiliar words. children will pick up words that enjoy and, in this way, stories offer space for development in vocabulary (blasdell et al., 1999). thus, in order to contextualize the target vocabulary and grammatical items to be taught, teachers can start the lessons with a story that will enable them to highlight the functional aspect of the target vocabulary and grammatical item before its form. following an interactive presentation, several activities can guide language learners for learning the new items (needlman, 2004). repetitions of the vocabulary items guided by the teacher, tpr restorytelling, word games, doing jigsaw puzzles of target vocabulary, gap filling through listening to the story again etc. can be some of follow-up activities. method participants the initial participants of this study were 60 intermediate efl learners at tabaelm language institute in tabriz. both male and female learners took part in the study. these participants were selected through convenience (availability) sampling procedure. all learners in the intermediate level took part in oxford placement test (opt) to guarantee their initial homogeneity. the learners who got scores in the range of one standard deviation below and above the mean were selected to participate in the study. accordingly, 38 learners – 21 females and 17 males – were selected as the participants of the study. the selected participants were randomly assigned into two groups, each one including 19 learners. the age range of the participants was between 18 and 25. instruments the following instruments were used to conduct the present study: 1. oxford placement test (opt): was used as a tool to check the homogeneity of the participants of the study. each version of this test consists of 60 items (see appendix a). the opt evaluates a test taker’s capability to understand grammatical forms and the meanings they convey in various contexts. it also measures the extent to which learners can use these language resources to communicate in english language situations. 2. pre-test and post-test: two short stories from the classroom material were selected as the preand post-tests. the participants were supposed to have an oral reproduction of the stories they have already read. since the participants’ performances were supposed to be measured in terms of their fluency and accuracy, various criteria were defined to obtain numerical data. classroom material the textbook which was selected as the material to be taught in the control and experimental groups was oral reproduction of stories (vol. 1) compiled and edited by abbas ali rezaei (2006). according to the information presented in the blurb of the book, this book is intended to provide material for a number of approaches to help the students to find their way into the meaning and pleasure of a story. each section in this book opens with a short story and also includes a set of strategies for effective reading and oral reproduction; the strategies involve the reader in the text. in order to avoid the distraction of an unfamiliar vocabulary, each new word is written in bold type and is explained where it appears. in the end of each unit some exercises are provided to check the learners’ comprehension of the story. instruction and data collection procedure the researcher set on a task of testing the hypotheses of the present study by selecting homogeneous participants. therefore, learners were selected based on their performance on opt from among efl learners in tabaelm english institute in tabriz, iran. although they were in the same level based on http://riset.unisma.ac.id/index.php/jreall/user the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction 29 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the standards checked by the institute itself, opt was administered ensure the homogeneity of the participants in the study. based on their performance in opt, the participants’ whose scores fell in the range of one standard deviation below and above the mean were selected. then, they were assigned into control and experimental groups. the instruction period in both groups lasted for eight one-hour and half sessions and each week two sessions were hold. the participants in both control and experimental groups were given a short story to read it at home and orally reproduce it next session as the pre-test. from the next session, the participants in both groups read a short story from the book and were required to reproduce it in the subsequent session. based on the time of the class, two or three students performed the oral reproduction in each session. depending on the performance of the students, the teacher provided necessary comments and feedback on their misunderstandings and errors. in the control group, only common class procedures such as pair work, small-group discussion, and whole class discussion were applied without instructing sfl-based genre. it means that each session a short story from the textbook was assigned to the learners to read at home and present an oral reproduction of it at the next class session. each session, the teacher asked two or three learners to reproduce the intended short story. after reproduction of the short story by the students who were selected by the teacher, the participants negotiated their understanding of the elements of the short story and the meaning and conclusion they have taken from the story. in the experimental group, on the other hand, sfl-based genre analysis of the short stories was conducted by the teacher. for this purpose, the methodology proposed by macken-horarik (2002) was taken. four aspects of genre in narratives including social purpose, social location, schematic structure, and schematic stage description were elaborated. in description of schematic stages, the teacher considered orientation, complication, evaluation, resolution, and coda made in the short story (macken-horarik, 2002; eggins, 2004). in order to apply the sfl genre-based instruction in this group, the researcher took the process of shifting efl learners from joint construction to independent construction. this process, called teaching-learning cycle (martin, 1999), includes three stages of deconstruction, joint construction, and independent construction. the term ‘cycle’ indirectly suggests that the stages are flexible and recursive and give the learners the opportunity to start form any preferred stage and move back or forth when they need. this model is displayed in figure 1. figure 1. the teaching-learning cycle (adopted from martin, 1999) as shown in the figure 1, setting context and building field are common for all stages. the aim of these activities is to raise the awareness of learners regarding the social context and goal of the material. they include some information regarding the goal of the genre, the context of its use, and http://riset.unisma.ac.id/index.php/jreall/user farshid sarmadi-kia, nader assadi aydinloo, masood zoghi 30 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the vocabulary commonly used in the genre as well as the relationships between the participants and the mode of communication. in the deconstruction stage, the learners in this group analyzed a short story in terms of its generic structure. it means that the rhetorical, lexical and grammatical resources used in the story were the topic of discussion. it was in this stage that the teacher directly taught the elements of the short story (e.g., characters, plot, theme, etc.). in the joint construction stage, the teacher helped the learners to develop the story in their own words. as noted by callaghan, knapp, and noble (1993), the teacher through his mediation attempted to approximate the participants toward production of the similar text. this mediation was done based on the shared knowledge acquired in the deconstruction stage. the teacher reworded the learners’ productions in case of the necessity and explained them the reasons for these modifications. in the independent construction stage, the participants reproduced the short story in their own words. the teacher guided the learners to consider the vocabulary, grammar, etc. used in the main story. the focus of this stage was producing fluent, accurate, and complex sentences with correct pronunciation and covering as much content as possible of the main story. moreover, the flow of the story was paid attention to and the learners were encouraged to cover the maximum amount of the content. in the end of the treatment period, the post-test (i.e., reproduction of a pre-determined short story from the classroom material) was given to the participants in both groups. their oral reproduction was scored using the same framework which was taken for the scoring of the pre-test. the results of the post-test were compared to the results of the pre-test to investigate and compare the effects of teaching and application of short stories through two modalities of sfl-based genre instruction and traditional method on their oral reproduction. moreover, five students from the experimental group took part in semi-structured interviews to explore their perceptions regarding sfl genre-based instruction in language classes. since this interview was of semi structured nature, it began with the question “what is your idea regarding implementation of sfl genre-based instruction in language classes?” and followed by different questions on the basis of the participants’ answers to this question. scoring procedure when all participants finished their performance and the required data were collected, their utterances in both preand post-test were transcribed in order to be evaluated and scored. the transcriptions were evaluated by two raters and the inter-rater reliability was calculated as 0.82 which fell in the acceptable range. the unit of evaluation for the measurement of fluency and accuracy was t-unit. richards and schmidt (2010) define t-unit as “consisting of one independent clause together with whatever dependent clauses are attached to it” (p. 613). the fluency of the performances was measured by counting the number of repetitions, false starts, reformulations, and replacements per t-unit (foster & skehan, 1999). therefore, the lower the score, the more fluent was the participant’s performance. the oral reproduction accuracy was identified by calculation of the number of errors per t-unit (bygate, 2001). similar to fluency measurement, the lower score in accuracy measurement was the indicator of a grammatically more accurate performance. the average of the scores given by the two raters to each participant’s fluency and accuracy of oral reproduction was taken as his/her score in these dimensions. results and discussion the results of oxford placement test (opt) as it was stated in chapter three, opt was used to check the homogeneity the participants of the study. to select the participants, all initial 60 students took the opt and students whose score were between one standard deviation below and above the mean were selected to participate in the main study. table 1 shows the descriptive statistics of the participants opt scores. http://riset.unisma.ac.id/index.php/jreall/user the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction 31 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 1. descriptive statistics of the participants’ opt n minimum maximum mean std. deviation opt 60 7 60 36.28 15.226 valid n (listwise) 60 as the table shows, overall mean and standard deviation of the initial participants opt scores were 36.28 and 15.226, respectively. from these initial participants, 38 learners whose scores were between 22 and 51 were chosen. the results regarding the first research question to find answer for the first research question, analysis of covariance (ancova) had to be run on the fluency scores of the participants in the two groups. according to dornyei (2007), in quasiexperimental studies, the use of ancova contributes to the reduction of the initial group differences. in order to conduct ancova, some underlying assumptions must be met. first, the assumption of the normality of distribution for four sets of scores should be tested. to make sure about the normal distribution of the fluency scores in the groups, the researcher ran a one-sample kolmogorov-smirnov test on four sets of scores, the p-value for each set of scores is higher than 0.05; therefore, four sets of scores are normally distributed and the first assumption to run the parametric test of ancova was met. another assumption of the ancova is the equality of the variances between groups which was checked by levene’s test and it was found that the underlying assumption of equality of error variances was met. as the relationship between the dependent variable (i.e., post-test fluency) and the covariate (i.e., pre-test fluency) should be similar for the two groups, the homogeneity of regression lines was checked. the researcher found that the interaction between the independent variable – instruction with two levels of sfl genre-based and traditional – and covariate (i.e., pre-test fluency) was not significant and the assumption of the homogeneity of regression was accepted. therefore, the ancova could be performed. with regard to the first null hypothesis of the study, that is, there is no significant difference between the effects of sfl genre-based instruction and traditional method on the fluency of iranian efl learners’ story reproduction, ancova was conducted. the results of this analysis are shown in table 2. table 2. analysis of covariance (ancova) for fluency scores source type iii sum of squares df mean square f sig. partial eta squared corrected model .001a 2 .000 102.258 .000 .854 intercept .002 1 .002 842.162 .000 .960 pre-test fluency .000 1 .000 117.420 .000 .770 groups .000 1 .000 89.142 .000 .718 error 9.384e-5 35 2.681e-6 total 11.969 38 corrected total .001 37 a. r squared = .854 (adjusted r squared = .846) as it is shown in table 2, the first line highlighted shows that the pre-test fluency was significantly related to their post-test fluency (p< 0.05) with the magnitude of 0.770. the next line is the indicator of the main effect of the sfl genre-based instruction on the dependent variable –posttest fluency. after adjusting for pretest scores, there was a significant effect of the group, f(1,35)= http://riset.unisma.ac.id/index.php/jreall/user farshid sarmadi-kia, nader assadi aydinloo, masood zoghi 32 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 89.142, p < 0.05, partial η² = 0.718. as level of significance was less than 0.05, the difference between two groups was significant. therefore, the first null hypothesis was rejected. having ensured the existence of a significant difference between the two groups, to determine the most effective method of teaching (i.e., sfl genre-based versus traditional) on the participants’ fluency of oral reproduction of short stories, the estimated marginal means of scores in two groups were compared, the results of which are presented in table 3. table 3. estimated marginal means of fluency scores in the two groups groups mean std. error 95% confidence interval lower bound upper bound cg .564a .000 .563 .564 eg .559a .000 .558 .559 as it can be observed in table 3, the estimated marginal mean of the eg was lower than that of cg (0.559<0.564) and this indicates that sfl genre-based method was more effective than the traditional method on the participants’ oral reproduction fluency. the results regarding the second research question the answer for the second research question was investigated through running ancova. however, prior to running this analysis, its underlying assumptions were checked. first, the assumption of the normality of distribution for four sets of scores was checked using one-sample kolmogorov-smirnov test on four sets of scores. the results indicated that the p-value for each set of scores was higher than 0.05. this means that all sets of scores had normal distributions and the first assumption to run the parametric test of ancova was met. to check the equality of the variances between groups, the researcher ran levene’s test and the results indicates that the underlying assumption of equality of error variances was met. as the relationship between the dependent variable (i.e., post-test accuracy) and the covariate (i.e., pre-test accuracy) should be similar for the two groups, the homogeneity of regression lines was checked and it was found that the interaction between the independent variable – instruction with two levels of sfl genre-based and traditional – and covariate (i.e., pre-test accuracy) was not significant and the assumption of the homogeneity of regression was not rejected. therefore, the ancova can be performed. the second null hypothesis of the study, i.e., there is no significant difference between the effects of sfl genre-based instruction and traditional method on the accuracy of iranian efl learners’ story reproduction, was explored by running ancova after ensuring that the necessary assumptions have been met, the results of which are shown in table 4. http://riset.unisma.ac.id/index.php/jreall/user the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction 33 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 4. analysis of covariance (ancova) for accuracy scores source type iii sum of squares df mean square f sig. partial eta squared corrected model .008a 2 .004 26.195 .000 .599 intercept .001 1 .001 3.170 .084 .083 pre-test fluency .007 1 .007 44.830 .000 .562 groups .001 1 .001 8.367 .007 .193 error .006 35 .000 total 15.269 38 corrected total .014 37 a. r squared = .599 (adjusted r squared = .577) table 4 shows that the pre-test accuracy was significantly related to their post-test accuracy (p< 0.05) with the magnitude of 0.562. the next line reveals the main effect of the sfl genre-based instruction on the dependent variable –post-test accuracy. after adjusting for pretest scores, there was a significant effect of the group, f (1,35)= 8.367, p < 0.05, partial η² = 0.193. as level of significance was less than 0.05, the difference between two groups was significant and the variation in the effects of traditional and sfl genre-based instruction on the post-test accuracy was clear. therefore, the second null hypothesis was also rejected. as the difference between the two groups was significant, the researcher referred to the estimated marginal means of the scores in those groups to construe which group had a better performance. the estimated marginal means of the groups are displayed in table 5. table 5. estimated marginal means of accuracy scores in the two groups groups mean std. error 95% confidence interval lower bound upper bound cg .640a .003 .634 .645 eg .628a .003 .622 .634 table 5 shows that the estimated marginal mean of the eg was lower than that of cg (0.628<0.640) and this indicates that sfl genre-based method was more effective than the traditional method on the participants’ oral reproduction accuracy, too. the analysis of the participants’ oral reproductions indicated that sfl genre-based instruction was effective for providing learners with the opportunities to generate and take control of the generated discourse and hence it could be considered advantageous for teaching oral skills. the findings of the present study are justifiable with schmidt’s (2001) noticing hypothesis. he argued that consciousness about the form of input is essential for second language acquisition. it means that language learners’ conscious attention of the composing elements of input can facilitate their learning. when learning is facilitated, it can be automatized and learners’ work load decreases while performing the related tasks. in this study, the learners’ familiarity with the elements of short story genre reduced the load on their working memory and accordingly they had the chance to focus on the fluency and accuracy of their speaking. moreover, the determined structure of the short story genre released the participants in the experimental group from devoting a part of the memory to recalling the order of the content from the original text and they only referred to their logic to transfer the material to their oral medium. http://riset.unisma.ac.id/index.php/jreall/user farshid sarmadi-kia, nader assadi aydinloo, masood zoghi 34 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license moreover, the learners’ viewpoints acquired in this venture give proof to the two sides of the contention over adaptability and bring up various issues and potential new exploration directions. while some learner viewpoints are concerned fundamentally with surface and generally shallow levels, on the positive side, some of the learners’ opinions show enhancement of their genre awareness. besides, the learners’ reactions in the interviews conducted at the end of the treatment demonstrated that they all discovered their understanding of the concept of genre and the generic structure of the short stories helpful for moving toward speaking in that genre. conclusion on an individual note, as the teacher and the researcher in this investigation, i can assert that sfl genre-based teaching with its textual view to deal with language instruction and learning furnished me with an efficient route for training how the narratives and especially short stories function. this orderly view was encouraged by the sfl system that outfitted me with the instruments (i.e., lexico-syntactic samples indicating the metafunctions) and the methods (i.e., metalanguage) to cause learners to notice the characteristics of the english short stories. the participants episodically repeated my enthusiasm for this methodology; one participant, for example, stated that “presently we understand what we are doing”. as an outcome of this research and of the participants’ positive attitudes and accomplishment, the language programs at institute, school, and university levels can have new progresses and refresh their syllabuses and make genre-based instruction an essential dimension of their curriculum. hence, some of the pedagogical implications of the present study are highlighted in the following section. the findings of present study may be used to decide about future instruction. actually, the most important contribution of this study is its classroom implementation. since students appear to have little awareness of genres and their features, specific instruction should be added into the efl courses to help students become more successful learners. from the textual standpoint, students can be asked to recognize instances of the four aspects of genre in narratives including social purpose, social location, schematic structure, and schematic stage and then anticipate content. attention to logical connectives will help students analyze the writer’s line of reasoning and rhetorical strategies. the results of this investigation should make a significant commitment to ministry of education which has attempted to distinguish a precise and compelling instructing way to deal with fostering english oral performance in high schools of iran since the oral skills are not paid due attention in high schools. they can use the findings of this investigation to execute practical and dependable educational plans. along these lines, this investigation can add to both local level educational program designers in language institutes and foreign language syllabus designers in ministry of education. references blaisdell, p., de-young, j., hutchinson, s., & pederson, s. (1999). encouraging recreational reading in the elementary grades. retrieved from https://eric.ed.gov/?id=ed435975. burns, a., & coffin, j. (2001). analysing english in a global context: a reader. london: routledge. butt, d., fahey, r., feez, s., spinks, s., & yallop, c. (2000). using functional grammar, sydney: south wood press. bygate, m. (2001). effects of task repetition on the structure and control of oral language. in m. bygate, p. skehan, & m. swain (eds.), researching pedagogic tasks: second language learning, teaching and testing (pp. 23‐48). essex: pearson education. callaghan, m., knapp, p., & noble, g. (1993). genre in practice. in b. cope & m. kalantzis (eds.), the powers of literacy: a genre approach to teaching writing (pp. 179202). london: the falmer press. chapman, s., & routledge, c. (2009). key ideas in linguistics and the philosophy of language. edinburgh: edinburgh university press. choi, g. (2013). a study on logical meaning using sfl and the implications of this for translation studies (ph.d. dissertation). the university of new south wales, sydney, australia. couture, b. (1986). functional approaches to writing: research perspectives. norwood: ablex. eggins, s. (2004). an introduction to systemic functional linguistics (2nd ed.). new york: continuum. http://riset.unisma.ac.id/index.php/jreall/user the effect of sfl-based genre instruction on iranian efl learners’ performance in story reproduction 35 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license foster, p., & skehan, p. (1999). the influence of planning and focus of planning on task-based performance. language teaching research, 3(3), 215-247. gholami, r. (2011). psychological traits and task-based learning of efl learners: performances of extroverts and introverts. new york: lambert academic publishing. gibbons, p. (1995). discourse contexts for second language development in the mainstream classroom (doctoral dissertation). university of technology, sydney, australia. halliday, m. a. k. (1973). exploration in the functions of language. london: edward arnold. halliday, m. a. k. (1975). the context of linguistics. in f. p. dinneen (ed.), report of the twenty-fifth annual round table meeting on linguistics and language studies, monograph series on language and linguistics 17. georgetown university press. halliday, m. a. k., & hasan, r. (1989). language, context and text: aspects of language in a social semiotic perspective (2nd ed.). oxford: oxford university press. hyland, k. (2004). genre and second language writing. ann arbor: university of michigan press. jones, r. (2013). communication in the real world: an introduction to communication studies. minneapolis: university of minnesota press. macken-horarik, m. (2002). “something to shoot for”: a systemic functional approach to teaching genre in secondary school science. in a. m. johns (ed.), genre in the classroom: multiple perspectives (pp. 17-42). mahwah: erlbaum. manfredi, m. (2014). translating text and context: translation studies and systemic functional linguistics. volume 2: from theory to practice (2nd ed). bologna: asterisco. martin, j. (1999). mentoring semogenesis: ‘genre-based’ literacy pedagogy. in f. christie (ed.), pedagogy and the shaping of consciousness (pp. 123-155). london: continuum. martin, j. (2016). meaning matters: a short history of systemic functional linguistics. word, 62(1), 3558. martin, j. (1984). language, register, and genre. in christie, f. (ed.), language studies: children's writing. greelong: deakin university press. matthiessen, c. (2012). systemic functional linguistics as appliable linguistics: social accountability and critical approaches. delta: documentação de estudos em lingüística teórica e aplicada, 28, 435-471. morley, g. (2000). syntax in functional grammar. new york: continuum. needlman, r. (2004). reading aloud with school-age children. retrieved from http://www.drspock.com/article/0,1510,5140,00.html. rezaei, a. a. (2006). oral reproduction of stories (vol. 1). tehran: samt. richards, j. c., & schmidt, r. (2010). longman dictionary of language teaching and applied linguistics (4th ed.). harlow: pearson. schmidt, r. (2001). attention. in p. robinson (ed.), cognition and second language instruction (pp. 3-32). cambridge: cambridge university press. tabatabaei, o., & hadi, a. (2011). iranian efl teachers’ perceptions of task-based language pedagogy. higher education of social science, 1(2), 1-9. widdowson, h. g. (1975). stylistics and the teaching of literature. longman: group ltd. zhang, b. (2013). an analysis of spoken language and written language and how they affect english language learning and teaching. journal of language teaching and research, 4(4), 834-838. http://riset.unisma.ac.id/index.php/jreall/user http://www.drspock.com/article/0,1510,5140,00.html journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.11335 volume 2 | number 2 | p. 112-124 published on july 7th, 2021 112 environmental factors affecting learners’ autonomy in the covid-19 pandemic wahyu pratama1, rahayu kuswardani2 1, 2english education, faculty of languages and arts, universitas negeri surabaya, indonesia 1wahyu.17020084088@mhs.unesa.ac.id, 2rahayukuswardani@unesa.ac.id *) correspondence: wahyu.17020084088@mhs.unesa.ac.id abstract recently, covid-19 has threatened the education sector and forced learners to adjust an online learning. according to that, learners need to study in their own space and make them more independent and autonomous. however, learners tend to experience difficulties caused by their surrounding environments that sometimes does not support online learning. surrounding environments include human activities e.g., noise in the surrounding; financial capabilities of parents for internet data plans; or other issues beyond the student's intellectual abilities. therefore, this research aimed to explore the existed environmental factors that affected the learning environment and define the factors which affected learners’ volition. this study was applied a qualitative method and presenting the collected results descriptively. the researcher worked with one english teacher who has been voluntarily participating in this study and 36 students at the 11th grade. this study used semi-structured interview and questionnaire as the research instruments. firstly, the researcher sent the questionnaires using google form for 36 students at the 11th grade of the government-owned senior high schools in surabaya. secondly, the researcher interviewed an english teacher to find out the class’ conditions. this study has revealed that teacher still holds huge responsibilities to guide students along the online learning process. besides, there were still a lacks it skills of students which make the teacher not only a facilitator but also a helper or counsellor. this dominant role of the teacher eventually made students less autonomous. keywords: online class; learner autonomy; covid-19 pandemic; learner environment introduction recently, the education systems in almost all countries worldwide face a massive challenge due to the global covid-19 pandemic. the indonesian government has been taking steps to prevent the spread of the virus. the ministry of education and culture of the republic indonesia issued a regulation act number 2 of 2020 dated 2nd march 2020 on handling of covid-19 in the ministry of education and culture and a circular number 3 of 2020 dated 10th march 2020 on prevention of the virus outbreak in every education unit in indonesia. according to the circular, the educational institutions under the ministry of education and culture are required to follow the policy to prevent the spread of covid19. the urgency of the unstable situations followed by many transitions from the basic classroom setting to an online setting was conducted from the very beginning of the covid-19 pandemic. according to the condition, some school policies are adjusted without prior planning and have some possibilities to rush the training session for the teaching staff. besides, the learning environments are changing during the transition phase. the changes are based on some criteria: 1) the teaching and learning process which previously appeared as traditional face to face or classical setting have been converted to online; 2) learners are now using smartphone or computer connected to the internet to join classes; 3) the learning environments are based on the online class condition where teacher manage the class, learners’ surroundings where learners live, and learner’s psychological aspect e.g motivation (kiatkheeree, 2018). specifically, learners are brought to a new environment were generally increased by using computers in the whole education process. this research used the term online class or online learning due to the class situation during the pandemic. learning activities that were previously done by faceto-face method in the classroom switched to the online learning system. during the outbreak, the school eliminates the activities in school and continues it via online learning by utilizing virtual classes http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.11335 mailto:wahyu.17020084088@mhs.unesa.ac.id mailto:rahayukuswardani@unesa.ac.id mailto:wahyu.17020084088@mhs.unesa.ac.id environmental factors affecting learners’ autonomy in the covid-19 pandemic 113 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in zoom, microsoft teams or other forms. therefore, both teachers and students are expected to remain at home and still carry out their responsibilities. for teachers, it is to keep providing education through online classes to their students. they need to be creative and innovative to provide proper education and teaching. for students, it is the only way for them to keep in touch with their teacher over the internet. the online learning applied in indonesian high schools is using the concept of distance learning which refers to any instruction where teachers and their students are separated in different physical spaces. thus, online learning is part of distance learning. besides, online learning also refers to something that students try to find out over the internet for their interest (maydiantoro et al., 2020). with the changing models from face-to-face learning to online learning, some difficulties and various experiences appear during online learning in the pandemic, many students have to familiarize themselves with its methods where learning materials are not only from printed books, but also from audio, recording, and video files. as a result, the students found it difficult to understand the provided material. unfortunately, learners’ dependence on teachers in the conventional classroom can still be found. it is quite often that learners are made to learn, which turns them into passive receivers rather than productive ones (hermagustiana & anggriyani, 2020). they tend to follow what the teachers’ instructions tell them about. as a positive classroom environment is crucially needed and affects learners’ learning process, kiatkheeree (2018) divides the learning environment into three, namely: academic, physical, and psychological environment. therefore, studies show that the physical environment becomes an important factor in building a good environment for learning (kiatkheeree, 2018). kiatheeree (2018) indicates that the physical environment affects learners’ achievement. all people involved in the educational system should be studied to gain insights into related learning environments. according to the previous explanations, the urgency of online learning causes learners to study in their own space. sometimes, they prefer to learn individually rather than in groups since the pandemic forces them to keep their distance from people and prevent them from interacting directly with their peers. thus, the specific term discussed is the physical environmental condition of the learner. physical environmental conditions that exist when students attend classes during this pandemic include several factors, such as human activities around students; noise in the environment; financial capabilities of parents for internet data plans; or other issues beyond the student's intellectual abilities (kiatkheeree, 2018; nugroho, zamzami, & ukhrowiyah, 2020). allo (2020) in his exploration for the efl learners’ case study of online learning during the covid-19 pandemic asserted that the availability of internet network and financial cost due to its package are considered as the main problem. in his study, he claims that internet access is difficult due to the geographical state of learners’ residence. there are also some varieties of their financial abilities, which hamper them to buy the data package. also, allo (2020) shows that learners tend to have an individual task. the reason why it is so because the limitation of direct communication and learners are more focused to pour their ideas into their task. when some learners are preferred to being individual, they still wish to do group tasks to cover the availability of internet networks and personal financial capabilities. on the other hand, the study highlights a small number of physical environments factors that still can be found where learners are following online classes at their place. besides, maydiantoro et al. (2020) explored 14 issues related to online remote learning in the pandemic are being explored during the online remote learning in covid-19 pandemic. starting from learners’ concern about the news of covid-19, learners are found aware of how to behave and practice during the pandemic. then the rest findings show how online classes are accessed, how learners rely on internet providers, topic delivery, applications used, feedback, and interaction during the class. although the study covers rich findings in online learning, maydiantoro et al. (2020) found that poor internet connection causes learners’ anxieties to their final result. therefore, three main problems appearing in online learning during the pandemic: 1) internet connection; 2) financial capabilities; 3) online interactions among learners and teachers. those three findings are based on the two studies which focus on learners’ experiences with online learning. lastly, the researcher formulated the http://riset.unisma.ac.id/index.php/jreall/user wahyu pratama, rahayu kuswardani 114 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license research questions as follows: (1) how do environmental factors affect learners’ autonomy during online classes at the covid-19 pandemic? (2) how do environmental factors affect learners’ volition in online classes at the covid-19 pandemic? methods the research applied a basic qualitative method since the researcher asked an english teacher who is voluntarily participating in this study to gain information about learners’ experiences in online class during the pandemic. therefore, the researcher’s central aim is to find out what factors existed on students’ experiences while learning autonomously during the covid-19 pandemic, particularly in their physical environment. also, to define which factors did affect learners’ volition in online classes. this study has conducted in sman 15 surabaya. there are two subjects for this study, they are: 1) an english teacher who voluntarily participating in this study, 2) 36 students from xi-8 class in the academic year 2020/2021. to investigate what factors existed on efl’s experience while learning autonomously during the covid-19 pandemic, the researcher obtained data by interviewing an english teacher who is voluntarily participating in this study. besides, the researcher distributed an online close-ended questionnaire using a free cloud-based survey and questionnaire tool, google forms, for 36 students from xi-8 class. besides, the researcher interviewed an english teacher who voluntarily participating in this study outside school hours. the questionnaires were designed according to 2 research questions and sought how environmental factors affecting learners’ activity and volition during online classes at the covid-19 pandemic specifically on 36 students of xi-8 of sman 15 surabaya. there are 20 items consisted in the questionnaires. the first research question was designed to use 16 items from questionnaires created for this study. while the rest, aimed at answering the second research question. the researcher sent the questionnaire’s link to one of the teachers at sman 15 surabaya on march 31, 2021, by whatsapp messenger. on april 1, 2021, the questionnaire link was approved and directly sent to all students from xi-8. based on the latest data obtained (april 2, 2021), only 1 student did not fill out the questionnaire due to a reason. therefore, there have been a total of 35 responses from the class. this research focuses on the stages stated by donald ary (2013). according to him, there are two steps in analyzing qualitative data. those are (1) familiarizing and organizing, (2) interpreting and representing. the first stage is familiarizing and organizing. at this step, the researcher directly interviewed the cooperating efl teacher to gain more data about the participants’ behaviours during online classes. also, collected data from questionnaires involved in this step. by completing this stage, the researcher knows more about the data. after that, the researcher organized the data by categorizing them into several columns according to 4 topics. interpreting and representing were the last phase. at this time, the researcher described the collected results through narration. results and discussion to analyze the environmental factors, the questions from the questionnaire are classified based on 4 factors (see appendix a). namely: surroundings conditions e.g. house, bedroom; student who tend to learn individually; student who tend to learn by being accompanied; and learners’ volition during an online class (kiatkheeree, 2018; nugroho et al., 2020). surroundings conditions the 1st result has been focusing on the surrounding conditions factor where students joined the online class. it refers to their house and bedroom. it is shown that students were not bothered by the surrounding conditions since their parents cared and knew the surrounding conditions where students were attending an online class. there were 31 out of 35 respondents who were choosing selalu (see appendix b) in answering a question about the parent’s awareness when online class began. http://riset.unisma.ac.id/index.php/jreall/user environmental factors affecting learners’ autonomy in the covid-19 pandemic 115 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license student who tends to learn individually the 2nd factor that discussed is students who tend to study individually during an online class. they seemed to be more capable and know how to behave during class (maydiantoro et al., 2020). according to that, the result revealed significant results from no. 8 that has discussed the presence of someone during the class which has the same meaning of autonomy itself (students' ability to be more independent, productive, has the ability of self-learning and less likely to rely on teachers). in addition, 20 responses have chosen tidak pernah (never) as their answer based on the question. the rest of the findings from no. 10-12 showed the relevant result to maydiantoro et al. (2020) which showed good performances on students’ confidence and rarely late for assignments. student who tends to learn by being accopanied the 3rd factor that has been discussed is about students who prefer to be accompanied by friends or family members while in class. the results obtained from no. 8 (total 6 responses choose selalu and terkadang), and 16 respondents out of total 23 respondents admitted that they used to do their task together (see appendix b). these findings were in line with kiatkheeree's finding (2018) that the roles of parents in conditioning the surrounding environment are important so that online classes can be done properly. besides, all people e.g., parents who are involved in the educational system should be studied to gain insights into related learning environments. however, there were still 25 and 18 respondents (students from both individual and group) who admitted that they were still worried about the score of their assignments (see appendix b). the condition happened due to student’s lacks of it skills and caused them to find difficulties during the lesson e.g entered the wrong class or they were late to finish the assignment. the amount from respondents of concerns about the score obtained from students who tend to study individually or in a group remains a reflection for teachers and other parties in the implementation of this online class. in addition, the interview with an english teacher also showed the lack of it skills of students which led to the inhibition of online classes. for instances: how to upload assignments and access classes. t: … nah, di sini ada beberapa anak yang, ee, be-belum bisa menguasai secara penuh, akhirnya mereka tidak bisa. bagaimana cara masuknya, bagaimana cara upload tugasnya dan sebagainya. akhirnya, ee, terjadi kendala, hingga, ee hanya beberapa anak ada yang salah kelas, ya salah masuk kelas, … t: … mereka belum terbiasa ya dengan tugas-tugas daring. jadinya kada-kadang mereka itu untuk tugastugas itu sering terlambat. disini kan berbeda dengan kelas yang offline, apa ibu guru bisa bertemu langsung. … (see appendix c). these have happened because of the change from face-to-face models to online, causing anxiety in students. hermagustiana & anggriyani (2020) stated that the tendency of students to depend on teachers in conventional classrooms keeps them in the passive receivers’ stage rather than productive ones. although the urgency of online learning causes learners to study in their own space, habituation and extra mentoring by teachers and parents are still crucially needed. t : … ada pihak guru tik itu memberikan semacam tutorial yang dishare di grup angkatan, nah di sini tinggal bagaimana anak-anak itu untuk mempraktekkannya. … (see appendix c). learners’ volition during online class lastly, the factor discussed is related to the 2nd research question. there are 4 items (no. 17-20) from the questionnaire that become a reference in investigating learners' volition in learning english during the pandemic (see appendix b). when students are asked about their initiative to start asking or commenting to the teacher, it has been obtained 16 respondents answered jarang (rarely happened) plus 6 respondents answered tidak pernah (never). these findings were similar from the teacher’s perspective during the early months of online class: t : … bisa dibilang canggung, gampangnya begitu. siswa malu, mau ngomong aja misalnya, malu, ee, ndak pede gitu. … http://riset.unisma.ac.id/index.php/jreall/user wahyu pratama, rahayu kuswardani 116 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license t : … iya, malu ndak ada inisiatif gitu misalkan ya, misal, em... misalnya mau tanya soal nomor 3, kan ndak paham, gitu mereka ya diem aja … (see appendix c). in the next findings, students claimed that they were not disturbed when classroom conditions were crowded due to students’ responses to each other, asked or answered teacher’s questions. 21 respondents found their confidence while in a class by answering tidak pernah (never) to question no. 18 (see appendix b). besides the first topic discusses the role of parents and people around where students are located in conditioning and caring about situations and conditions. in addition, a good classroom atmosphere can build a positive learning environment (kiatkheeree, 2018). therefore, the finding also comes in line according to the interview transcript with an english teacher at sman 15 surabaya. t: … alhamdulillah, dengan kerjasama ya, wali kelas, ee guru bidang studi, wali murid, dan siswa, kita saling koordinasi. akhirnya mereka sudah terbiasa dengan kelas daring, begitu ya. jadi, untuk nilai sudah mulai ada peningkatan dan tentang kedisiplinan juga (see appendix c). a positive learning environment (an active classroom atmosphere and passionate classmates) can also increase students' enthusiasm during class. this finding also belongs to the physical environment which becomes an important factor in building a good environment for learning (kiatkheeree, 2018). according to that, the result from no. 19 revealed that students were more enthusiastic when their classmates were crowded due to their classmate’s response to each other, asked or answered teacher’s questions (total of 16 respondents answered selalu according to the question). after taking the entire online class, the students were still worried about their score. although the teacher has provided supports to them e.g., coordinating with counselling teachers at school and training with it teachers, there were ¾ of the total 35 respondents answered selalu (always) to question no. 20 (see appendix b). conclusion from the overall data shown, the researchers found two obstacles when the online class series was conducted. the first is the lack of expertise of learners in operating the application, in this case referring to microsoft teams. learners tend to have difficulty collecting assignments and accessing existing classes. this has an impact on students' increased anxiety about the value of their assignments and the students' dependence on teachers which makes them less productive. therefore, extra assistance is required by teachers and parents. based on the results of interviews with an english teacher, mentoring activities that can be done during online learning include: the teacher makes video tutorials in operating applications that have been distributed and coordination that is routinely carried out by teachers in the field of study, parents and students. according to that, students show high enthusiasm to improve their achievements by creating a good learning atmosphere, for example, students who are not very able to learn would like to study with students who are more skilful at a lesson. the next point is that the tendency of students to be more active seen when their classmates are enthusiastic to answer or ask questions during the class. based on the results of an interview with an english teacher, this has happened because students often feel nervous and embarrassed when interacting in class. the teacher concludes that they were not familiar with online classes yet. but over time being, students have shown their adaptation to the online classes that have conducted. lastly, although these findings are slightly away from the planned target, autonomous learners, when someone is conditioned to study individually, however, this proves that good learning environments have a good impact on students because of the increased enthusiasm, supportive situation, and provide comfort for the students. it is expected that proper mentoring, supportive learning environments and intensive monitoring routines on students' difficulties will have a better impact on education. http://riset.unisma.ac.id/index.php/jreall/user environmental factors affecting learners’ autonomy in the covid-19 pandemic 117 journal of research 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(35 respondent) 31 responses 2 responses 2 responses n/a 6. apakah mereka peduli tentang hal tersebut? (35 respondent) 21 responses 7 responses 1 response 6 responses 7. apakah kamu kerap merasa terganggu dengan kondisi sekitarmu? (35 respondent) 2 responses 11 responses 10 responses 12 responses table 3. the 2nd topic of the questions no. questions anwers selalu terkadang jarang tidak pernah 8. ketika sedang mengikuti kelas daring, apakah ada orang di rumahmu yang mendampingi/menemani/berada di dekatmu? (35 respondent) 2 responses 4 responses 9 responses 20 responses 10. jika jarang/tidak ada orang di rumahmu yang mendampingi/menemani/berada di dekatmu, apakah hal tersebut justru membuatmu merasa percaya diri saat kelas daring? (31 respondent) 14 responses 12 responses 2 responses 3 responses 11. selama mengikuti kelas daring, apakah kamu lebih sering mengerjakan tugas sekolah secara individu? (35 respondent) 11 responses 21 responses 3 responses n/a 12. apakah kamu pernah telat mengumpulkan tugas sekolah? (34 respondent) 1 response 13 responses 14 responses 6 responses 13. apakah kamu khawatir tentang nilai dari tugas tersebut? (34 respondent) 25 responses 8 responses 1 response n/a table 4. the 3rd topic of the questions no. questions anwers selalu terkadang jarang tidak pernah 8. ketika sedang mengikuti kelas daring, apakah ada orang di rumahmu yang mendampingi/menemani/berada di dekatmu? (35 respodent) 2 responses 4 responses 9 responses 20 responses 9. jika ada orang di rumahmu yang mendampingi/menemani/berada di dekatmu, apakah kamu merasa percaya diri ketika kelas daring? (19 respondent) 2 responses 8 responses 4 responses 5 responses 14. selama mengikuti kelas daring, apakah kamu lebih sering mengerjakan tugas sekolah berkelompok/bersama teman? (23 respondent) 1 response 15 responses 6 responses 1 response http://riset.unisma.ac.id/index.php/jreall/user environmental factors affecting learners’ autonomy in the covid-19 pandemic 121 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 15. apakah kamu sering telat mengumpulkan tugas sekolah? (21 respondent) 1 response 8 responses 7 responses 5 responses 16. apakah kamu khawatir tentang nilai dari tugas tersebut? (21 respondent) 18 responses 3 responses n/a n/a table 5. the 4th topic of the questions no. questions anwers selalu terkadang jarang tidak pernah 17. apakah kamu kerap berinisiatif untuk mengawali bertanya ke guru saat kelas berlangsung? (35 respondent) n/a 13 responses 16 responses 6 responses 18. ketika kelas berlangsung dan teman sekelasmu ramai bertanya atau menjawab, apakah hal tersebut mengganggumu? (35 respondent) n/a 6 responses 8 responses 21 responses 19. ketika teman sekelasmu ramai bertanya atau menjawab, apakah kamu justru tergugah dan antusias mengikuti kelas? (35 respondent) 16 responses 15 responses 3 responses 1 response 20. setelah mengikuti kelas daring selama satu semester terakhir, apakah kamu khawatir tentang nilai akhir di rapor nanti? (35 respondent) 26 responses 8 responses 1 response n/a http://riset.unisma.ac.id/index.php/jreall/user wahyu pratama, rahayu kuswardani 122 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license appendix c interview transcipt question 1 a : baik bu, ee, pertanyaan pertama. di kelas xi-8 ini, bagaimana suasana kelasnya bu? misal keaktifan siswa, ee, semangat/tidaknya selama pelajaran, interaksi dengan rekan sebaya/dengan guru saat di awal minggu/bulan diterapkannya kelas daring.. b : suasana kelas ya. sebenarnya anak-anak itu bisa dibilang, apa ya, masih kaget. banyak kendala seperti internetnya lemot lah, repot lah, atau mungkin ortunya sedang bekerja jadi si anak ini mau ikut kelas itu terkendala. nah kalau bahas soal interaksi dan lain-lain. bisa dibilang canggung, gampangnya begitu. siswa malu, mau ngomong aja misalnya, malu, ee, ndak pede gitu. a : hmm, ya.. b : mau tanya pas kelas ya sama, kaya, ee, malu. iya, malu ndak ada inisiatif gitu misalkan ya, misal, em.. misalnya mau tanya soal nomor 3, kan ndak paham, gitu mereka ya diem aja. jadi, ya kita sebagai guru, cukup bingung. tapi begitu, katakanlah 6 orang gantian jawab ya, wah, mereka rebutan langsung. jadi ya itu, ee, berebutan mau jawab gitu. seperti itu. a : ooh gitu ya bu, baiklah. cukup, apa ya, membingungkan nggih bu? kalo misalkan diem ya kuatkuatan diem gitu bu? b : nah iya, bener itu, mereka lebih memilih diem aja daripada nyoba tanya. ya memang, memang ada beberapa dari mereka mau mencoba, nyoba tanya, ya nyoba ngrespon. a : baik bu. saya rasa situasinya emang agak membingungkan.. ada kendala gitu bu. b : kadang kadang ada kendala, seperti itu. question 2 a : oh iya, baik bu. hmm, yang selanjutnya ke pertanyaan kedua bu ya. kendala umum kalau berdasarkan pengamatannya bu ryan waktu itu, bu. b : maksudnya? bisa diulangi? a : oh, apa kendala umum yang dialami siswa kalau waktu pertama itu bu, yang bu ryan amati. b : ya, kendalanya itu yang pertama adalah tentang jaringan,ya. itu anak-anak ada beberapa itu yang kadang-kadang, mereka kan nggak pakai wi-fi, jadinya mereka kesulitan untuk mengakses itu. dan yang kedua, ehm.. mereka belum terbiasa ya dengan tugas-tugas daring. jadinya kada-kadang mereka itu untuk tugas-tugas itu sering terlambat. disini kan berbeda dengan kelas yang offline, apa ibu guru bisa bertemu langsung. kalo seperti ini itu kadang mereka menunda-nunda tugas yang diberikan bapak ibu guru. seperti itu. question 3 a : ya, ya. baik, ee.. lanjut ke pertanyaan selanjutnya bu ya. ee, berlanjut ke bulan-bulan pertengahan, ee apakah kelas xi-8 ini mengalami penurunan atau peningkatan bu kalau soal performa di kelas bu? b : alhamdulillah, dengan kerjasama ya, wali kelas, ee guru bidang studi, wali murid, dan siswa, kita saling koordinasi. akhirnya mereka sudah terbiasa dengan kelas daring, begitu ya. jadi, untuk nilai sudah mulai ada peningkatan dan tentang kedisiplinan juga a : ooh, ya, ya, bu. jadi bisa dibilang ada peningkatan, bu ya? waktu itu.. b : ya, ya. karena mereka sudah adaptasi. question 4 a : ya, bu. baik, yang selanjutnya, nomor 4. kira-kira kendalanya sama seperti yang waktu di waktu-waktu awal kelas daring atau masih tetep bu? atau ada perubahan, bagaimana? b : nah, tidak ada sih. cuman. ketika pertengahan ya, itu kami menggunakan, ini, kalo awal-awal pake whatsapp, zoom, gitu ya. ee, tiap-tiap guru punya beda-beda yang dipake ya. ada yang google classroom dan sebagainya. a : ya. b : nah, tapi ketika, ee, pertengahan itu, pihak sekolah itu kami menggunakan office 365. nah, di sini akhirnya baik bapak ibu guru maupun siswa itu harus ya, ee harus menggunakan aplikasi tersebut, dan di sini awalnya tidak mudah karena kami sama-sama saling ee belajar bagaimana mengetahui atau cara kerja dari fitur, masing-masing fitur itu. harus mengenali dan menggunakannya. nah di sini mulai lagi ada beberapa kendala karena tidak semua siswa itu ee, melek it ya, atau cepat untuk menguasai. karena kami tidak bisa mengajari mereka secara offline ya. a : ya. http://riset.unisma.ac.id/index.php/jreall/user environmental factors affecting learners’ autonomy in the covid-19 pandemic 123 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license b : kalau misalkan di sekolah, mungkin ee anak-anak bisa belajar pada saat pembelajaran ee tik, tapi ketika saat ini ya semampunya dari kami, begitu. ada pihak guru tik itu memberikan semacam tutorial yang dishare di grup angkatan, nah di sini tinggal bagaimana anak-anak itu untuk mempraktekkannya. nah, di sini ada beberapa anak yang, ee, be-belum bisa menguasai secara penuh, akhirnya mereka tidak bisa. bagaimana cara masuknya, bagaimana cara upload tugasnya dan sebagainya. akhirnya, ee, terjadi kendala, hingga, ee hanya beberapa anak ada yang salah kelas, ya salah masuk kelas, untungnya di sini, kami, ee, selalu pantau, akhirnya, dengan berkembangnya, dengan berjalannya waktu, akhirnya terselesaikan juga. seperti itu. question 5 a : oh, iya, iya, bu. baik. yang pertanyaan selanjutnya, nomor 5. kalau setelah, apa ini, pertengahan menuju akhir semester itu bu, ya. kalau kelas daring kondisinya itu kira-kira seperti apa bu? kan bu ryan tadi bilang sudah ada banyak peningkatan, ada kemajuan juga. dari kebiasaan siswa juga mulai, ya, mulai apa, bisa adaptasi, gitu. b : hmm. untuk prestasi semakin bagus, ya. a : hm hm b : mereka juga karena kelas 11 ya jadi mereka sudah mulai untuk berkompetisi ya, karena orang tua, wali kelas itu selalu memberikan support, ya. kami selalu memberikan support, memberikan ee, contoh prestasiprestasi dari kakak-kakak kelas mereka yang sudah berhasil tembus ptn dan sebagainya. dan prestasi-prestasi yang lainnya. nah, namun ada satu-dua anak yang memang terkendala, itu dia yang semacam mengalami kejenuhan. ada anak yang merasa jenuh dan bosan dengan, ee, daring ini. nah, di sini adalah saya sebagai wali kelas dan juga dengan wali, ee, murid, ini bersama-sama untuk membangun lagi semangat anak tersebut. dan sekarang sudah mulai, ee, dia sudah mulai, ibaratnya sudah ‘bangun lagi’ dari keterpurukan secara psikologis saja. tapi untuk masalah nilai tidak ada kendala, dia hanya masalah secara psikologis sudah bosan. a : hmm.. ya, ya. ada apa, ee, apa yang, kaya suasana bosan atau apa itu juga seringkali keluar waktu kelas berarti bu ya? b : ya, he’eh. apalagi ya itu semua tergantung dari bapak/ibu guru pengajar kan. misalkan tugasnya yang terlalu berat atau terlalu cepat. ee, atau mungkin dengan metode-metode, cara pengajaran yang a : hm hm.. b : monoton, itu membuat mereka juga bosan. question 6 a : hmm, ya, ya bu. baik, yang terakhir, menurut bu ryan, ee, kira-kira kelas daring yang satu semester lalu ini itu, apa kesan-kesannya bu ya? kalo saya bilang dari tadi kan, ada, waktu di awal bulan itu kondisi kelas seperti ini, waktu pertengahan juga, bu ryan juga cerita ada peningkatan, lalu yang di akhir juga akhirnya bisa, ee, apa, paling kita bisa menyimpulkan ternyata ada beberapa yang nampak bosan waktu kelas, lalu seperti apa, begitu. kira-kira kesannya seperti apa bu? b : kesan saya terhadap kelas tersebut? a : ya, terhadap kelas, hm hm.. b : oke, ee, kesan saya, alhamdulillah dari bapak/ibu guru pengajar juga bahwa kelas saya itu termasuk kelas yang tidak bermasalah, ya. jadi, tidak ada kendala, misalkan anak yang denga-, ee, yang terlalu malas, atau yang nilainya sampai kosong beberapa, itu tidak ada. karena di sini, ketika ada satu-dua, ehm, tugas yang belum, saya selalu crosscheck dengan guru yang bersangkutan dan langsung saya konfirmasinya tidak langsung ke siswa, tapi juga ke wali murid, jadi langsung difollow up saat itu juga langsung di kerjakan. jadi ketika mau rapotan, itu, nilai sudah selesai, sudah tidak ada tanggungan, ya. kalo kelas-kelas lain itu masih ada. kadang-kadang terhutang ya, ninilai tidak keluar karena anak itu belum menyelesaikan tanggungannya, alhamdulillah kelas 11 ipa 8 tidak pernah seperti itu. dan sampai akhir ini juga, mereka saya lihat semangat, ehm, semangatnya sangat luar biasa, untuk meningkatkan prestasinya. ee, mereka juga sudah mul-, ee, sudah mulai bekerja sama untuk, ee, belajar ya, walau secara daring. mereka sering berkelompok, itu mereka saling, ee, belajar ya. menimba ilmu, dengan anak yang tidak terlalu mampu, dengan anak yang menguasai pelajaran tersebut, itu sudah berjalan. dan juga, ee.. a : hm.. b : terakhir itu, ada ksn, ee.. a : ya? b : tingkat sekolah, itu untuk menjaring siswa-siswa itu yang berprestasi, a : hmm.. http://riset.unisma.ac.id/index.php/jreall/user wahyu pratama, rahayu kuswardani 124 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license b : ya, semua boleh ikut untuk beberapa bidang studi. dan alhamdulillah dari sekian banyak itu, kelas 11 ipa 8 itu termasuk yang, kalo saya liat juga, lumayan banyak. mungkin bisa jadi nomor 1 atau nomor 2, saya belum menghitung, tapi paling banyak lah, gitu. ada 14 yang masuk 10 besar, gitu. dan saya rasa ini, ee, prestasi yang luar biasa, karena sebagian itu juga masuk prestasi yang urutan 1-3 nanti akan ikut ke ksn tingkat kota. nanti akan dibimbing oleh bapak/ibu guru yang bersangkutan. a : hmm.. ya, ya. b : jadi, insyaallah mereka tidak ada kendala dan semakin lama sudah menunjukkan, ee, tanggung jawab mereka sudah, kedisiplinan juga sudah mulai, ehm, apa namanya, sudah, tingkat yang bagus, saya rasa seperti itu. karena saya selalu mengingatkan bahwa, ee, kesempatan mereka tinggal, ee, semester ini dan semester depan, un-. jika mereka ingin mengejar, ee, prestasi karena untuk ting-, untuk snmptn itu kan sampai semester 5 ya, kan? a : ya b : untuk nilai rapot dan sebagainya. a : hm hm.. b : dan bagi anak-anak yang kemarin terima rapot itu ada yang, ee, menurun, itu, saya, memberikan solusi kepada bapak/ibu wali murid agar mereka bisa mengambil les, ya, les entah itu privat, atau mungkin secara daring itu berkelompok, itu ada banyaklah di luar itu, atau paling tidak bisa anaknya disupport untuk belajar bersama dengan teman sebaya. dan alhamdulillah sebagian sudah, ee, les, ya, kalo yang mampu. a : hm hm.. b : kalo yang mampu mereka les privat, a : ya b : kalo yang tidak mampu mereka bisa dengan teman-teman sebayanya tadi. a : ooh, iya b : insyaallah nanti hasilnya bisa lebih baik lagi. seperti itu a : ooh iya. ya alhamdulillah, apa, ling-, apa, ee, lingkungannya juga mendukung sekali bu, ya, sepertinya? b : ya, tentu saja juga dengan, ee, andil dari, ee, guru bk ya. jadi, kita juga selalu juga pantau de-, dengan guru bknya juga. a : hmm, ya. ya, ya bu, baik. ee, baik bu ryan terima kasih, ee, sesi wawancaranya sudah selesai bu ya. b : oke. http://riset.unisma.ac.id/index.php/jreall/user 89 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i2.10953 volume 2 | number 2 | p. 89-100 published on april 29th, 2021 efl students’ perceptions on stimulated-reflection (vsr) video as a learning strategy to increase speaking performance in indonesia public university nurul fadhla universitas muhammadiyah prof. dr. hamka, indonesia *correspondence: nurulfadhla2@gmail.com abstract video-stimulated reflection has long been used in teaching and learning. one of the uses of videostimulated reflection is in learning the english language. for this reason, this paper discusses students' perceptions in a private university in jakarta, indonesia, about applying the method of video stimulated-reflection as a learning strategy to increase speaking performance. there are two objectives in this study. the first objective was to reveal what is the efl students' perception of video-stimulated reflection. the second objective was to know to what extent the video-stimulated reflection method helps students to enhance students speaking performance. data were collected via journal reflection and interview. the data were analyzed by content analysis of the qualitative data. four students of the private university were recruited to participate in this study. they were asked to record their speaking activities and complete journal reflection to capture their voice toward video-stimulated reflection. at the end of this research, an interview was also delivered by these students. the findings show that most students perceived positively toward video stimulated-reflection. moreover, this study shows the strengths and weaknesses of video reviews; the problem faced when making the video, the aspect that needs to be improved, the efficiency of video stimulated-reflection, and students' focus when viewing the video. the findings are useful for efl students involved in learning the use of video-stimulated reflection to enhance speaking performance. keywords: video stimulated-reflection; speaking performance; perception of students efl introduction reflection is an activity to look back on self, in which individuals engage in-depth thinking to selfevaluate the strength and limitation. many authors have defined what is called reflection. reflection is a phase in which individuals participate in careful thought and reflection about their own actions and social circles to improve their behavior (leinonen et al., 2016). arp (2016) notes reflection is thus regarded as an activity that, through metacognitive thinking, may enable students to grow their consciousness. along with this growth, rosalina et al., (2019) note reflection is an aspect of selfevaluation to observe others' strengths and limitations, which are interrelated in thought and movement. video stimulated reflection, also known as video stimulated recall, offers benefit to foreign language students that can improve speaking skills. a study by chien et al., (2019), in comparison to the non-peer-assessment-based video-stimulated reflection approach, investigate whether learning with the peer assessment approach in video-stimulated reflection will improve students' englishspeaking performance learning enthusiasm, and critical thinking and decrease their english learning anxiety. the findings show that the peer-assessment-based svvr approach had more beneficial effects on pupils' speaking english, learning motivation, and critical thinking, and also decreasing their learning english anxiety when opposed to the non-peer-assessment-based svvr method. another study by lópez & tepetla (2017) examines the influence of video-stimulated reflection of oral taskbased on the growth and development of students' speaking skills. the finding shows that increase vocabulary self-confidence, inspiration, fluency, and improved pronunciation resulted from this http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i2.10953 nurul fadhla 90 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license research intervention. moreover, christianson et al., (2009) investigate evaluating the efficacy of videostimulated reflection for academic speaking. the result shows that video-stimulated reflection has been well received by most students and instructors as conducted in the academic speaking course and the large majority recognize that it is an efficient way to develop an understanding of proficiency in spoken english in academic contexts. according to borg (2006) cited in schmid (2011) observed that in the 1950s, video-stimulated reflection began to be used in educational research; however, it was not until the 1970s that video-stimulated reflection began to be implemented in the language area cognition research for teachers. the examination of the previous studies, as discussed earlier, has presented some critical issues concerning the researcher and collecting data. the limitation of the study by li (2018) was shown that the researcher was both the control and experimental groups' mentor, which had the potential to induce bias in the results study. besides, a study by encalada & sarmiento (2019) indicated that the survey was conducted online and that the lack of a qualified interviewer to explain questions could have resulted in less reliable data. the study of applying video simulated reflection as a learning strategy to enhance efl students' speaking performance in university contexts in indonesia is understudied. thus, it is essential to examine the use of video simulated reflection as a learning technique in classrooms speaking efl students in indonesia helps increase efl speaking performance. this study aimed to investigate students' perceptions of video simulated reflection as a learning strategy to increase efl students' speaking performance. this research was conducted to determine the efficacy of applying video simulated reflection as a learning technique to improve efl students' speaking performance. the following research questions will investigate this study: 1. what is the efl students' perception of video-stimulated reflection? 2. to what extent does the student's video-stimulated reflection strategy help to enhance students speaking performance? the findings of the current study will significant to the extent they will contribute to the current literature on student's perception of video-stimulated reflection in increase speaking efl performance. more importantly, recent research may identify the future problem in speaking performance within the indonesian classroom context and enable the related parties to search for alternative solutions addressing the issues. a video stimulated reflection method was chosen to enable the participants to provide the opportunity to speak in outdoor class and express their perceptions toward method video stimulated reflection. video-based learning currently, video-based learning (vbl) is recognized by the researchers of technology-enhance learning (tel) as an efficient opportunity for learning in online teaching events yousef, chatti, schroeder (2014). some of the benefits of video-based learning from several studies (baloian et al., 2000; kumar et al., 2001; piccoli et al., 2001) that summarized in (zhang et al., 2006), offers flexibility in time and place; results in budget and time savings for institutions of education; facilitates selfdirected and self-paced learning by enabling practices focused on learners; build a collaborative learning environment by linking each learner with experts and peers who are physically dispersed; enables unrestricted access to electronic education equipment; enables the updating and maintenance of information in more timely and reliable way. many research studies related to video-based learning. shih (2010) carried out a study analysis. this study aimed to develop a hybrid teaching and learning model integrating online and face-to-face instructional blogging for an english course called english public speaking for specific purposes. the research methodology mixed qualitative and quantitative approaches and included input from colleagues and coaches, interviews, self-reflection, and a survey of learning satisfaction. the study involved a total of 44 seniors from college who was majoring in english. study results showed that if the blended model is implemented with sufficiently supportive equipment and course plans, it could contribute to learning effectiveness and student satisfaction. http://riset.unisma.ac.id/index.php/jreall/user perceptions students efl about video stimulated-reflection (vsr) as a learning strategy to increase the speaking performance in indonesia public university 91 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license another study was conducted by vural (2013). in this study, the focus is primarily on investigated the effect of the interactive online video environment embedded in questions on student achievement. a quasi-experimental design was developed to compare the effectiveness of a questionembedded interactive video environment (qve) and an interactive video environment without the component in question (ive). the data were taken from 318 teacher education students enrolled in a computer literacy implementation level course. in order to investigate the impact on student achievement of the question-embedded online video-based environment tool, a quantitative design approach was used. two quizzes were administered, as were two surveys. the research findings show that the question-embedded video-based environment facilitates learning for students, increasing student engagement and spending time on learning materials. moreover, a study by sun & yang (2013) the research was participated by 14 undergraduate students. this current study employs web 2.0 technologies-youtube and facebook-as networks to incorporate software. the results suggest that the project strengthened efl students' public-speaking skills (e.g., growth of ideas and material and pronunciation), actually built their optimism in english speaking, and empowered them to develop their own education process and methods. video stimulated reflection video stimulated reflection has been researched in the teaching context, but in the speaking, context is underexplored. gazdag et al. (2019) note that video-stimulated reflection is a helpful methodology for gaining deep insight into the critical thought processes and values of inexperienced teachers, as well as the views that drive their pedagogical work. according to borg (2006) cite in schmid (2011), the use of video-stimulated reflection has been proposed as a suitable method of data collection to examine the principles, attitudes, assumptions, hypotheses, and techniques underlying the actions of teachers and their decisions. video-stimulated reflection has advantages and limitations. the advantage of video-stimulated reflection is that video-stimulated reflection may evaluate the fundamental thinking behind pedagogical actions and decision-making procedures and patterns. there are limitations of the videostimulated reflection methodology. there are certain constraints: the process is very time-consuming and energy-intensive. another challenge is that school placements or teaching placements have been carried out in various schools (e.g., the environment, organizational conditions, under the guidance of mentors who perceive different positions, etc.), so they are very difficult to compare (gazdag et al., 2019). there is some study that examines the use of video-stimulated reflection in the foreign language teaching context. for example, gazdag, nagy, & szivák (2019) conducted a study to investigate the benefits of the video-stimulated reflection methodology in teacher education. interviews were used as a data collection tool in all studies as an attribute of the stimulated reflection technique. the results show that incorporating vsr into teacher education may have several advantages in terms of professional development and dedication to quality improvement. mulyono (2018) investigate the english foreign language (efl) teacher talk from teachers' own viewpoints. a video-stimulatedreflection approach was used to collect qualitative data on teachers' impressions of their own teacher speaking. the findings also demonstrate the role of efl learning beliefs and a good efl instructor in deciding the amount of instructor speech. also, schmid (2011) explores the use of video-stimulated reflection as both a tool of study and as a means of professional development for teachers. findings based on the study of the abundant amount of data collected suggest that teachers used videostimulated dialogues as effective opportunities for reflection, self-assessment, and pedagogical development. there have been several studies that conduct a video-stimulated reflection as a learning strategy to enhance speaking performance. a research work conducted by li (2018) targeted at examining the usefulness of video-assisted stimulated-reflection in teaching efl students to make oral presentations and the opinions of the students of its pedagogical usage. this research uses a quasi-experimental twogroup pre-test, post-test comparison design that is used to collect data. for 14 weeks, the experimental http://riset.unisma.ac.id/index.php/jreall/user nurul fadhla 92 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license group (n=14) and the control group (n=15) conducted the same instruction methods, while only the experimental group completed self-reflection that was supported by video. the findings indicated that video-assisted stimulated-reflection successfully improved the use in communication of nonverbal elements by students and that students viewed video-assisted stimulated -reflection as beneficial practices. another research was undertaken by encalada & sarmiento (2019). this research sought to classify the impression students had when they self-recorded videos as a way to improve their verbal ability. this research was conducted at two ecuadorian universities. the researchers used an electronic survey to collect the data to identify the students' perspectives on the use of video-stimulated reflection to develop speech skills. the researchers wanted to examine how participants felt and what suggestions they would provide in future classes to promote the use of this approach or, in the worst case, avoid using this method. a different study-related video stimulated reflection in a research work conducted by lefebvre (2015). examined what categories arise, and then to evaluate what categories and subcategories apply to various estimation styles, review the self-generated feedback of students from their insightful and persuasive speeches. the second purpose of this research is to investigate the similarities and differences between styles of estimation and the ways in which students self-assess their voice. a total of pupils (n= 71) gave speeches, watched video recordings, and generated self-generated feedback. findings revealed that when self-evaluating, a greater proportion of students (e.g., underand overestimators) tended to illustrate feedback norm differences. the lack of perceptual convergence for over-and under-estimators may mean that these students may not understand the fundamental communication skills being taught due to the interrelationship of recognition and implementation skills, especially for public speaking. perhaps the critical aspect of convergence in interpretation is the precise approach to self-evaluation by estimators. mobile devices in recent years, technology-assisted language learning has gained growing attention, and related studies include computer-assisted language learning, mobile-assisted language learning, and language learning that is ubiquitously assisted (huang et al., 2011). smartphones, games consoles, digital cameras, video players, netbooks, in-car satellite navigation, and portable computers are all included in mobile devices (traxler, 2010). mobile devices provide new opportunities for language education, but their use is still very limited, especially with regard to learning to speak (youn ahn & lee, 2016). there are many benefits of a mobile device for english foreign language, first, such as simplicity, low cost, the small size of equipment, and user-friendliness (huang et al., 2011). second, it helps to address many limitations and barriers faced by the face-to-face classroom of english as a foreign language (efl), such as a lack of resources for language use, individualized learning, feedback, and interactions (youn ahn & lee, 2016). third, self-efficacy, degree of control, and personal significance involved help increase motivation in practice (oberg & daniels, 2013). there have been several studies that conduct mobile devices as a tool for second language learning. a research work conducted by (youn ahn & lee, 2016) the goal of that research is to examine user experience of a mobile-based learning program that is improved by speech recognition technology to improve the language skills of the learners of efl (english as a foreign language). speaking english 60 junior, which is established in korea for middle school students, is fitted with automatic speech recognition (asr) for students' self-regulated speaking practice. it used open-ended survey questions to gain insight into the responses of consumers. the results showed that, generally, the students have positive attitudes towards the program being used to learn how to speak. another study related to mobile devices that conducted by taj, sulan, sipra & ahmad (2016). this performed meta-analysis of 13 studies published between 2008 and 2015. four-point standards for choosing analytical research are focused on the year of publication, quasi-experimental design, pretest and post-test technique, and finally, mobile device use for involvement. analytical findings suggest that mobile-assisted language learning mall fostered the training on efl. http://riset.unisma.ac.id/index.php/jreall/user perceptions students efl about video stimulated-reflection (vsr) as a learning strategy to increase the speaking performance in indonesia public university 93 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license methods the participants in this study were students from a faculty of teacher training and pedagogy (fttp) in a private university in indonesia who take the department of english education. participants in this research are non-native speakers. a total of four efl students was recruited to participate in this research. the fourth names of these participants are disguised. table 1 participants name ⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰⃰ province age sex education kinanti west jakarta 22 f bachelor degree putri west jakarta 22 f bachelor degree wati west java 23 f bachelor degree wirasti east jakarta 22 f bachelor degree *the participants have been given pseudonyms the present study uses a qualitative method to identify students' perception in applying video self-reflection to develop speaking skills. a video-stimulated reflection approach was used to collect the data. orlova's (2009) fourth-phase procedure was adapted, as shown in figure 1 below: figure 1. orlova's (2009) video-elicited reflection procedure four-phase procedure: 1) preparation for videotaping: after determining the schedule and explain activities that will do in this research. students asked to record their speaking performance. students are allowed to speak free theme and free time and record themselves from up to bottom. 2) self-viewing: in this phase, students are asked to view the video which has been made. 3) write journal reflection: after made a video, students immediately write a journal reflection. 4) interview: in the fourth phase, the researcher did semi-structured interviews with participants to ask questions about students' perceptions towards method video-stimulated reflection. the interview took approximately 10 minutes. the interview consists of nine questions. a semistructured interview is a verbal exchange where, by asking questions, one person, the interviewer, tries to obtain information from another person (longhurst, 2003). 1. preparation for video taping 2. self viewing 3. write journal reflection 4. interview http://riset.unisma.ac.id/index.php/jreall/user nurul fadhla 94 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license to analyze the result of the study researcher used the qualitative data of the four students' written reflection, and interviews were analyzed using thematic content analysis. there are five steps when analyzing data. in the first step, transcript the reflection journal and semi-structured interview of the four participants, the second step is to read journal reflection and semi-structured interview, the third step is coding journal reflection and semi-structured interview. the coding was based on categories that emerge. the fourth step is combining data according to themes, and the last step is an interview report. the step analysis data are shown in table fig 2 below. figure 2. data analysis's process table 2 themes and codes. themes codes video review the strengths the weakness problem preparing camera feelings making material problem preparing camera feelings making material efficiency to increase students speaking students focus oral expression nonverbal element results and discussion in the present study, the structure finding of data using the pattern of (rosalina et al., 2019). the outcome revealed some students' perception towards the method video stimulated-reflection among others, the strengths and weaknesses of video review, the problem when making the video, the aspect that needs to be improved, the efficiency of video stimulated-reflection, and focus of students when viewing the video. the strengths and the weakness of video review can see the limitations transcript data read journal reflection and interview coding combining data according to themes interview report http://riset.unisma.ac.id/index.php/jreall/user perceptions students efl about video stimulated-reflection (vsr) as a learning strategy to increase the speaking performance in indonesia public university 95 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the study results demonstrated the strengths of video review. one of the strengths of video review is students can see their limitations when speaking to increase students' future speaking. for example, wati and wirasti said in an interview that she be able to see themself when speaking to know the weakness. this was shown in the interview: "like in the mirror, so i can see myself. by watching the video, i can improve. for example, the body movements i have to be like this, my pronunciation is like this, it should be better." (interview wati). "the positive thing is i can see myself, oh, i like this. i can see the lack when speaking, how awkward the expression does not exist." (interview wirasti) feels embarrassing, nervous, and fixated on the lack the weakness of video review is that it feels embarrassing, nervous, and fixated on the lack. for example, putri wrote, she feels embarrassed and nervous when viewing the video. this was shown in: "my feeling when watching my video speaking; i am embarrassed because it turns out i often see the texts. then i felt nervous because there were pronunciations that i mispronounced." (journal reflection putri). "the negative thing it gets fixated on what i see from the videos i watch. for example when speaking, then watch the video. i think the pronunciation lacks, so i think the pronunciation has to be good in the next video. while it is like body language and vocabulary or grammar out of mind." (interview putri) the problem when making a video preparing camera the present analysis findings have shown that there is some problem when making video among others preparing camera. for example, kinanti spoke that she got some problems when making the video. among others preparing the camera and audio. this was shown in an interview: "the weakness is need effort because i have to prepare the camera, then i also must have a tripod. noisy is sometimes a problem because many people and my body are too far from the camera; it is also bothersome when making the video. i also have to add sounds all that stuff." (interview kinanti). feels nervous and stammering feelings emerged as a problem when making videos. for example, wati spoke that she feels nervous and stammering when speaking. this was shown in an interview: "the problem when making the video most basic is still nervous when talking also there is still stammering. maybe because of the lack of vocab and lack of mastery." (interview wati) making material another example is based on students kinanti and putri. they spoke that material is the problem when making a video. students felt difficulty when searched material that will deliver to speaking. this was shown in kinanti and putri interview: "preparing the content is the most important, what kind of content i want to make speaking then how do put the camera, how do i have to stand or sit down, i have to prepare ourselves." (interview kinanti). "the problem maybe because i have to look for material. sometimes it was not easy, so i had to find the material. finally, there was not enough time, so it makes me see the text or stuck when speaking, so in my opinion, the time slightly extended." (interview putri) aspect that needs to be improved aspect of the target language the study results showed that some aspects need to be improved from the aspect of the target language like learn pronunciation, learn vocabulary, fluency. for example, putri, kinanti, wati spoke that aspect that needs to be improved is learned pronunciation and vocabulary. this can be evidence from student answer: http://riset.unisma.ac.id/index.php/jreall/user nurul fadhla 96 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license "in my opinion, the aspect that needs to be improved is pronunciation must often practice, learn vocabulary and more practice at the home." (interview putri). "fluence and vocabulary because sometimes speak in the camera even though i know the english, because speaking in front of the audience or camera be blank." (interview kinanti) nonverbal aspect elements nonverbal aspect elements emerged as the aspect that needs to be improved by students when speaking. this was shown in an interview with wati: "the gesture is still not good and still stiff, the lack of vocabulary, also pronunciation there are still some mistakes." (interview wati) the efficiency of video stimulated -reflection to increase students speaking a review of written reflection by students and interviews showed the efficiency of video stimulated reflection. the students expressed that they felt there is enhancement after using video stimulated reflection, the increase in several aspects such as grammar, not read the text, pronunciation, and gesture. for example, putri spoke that she feels there is an enhancement and change gradually after using the method of video stimulated-reflection, like bringing the full text in the first video, bringing outline in the second video. in the last video, she can speak without bringing text. this was shown in putri's interview: "the most stands out when i bring the text because i think the first time, i made a video, i saw myself reading a large text, so i only focused on my text. in the next video, because i had done a reflective, i tried to only make an outline, and it was beneficial when i watch the second video again. finally, i try not to see the text at all, so the reflective help me." (interview putri). "i think my pronunciation is better than the previous video. for body language, there has been a lot of progress. i have been able to use many gestures. to bring text, this time i didn't bring any text, and for grammar, i have to improve a lot. because of my videos that i watched, there is still a lot of wrong grammar i pronounced." (journal reflection putri) the focus of students when viewing video oral expression an analysis of the students' written text and interview showed that students focus while viewing the video. there are three categories of student's focus, such as oral expression, nonverbal element, and aspect target language. for example, kinanti spoke and wrote that hers focus during made videos such as vocabulary, fluency and pronunciation, and speech. "vocabulary, fluency, and pronunciation, sometimes i overthink about pronunciation, it was correct yet? it was already fluent or not?" (interview kinanti). "that focused is how i speak, how eye contact dares to look at the camera or not, and our fluency. because i am not a native speaker, if i speak in english in my brain, i have to switch language from indonesia to english." (interview kinanti) nonverbal element another example of students focuses when they view video-based on students wirasti, wati and kinanti they spoke that they focus on nonverbal elements like facial expression, gesture during the speaking and body movements. this was evident in the interview: "what i focused on is facial expression; it is like i have not expression on the camera and looks stiff. it is also in the second video still looks stiff, but it's now already better than before. it's not like the first video, still confused about what i will say and can't improve." (interview wirasti). "the first definitely that i focused on is the gesture of appearance, from top to bottom, looking at how i am pronunciation and most of the nervousness. there are pauses and filler when nervous." (interview wati). "keep my attention focused on body movements because my body movements are uncontrollable." (journal reflection kinanti) http://riset.unisma.ac.id/index.php/jreall/user perceptions students efl about video stimulated-reflection (vsr) as a learning strategy to increase the speaking performance in indonesia public university 97 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license this research aimed to examine the student's perceptions using tool video stimulated -reflection to increase speaking performance. the central question that was addressed concerned how fourth students perceive the strengths and weaknesses of video review, the problem when making the video, the aspect that needs to be improved, the efficiency of video stimulated -reflection, and the focus of students when seeing the video. the current study shows the strength of the video review. through video review, the student can see the lack when speaking to enhancing the upcoming speaking. the positive responses to the activity of the strength video review are in line with previous research (e.g., christianson, hoskins, and watanabe (2009), lefebvre, lefebvre, blackburn & boyd (2015). furthermore, this finding is consistent with murphy & barry (2016), who also shows that the strength of the video review, students gained insights into enhancing future presentations by being able to view their presentations. also, wulandari (2019) stated that the instagram video helped them reflect on their weaknesses in conveying the message. this current study demonstrated the problem that emerged when making a video. students mentioned that students feel nervous. in this regard, participants in the research of christianson (2009) state that among the problem of students when making a video is felt nervous. additionally, the problem that emerged that face by the student when making the video is sounds. inline in the results of putri & rahmani (2019) the students mentioned problem that faced during their activities, they faced some of the problems. for example, filming videos: the room's light is too dim to make the video dark, and the surrounding area noisy, to record videos, they used mobile phone cameras, but the video results were not good enough and to get the best results, they have to record videos repeatedly. also students mention problem that emerged that face by student when making video is needs effort when preparing the cellphone and camera it is in line study by ting (2013) mention obstacles found while making a video in window movie maker, there were difficulties when working with technology. the equipment and costumes needed to film the video need to be prepared, feel nervous, and have no video shooting experience, a frustrating aspect of video editing. the other problem that arises when making the video feels difficult when search material. inline, khojasteh (2013) states there is some problem that faced the student when making a video. these problems ranged from attempting to deal with the assigned topic of students, the lack of english language skills and clothing. sari (2020) some challenges that faced students when making video projects, such as the weather and other activities with the deadline near. this current study also demonstrated that aspects that need to be improved from the aspect of the target language like learn pronunciation, learn vocabulary, fluency, and aspect nonverbal element like body movements. the response to the aspect that needs to be improved encalada & sarmiento (2019) state among the aspects that need to be improved, some students experience said that teachers need to teach additional vocabulary so that they can communicate more effectively in the videos. furthermore, the efficiency of video stimulated-reflection, among others enhancement after use of video stimulated reflection, increases several aspects such as grammar, not reading the text, pronunciation, and gesture. the responses to the efficiency of video stimulated reflection in context speaking in line research of (soto et al., 2017) shows that students created a sense of self-awareness of their learning success by engaging in weekly videos as they became aware of the growth in their listening skills, pronunciation, and fluency. also, cutrim schmid (2011) video-stimulated reflection provided participants with effective opportunities to evaluate their reasons for using the technology, assess the influence of iwb on classroom engagement, and monitor their pedagogical progress as iwb users according to the findings of the study. it contrasts with the findings of sari (2020) revealed that the student's english language skills were not significantly improved compared to the outcome of the self-quality enhancements. the focus of students while they view the video. there are three categories of students' focus. such as oral expression, nonverbal elements, and aspects of the target language. this finding is consistent with preview research by li (2018) shows that students concentrated primarily on their use http://riset.unisma.ac.id/index.php/jreall/user nurul fadhla 98 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license of non-verbal elements and oral speech in oral presentations while making video-stimulated reflection, and that video-stimulated reflection was successful in the former area. conclusion the findings revealed that some of the students perceive video-stimulated reflection as one method of teaching the english language that effective in improving efl speaking performance. students reported that video-stimulated-reflection could increase their linguistic aspect (vocabulary, pronunciation, grammar), nonverbal elements (gesture, eye contact, body movements). additional finding revealed there are strengths and weaknesses of video reviews, some problems when making the video. aspect that needs to be improved, the efficiency of video stimulated-reflection, and focus of students when viewing the video. very little research has focused on students' perception of video-stimulated reflection as a method for english foreign language to increase speaking performance. the present study has attempted to enrich the literature on students' perception toward using video-stimulated reflection in speaking context for efl. there is some limitation in this study, among others. firstly, there is no male in this study to produce more generalizable outcomes and need male participants. secondly, this research only knows the perception of students efl toward the use of video-stimulated reflection for increased speaking performance. there is a need for quantitative data collection to know precisely the effectiveness of method video-stimulated reflection for increase speaking performance. references arp, a. 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(2018). preservice efl teachers' talk during a teaching practicum at a lower secondary school : a report on video-stimulated reflection ( vsr ). argentinian journal of applied linguistics, 6(1), 44–60. http://riset.unisma.ac.id/index.php/jreall/user 43 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: doi: http://dx.doi.org/10.33474/j-reall.v3i1.14237 volume 3 | number 1 | p. 43-54 published on february 25th, 2022 the practices of english in indonesian secondary education: a sequential explanatory study siti sangadatul latifah1, moh. arif mahbub2, ismaili3 1,2,3english education departement, universitas islam jember, indonesia 1saadahlatifah22@gmail.com, 2rifelbarzmahbub@gmail.com, 3ismak.alfarisi.gmail.com *) correspondence: saadahlatifah22@gmail.com abstract a growing body of literature on need analysis research has been carried out in indifference areas in various countries around the world. however, need analysis study in indonesian vocational settings situated in marketing programs is still in its infancy. this article aimed at exploring participants’ angles toward the participants’ esp target needs in the marketing program at a private vocational high school (vhs) in east java, indonesia. by adapting hutchinson & waters' (1987) frameworks, this sequential explanatory mixedmethods (creswell, 2014, 2018) employed a web-based questionnaire and a series of semi-structured interviews as the instruments. a web-based questionnaire consisting of 9 items: 2 items asking about wants, 2 items asking about necessities, and 5 items asking about lacks was administered to 15 participants who consented to take part in the recent study. additionally, there were 3 areas of a series of semi-structured interviews exploring participants’ and the english teachers’ feelings about their wants, necessities, and lacks. a descriptive statistical method using spss v.25 was used to analyze the quantitative data, whereas thematic analysis proposed by widodo (2014) was employed to analyze the qualitative data. the findings indicated that there were various perceptions related to their english target needs. conclusions, limitations, and recommendations were then discussed. keywords: english specific purposes (esp); marketing program; need analysis; target needs; vocational high school (vhs) introduction as stated in (mahbub, 2018), the government regulation of the republic of indonesia no. 29 of 1990 concerning secondary education, chapter i general provisions, article 1 (3), implies that the development of students’ skills in vocational education should focus on the specific field. still in the same reference, in article 3 (2), it is clearly stated that to enter to the workplace and developing professional behavior vocational education should give the priority to prepare vocational high school (henceforth vhs) students. accordingly, the students at the secondary level are forced to have qualifications in accordance with their program. for this reason, vocational education should provide opportunities for the students to acquire those competencies in order for them to be ready to contend the demand of today’s marketplace. however, the content of the school-based curriculum (ktsp) dan curriculum 2013 (k13) for vocational education in indonesia had general english material. in fact, the english teachers in both vhs and general schools even use the same course books that are provided by markets that the contents are frequently inadequate to the vhs students’ needs as (mahbub, 2018) has argued. a similar phenomenon has currently occurred in marketing program in one of private vocational high schools in jember, in which the learning materials are not in line with the needs of that field. more surprisingly, the national standardized test (un) conducts by indonesian government has similar contents for all programs in vhs. in fact, it is same as general english and national standardized test (un) or computer based test (henceforth cbt) set as two parameters for high school standards graduation requirements in indonesia. marketing management is one of vocational education program in indonesian secondary schools focusing on providing the students with respect to planning, managing, and evaluating goods http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.14237 siti sangadatul latifah, moh. arif mahbub, ismaili 44 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and services, to fulfill the demands of a particular company or organization. unfortunately, the english coursebook used by the teacher and students in classroom instruction still uses ge. consequently, students with different needs do not meet the growing demands for understanding increased disciplinary/specialized language, knowledge, and practice in which english plays a pivotal role in mediating the development of learners’ specialized language competence and disciplinary knowledge and skills (newton, 2016). for this reason, they are not contextualized for the students of marketing management program. this present study was anchored on hutchinson & waters' (1987) need analysis framework that encompasses two essential points “target needs” and “learning needs”. target needs include three subcategories: necessities, lack, and wants, and two main points of learning need: learning strategies and basic language skills. this study limits only on investigating disclose specific content of target need areas that the participants feel they should learn. as described earlier, a question arises is “what are the needs of english in vocational education marketing programs?”. therefore, this study aimed to identify the english needs of practicing english through the need analysis perspective in the context of vhs, in the marketing program. in addition, this study also aimed to identify the need for english in the marketing program are based on the learners’ target need in the process of syllabus design. the contribution of this study will enrich references to develop or design english materials in marketing programs in accordance with the students’ needs. another contribution of this present research is as constructive inputs for curriculum designers to develop english materials for students’ marketing programs suited to their needs. methods drawing upon the postpositivism and constructivism paradigm (creswell, j., 2009, 2018) this current research employed a sequential explanatory mixed-method design (fraenkel et al., 2012; ivankova et al., 2006; johnson & onwuegbuzie, 2007) to invsestigate students’ needs for english in the realms of vocational education in indonesia. all-necessary data were collected via a web-based questionnaire first and a semi-structured interview. research context and participants. the procedure of participants recruitement was adopted from hammersley & traianou (2012). more specifically, we illustrated those procedures in this following part. initially, we called one vhs head master to ask for permission in conducting this present study. then, the head master informed the english teacher about this research. we asked for an access to the students via whatapp group. only then, we sent a letter of consents to the students via that platform. after signing the letter, of 32 students, fifteen (n = 15) students and one female english teacher voluntarily took part as research participants in this research project. there were from one of a private vhss in jember, indonesia. they were comprised of (64.2 %) female and (35.7%) males, ranging from 16 to 18 years of age. the english teacher with a bachelor’s degree has taught in vhs for about 11 years. those all data are shown in the following table in more detail. those all demographic data are illustrated in the following table in more detail. table 1. demographic characteristic of the students categories f % gender male female 6 8 35.7 64.3 age 16 17 18 1 10 3 7.1 71.4 21.4 program marketing 14 100 grade level second grade 14 100 instrumentations. for data-gathering instruments, questionnaires and semi-structured interviews were employed in this current study. to protect the privacy of the participants, a web-based questionnaire was intentionally http://riset.unisma.ac.id/index.php/jreall/user the practices of english in indonesian secondary education: a sequential explanatory study 45 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license designed anonymously and uploaded via google form suggested by dornyei&taguchi (2018). the questionnaires were mainly adopted and modified from many scholarly articles (alsamadani, 2017; liu et al., 2011; prachanant, 2012). in addition, the questionnaire consists of 11 items in 2 separate parts with different response formats (closed-ended and 5-points likert-scale from 1 (never) to 5 (always). the first part consisted of 2 items was designed to obtain participants’ biographical profiles about their ages and genders, as suggested by several scholars (dornyei&taguchi, 2018; kouritzin, 2004). moreover, the second part contained of 9 items intended to collect participants’ perceptions about their english target needs in the marketing program with three aspects measured namely wants, necessities, and lacks. more specifically, those items included 1 item about participants’ aims for learning english, 1 item about contextual issues of uses english for their future work domain, 1 item around the importance of the four language skills for their future work domain. 1 item of their proficiency level in the four basic language skills. 2 items regarding speaking difficulties, 1 item related to listening difficulties, 1 item regarding reading difficulties, and 1 item about writing difficulties. before administering this instrument, the questionnaire was consulted to two experts specifying in the na field. they were also involved to evaluate the content validity of this instrument. based on their review, comments, and feedback, some inappropriate items were removed (items 8, 11, and 13) and some sentences with inappropriate diction were also modified (items 7 and 10). after the review and modifications, to validate this instrument, it was tested with a sample (5 students) who were not participants in this study. finally, 9 items web-based questionnaire was created and distributed to the participants. the second instrument was a semi-structured interview carried out with both english teacher and students. it was conducted in bahasa indonesia with voluntary participants as suggested by ghany & latif (2012). adopting the structure of questions from several academic scholars (alsamadani, 2017; uzun, 2018), it contained 3 questions including their wants, necessities, and lacks in joining english course. since the pandemic of coronavirus (sars-cov-2) outbrake, we used whatsapp voice notes to deliver the questions. furthermore, the semi-structured interview was also addressed to the english teacher. it was conducted to obtain deeper and more detailed information and also to clarify the data into the themes of the questionnaire. this interview was conducted for approximately 15 – 30 minutes. finally, the findings were analyzed and the conclusions were drowned. procedure in the first stage of gathering data, the quantitative data from web-based questionnaire was employed via google form. in addition, a web link was made and posted on a social media platform. over a period, 14 days in overage the participants responded to the questionnaire. furthermore, a semistructured interview was conducted approximately two days after the questionnaire distribution and it was recorded on audio-recorder to have accurate data for analysis. data analysis data gained from the web-based questionnaires were then analyzed by using a descriptive statistical method by presenting frequencies, mean (m), standard deviation (sd), and percentages (%) using spss v.25. further, the reliabilities of these instruments were also tested using cronbach’s alpha showed 0.706, signaling high reliability (cohen et al., 2007, p. 506). moreover, the verbal data from the audio-recorded interview was analyze using several steps of data analysis framework (widodo, 2014) including (1) listening to the audio-recorded to find the appropriate themes (2) transcribing the verbal data, (3) coding and classifying the data, (4) interpreting and communicating interview data (5) building credibility by providing an opportunity to the participants to do member checking prosess. results and discussion willingness http://riset.unisma.ac.id/index.php/jreall/user siti sangadatul latifah, moh. arif mahbub, ismaili 46 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the data in the table reveals participants’ perceptions of their english target needs. it means that the average score and standard deviation (sd) are also provided. the sd value in the table is approximately 1. it shows that participants’ responses are close to the average. the participants were asked to show their goal of learning english for a future career or future education, which of two options they prefer (item 1). most of the participants (n = 11, 73.3%) admitted that they more prefer learning english for their future career than for future education (n = 4, 26.7%). in response to the second question (item 2) about their future job career, it is reported that entrepreneur is their most likely job career 10 (66.7%), while sales executives 2 (13.3%), business office 2 (13.3%), and only 6.7% (n = 1) of marketing supervisor were also reported as one of their possible future work environments. an overview of participants’ responses to questions 1 – 2 is illustrated in table 2. table 2. students’ view about purposes for learning english and uses english for their future work domain. wants options f % 1. the aim for learning english for future career for future education 11 4 73.3% 26.7% 2. future job career business office sales executive entrepreneur marketing supervisor 2 2 10 1 13.3 % 13.3 % 66.7 % 6.7 % to support the result of the web-based interview, we conducted a semi-structured interview with 4 students (1 male and 3 female) and 1 english teacher (1 female). the results of the interview data analysis revealed three main topics concerning the establishment of target needs in vocational settings: (1) wants, (2) necessities, (3) and lacks. item 1 asked participants' goals in learning english, they stated that their goal of learning english was for their future careers. as expressed in the following excerpt: ‘… i'm studying english for my future job after graduation [from vocational high school]’. (participant 2, female) i'm learning english for preparing my oral skill to be competent in my future career. so, i can compete [with others] in my work place’. (participant 3, female) i took english course because i want to be a millennial entrepreneur, [because] i want to have my own business and promoting our product to other countries.’ (participant 4, male) the data gathered from the interview considering participants’ wants indicated that their goals of learning english are for their future job career. this means that the interviews and the questionnaire express a similar idea. necessities the next aspects were concerning participants’ necessities including the importance of the four language skills (item 3) and participants’ proficiency in four language skills (item 4). based on the result in table 3, reported that a vast majority 9 (60%) claimed that speaking is the most important skill for their future work, followed by reading skill 20% (n =3), writing skill (n =2, 13.3%), and only 6.7% (n =1) for listening skill. table 3. students’ perceptions of the importance of the four language skills for their future work domain. necessities options f % 3. the most important language skill for a future job reading 3 20 writing 2 13.3 speaking 9 60 listening 1 6.7 for item 4, more than a half of participants (n = 7, 53.4%) reported that they have the ability in reading skill, and (n = 4, 26.7%) are competent in the skills of oral expression, writing skill 3 (20%), and only 7.6% are competent in listening skill. table 4 depicts the results of item 4. http://riset.unisma.ac.id/index.php/jreall/user the practices of english in indonesian secondary education: a sequential explanatory study 47 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 4. students’ perceptions of their proficiency in the four language skills. necessities options f % 4. proficiency in four language skills reading 7 53.4 writing 3 20 speaking 4 26.7 listening 1 6.7 in terms of participants’ necessities, speaking skill was found to be the most crucial skill for their future job. likewise, quite a few participants reported: ‘… to me, speaking skill [the most important]. [because] speaking english can increase our self-confidence level like when we are presenting goods, serving customers, etc.’ (participant 2, female) ‘[i think] speaking is the most needed [skill]… [and also] as in my majoring [marketing program] we have to be able to develop public relation with both face to face and digital marketing.’ (participant 2, male) in this situation, the english teacher clarifies that oral skill becomes the essential point for their future job career. as expressed: ‘since my monitoring so far, those [four skills] are connected. but speaking has become the main skill for their work prospects [in marketing program]. [because] marketing is related to how they market the product, control the product, run the product, goods or suits and they will communicate with many people both in domestic [indonesia] or overseas [other than indonesia].’ (participant 5, female) for the participants’ proficiency, most of the participants reported that they have abilities in reading. ‘…. i'm the best at reading [skills]. [because] i like it. (participant 1, female) ‘i’m able to read well. … i’m very excited to be a good [english] reader. (participant 3, female) it means that these collected data also attesting the results of the questionnaire. weaknesses the next aspect involves the lack of participants, including the participants’ difficulties in four language skills. in reporting these findings, we summarized the number and percentage of participants who reported the frequency of difficulty as “always or often”, and the number and percentage of participants who reported the frequency of “seldom or never”. the data in the table reveals participants’ perceptions of their english target needs. it means that the average score and standard deviation (sd) are also provided. the sd value in the table is approximately 1. table 5 demonstrated participants’ perceptions of their speaking difficulties, including using inappropriate words (item 5), and lacking confidence in speaking (item6). based on the result of q5, 6 (40%) participants claimed that sometimes they had trouble using appropriate words when speaking. for the same amount of participants also express that they are weak in using appropriate diction. whereas for the same amount of participants in (m= 3.26, sd= 0.88) acclaimed infrequent response, the remaining response was only 20% (n = 3). in response to item 7, slightly over half of the participants (n = 9, 60%) claimed that they lacking the confidence to speak. 20% (n = 3) of participants were occasionally considered a choice (m= 3.60, sd =1.24). the rest show that they can speak confidently. table 5. students’ perception of their speaking difficulties lacks always often sometimes seldom never mean sd how often do the following happen to you? f % f % f % f % f % 5. using inappropriate words. 1 6.7 5 33.3 6 40 3 20 0 0 3.27 0.88 6. lacking confidence in speaking 4 26.7 5 33.3 3 20 2 13.3 1 6.7 3.60 1.24 for item 7, a concern of listening difficulties almost a half percent of the answers 46.7% (n=7) seldom get difficulties in understanding the main point of conversation. meanwhile, (n=3, 20%) showed difficulties. and 33.3% in the neutral option. table 6 depicts the results of item 7. table 6. students’ perception of their listening difficulties. lacks always often sometimes seldom never mean sd http://riset.unisma.ac.id/index.php/jreall/user siti sangadatul latifah, moh. arif mahbub, ismaili 48 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license i have trouble in… f % f % f % f % f % 7. the understanding subject matter of talk. 1 6.7 2 13.3 5 33.3 7 46.7 0 0 2.80 0.94 the following features are related to participants’ view of reading difficulties they encountered. item 8 asked the participants how difficult it is to find the keywords in the texts. as expected less than a quarter of 20% of responses stated to have skimming problems. at the same time (n=7, 46.7%) of the responses expressed get easier in skimming, and the rest 33.3% choose sometimes option (m= 2.80, sd = 0.94). table 7 illustrated the result of q8. table 7. participants’ perception of their reading difficulties. lacks always often sometime seldom never mean sd i have trouble in… f % f % f % f % f % 8. skimming 1 6.7 2 13.3 5 33.3 7 46.7 0 0 2.80 0.94 the data are shown in table 8 present the results of the questions design to explore the problem of participants’ writing difficulties. for item 9, the results obtained from item 9 illustrated that 7 (46.7%) participants were unable to express their idea, while 40% (n=6) choose the middle answer and only 13.3% (n=2) of participants were able to express their idea appropriately. the results are illustrated in table 8 for more detail. table 8. students’ perception of their writing difficulties. lacks always often sometimes seldom never mean sd i have trouble in… f % f % f % f % f % 9. expressing ideas appropriately 1 6.7 6 40 6 40 2 13.3 0 0 3.40 0.82 furthermore, we also confirmed the same result in the interview transcription related to the aspects of participants’ difficulties in english learning. the interview transcription turns out that they were lacking confidence in speaking and understanding fast or long-text descriptions in english. ‘…i’m so shy to speak in english, [i feel] afraid of making mistakes.’ (participants 1, female) ‘….i think the difficulty of my student is related to their ability to speak … lacking confidence in speaking english.’ (participant 5, female) in terms of participants’ lack of learning english, those data also correspond to the data resulted from web-based questionnaire. the next issue is whether the textbook materials are relevant to the students’ career field. the thematic analysis revealed of this question show that the teacher admitted that the materials in the textbook were fundamentally irrelevant to the students’ career area, which she presented in the following excerpt: in my opinion, the government-mandated textbook does not serve the materials suite with students’ needs, especially in the marketing department. that is why i must be selective in choosing the right materials for my students. (participant 5, female) it was difficult for the students, to record their feelings in detail because their comments were limited. in this section, we will provide an in-depth description of the english needs of vhs students resulted from the web-based questionnaire and semi-structured interview. the findings from the data analysis are going to be presented in the following parts in more detail. in this research, table 2 reflects of participants’ goals of learning english q1 and q2. participants mainly express their intention to continue their studies in higher education and to get a http://riset.unisma.ac.id/index.php/jreall/user the practices of english in indonesian secondary education: a sequential explanatory study 49 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license job these data are supported by the interview result. for q1 reported the majority of participants (73.3%) admitted that their goal for learning english is to get a job. from these data, it can be said that vhs students already know about what they want after graduating from a marketing major. these results are consistent with previous studies by many academics (alqunayeer & zamir, 2016; anwar, 2019; boroujeni et al., 2013; guiyu & yang, 2016; hossain, 2013; liu et al., 2011; nimasari, 2018; poedjiastutie & oliver, 2017; sujana et al., 2020) admitted that getting a job has been considered as their primary learning goals. this is following indonesian government regulation no 29 of 1990 in article 3 (2), which says that vocational education should give priority to the students to be ready to enter the workplace (mahbub, 2018). however, a recent scientific publication reported contradictory phenomena that during 2016-2019 the average unemployment rate in indonesia has significantly increased from 44.34% to 60.09% (ohara et al., 2020). this reflects that there is no link and match between vocational education outputs and the labor market. in the 21st century, the competition in today’s workplace is extremely fierce. moreover, in this digital age, more and more workplaces are becoming multicultural and multilingual in all areas, it also reveals the required of foreign language and cross-cultural communication even in the simple task at the workplace (vogt & kantelinen, 2013). thus, vhs graduates must be prepared to compete in digital marketing. in terms of the future job they wanted (q2), the statistic data indicated that 66.7% confessed that they wanted to be an entrepreneur. these data were supported the interview transcription. becoming an entrepreneur plays a critical role in economic growth. for mahmood et al. (2020), producing students with entrepreneurial skills and competencies will guarantee the success of an entrepreneurial program. consequently, the course contents should be carefully designed to accommodate the students’ needs suited to their program. on the other hand, the indonesian government focuses on the national examination as one of the final standards for all majors, where the content is not in accordance with each major (mahbub, 2018). foreign language proficiency is important throughout the career for workplace professionals. in q3, participants were asked to respond on what skill they will emphasize for their future work. based on the verbal and statistical analysis, the vast majority of participants (60%) assumed that speaking is the preferred skill. the participants expected that they can produce english well in communication especially in terms of international collaboration. it is sensible to say that speaking is the most important skill. this finding echoes the conclusions of many studies(anwar, 2019; fadel & rajab, 2017; guiyu & yang, 2016; hossain, 2013; liu et al., 2011; nimasari, 2018; poedjiastutie & oliver, 2017; prachanant, 2012; saragih, 2014; sujana et al., 2020) confessed that speaking has been measured as their crucial skill needed for their job, particularly in the 21st-century labor markets (sebastianus et al., 2019). on the other hand, interview transcription data indicated that participants were lacking confidence in speaking. this means that there is a gap between their necessities and communicative competence. when asking about the participants’ proficiency in english language skills q4, the statistic data and oral transcription reported the same ideas that more than a half of participants 53.4% admitted that they have competencies in reading. the interview transcription also indicated that participants felt confident and excited when the teacher give them reading tasks. this finding corroborates with alsamadanis' (2017) study in saudi claimed that reading is their most capable skill. students reading skill and their critical thinking skills have significantly correlated with successful learning (adjoa & mai, 2016). unfortunately, reading materials in the indonesian government-mandated textbook are too general reading content. it significantly proved that there is a missing link between the reading materials studied and the necessary reading content. therefore it is highly required to redesign the reading content materials in that textbook suited to each program (mahbub, 2018). for q5, participants were asked how often they using inappropriate words when speaking. in this case, students are supposed to be able to select the words that are close to the marketing topics given. the responses reported a total mean of one-third and .88 for sd indicated that using appropriate diction still becomes their obstacle in speaking english. this means that students cannot construct vocabulary cohesively in their speech production. this finding linked up with prachanants' http://riset.unisma.ac.id/index.php/jreall/user siti sangadatul latifah, moh. arif mahbub, ismaili 50 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license (2012) study in thailand which found that using appropriates diction has been ranked as the most serious problem encountered in oral communication. similarly, research in three provinces in eastern indonesia by sebastianus et al. (2019) affirmed that the main strangle for students to practice their english is using proper vocabulary. though alqahtani (2015) argued that vocabulary mastery is a crucial component for students, which significantly influences the success of communication. lacking confidence in speaking was examined beyond the questionnaire item 6. the analysis evidence that slightly over half (60%) of respondents perceive it difficult to speak confidently. this was clarified by the english teacher interview result which affirmed that they are shy and afraid of making mistakes when speaking english. these findings were aligned with preliminary research, which claimed that respondents mostly felt afraid of having miscommunication due to they did not have enough confidence (saragih, 2014) especially in public-speaking (fadhla, 2020) causing their hesitancy to speak up (alqunayeer & zamir, 2016). these become the primary factor that hinders the use of language in communication. as previously described, the dominant of participants agreed that speaking ability becomes the most notable capability for their desired jobs in the future. hence, one of the fundamental steps is to remind students of the importance of mastering oral skills for their long and short-term career plans. furthermore, what is taught at the school is highly required as the most reliable resources to fill these gaps among their outstanding abilities and their insufficiency of selfconfidence (kahramanoglu et al., 2018) regarding the participants’ adversities of listening (item 7) almost half 46.7% of participants indicated that they had not sufficiently in understanding the subject matter of talk, similar to salems' (2017) conclusions. the same tendency was also notified by several academic researchers, nushi & oroujis' (2020) stating that unfamiliar with the phonological process of pronunciation become the greatest strangle in understanding the main idea of talk. on the same side, prachanants' (2012) informs that the participants were mostly unable to understand the different accents of both native and nonnative speakers. the speaker speaks too fast was also reported as the obstacle of understanding the central point in listening (ilhan, 2018). in the light of the previous findings, confirm that most of the students are unaware of the importance of listening skills (alsamadani, 2017; boroujeni et al., 2013). it contradicts tunagürs' et al. (2021) findings assert that productive skills (listening and speaking) are the most essential aspect of successful communication. it shows that is mutual reciprocity between listening difficulties and participants’ language proficiency. in terms of participants’ reading difficulties (q8), the result evidenced that more than a quarter 26.7 % of participants confessed troubles in skimming texts. this means that they were fully aware of the importance of fast-finding keywords in texts is undeniable. this remark is in line with kose et al. (2019) study stating that being able to skim through relevant articles and books in a particular area becomes the most frequent reading needs. this is confirmed by atai & nazari, (2011) who reported the same case, most of the participants assessed that skimming text becomes the substantial point in reading sub-skill. adjoa & mais' (2016) also confirmed that being able to guess the unfamiliar vocabulary supports the reader to quickly find the keywords of the texts. as aforementioned earlier, reading is the skill that the dominant of participants has mastered. this represents the result of verbal and numerical data show that they are good at reading and confident in reading tasks, similar to the results of alqunayeer & zamirs' (2016). this shows that there was a significant correlation between reading difficulties and participants’ language proficiency. lastly, regarding the participants writing difficulties (q9) the amount show less than a half 46.7% of respondents recognized that they have trouble in expressing ideas appropriately. these inventions fit the yuvayapan & bilginers' (2020) search informs that students are distressed in deciding content at the beginning of writing because they are less confident in presenting ideas. in addition, alqunayeer & zamirs' (2016) and sabaruns' (2018) study breakdown that the majority of the students are weak in using correct grammar to convey their views when writing. this was supported by hossains' (2013) research stated that the students were unable to provide analytically, coherently, and cohesively to correlate their minds in writing. the inability to determine correct words was also been http://riset.unisma.ac.id/index.php/jreall/user the practices of english in indonesian secondary education: a sequential explanatory study 51 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license cited as a struggle factor of the weakness in expressing ideas by prachanants' (2012) study. the collected information indicates that participants are still confused to express what they want to say clearly. therefore, improvement of writing skills is very crucial for them to solve their writing problems. in this section we analyzed the result of an english teachers’ interview on the aspect of relevancy the materials of indonesian government-mandated textbook to the participants’ vocational area represented that the contents are irrelevant to the marketing concern. interestingly, these findings concur with the research finding by saragih (2014) pointed out that the mandated textbook did not served the relevant materials that nurses highly required to support their profession in the future. however, in reality, mandated books is solely for achieving students’ learning goals without adjusting the learning materials to students’ needs (ibrahim et al., 2013). consequently, it is difficult for students to master the language skills that are highly demanded by their particular context (mostafavi et al., 2021). there was a huge gap between target needs and students’ proficiency. the teachers should therefore, sort e-resources as a supplement material by selecting the appropriate contents for the marketing field. moreover, nimasari (2018) has suggested to revise and further develop the mandated textbook to fit the esp devices. conclusions as highlighted in the objectives of this paper, it set out to examine the views of practicing english in a secondary vocational school. anchored from hutchinson & waterss' (1987) as the cornerstone framework, which bases line on three measurable aspects of english target needs; wants, necessities, and lacks revealed that practicing english is served strong indication that participants highly needed to fulfill the entrepreneurial requirements as a concern for their chosen future job. as previously analyzed, the four basics english skills have a significant relationship in the fulfillment of english targets in their work. among those skills, reading was considered as the most mastered skill, followed by speaking, writing, and listening as the weakest skill. to be precise, speaking was cited as the most influential skill for their work. however, lack of using appropriated diction and self-confidence level remain to be a major caused of mastering oral communication skills. it can be inferred that this condition is not linear with the process of preparing students to enter today's workplace. additionally, there were many inconsistencies between the government-mandated textbook and contextual issues. unsurprisingly, this situation hiders the development of participants’ competencies. one of the possible solutions is that the teachers should emphasize the using of appropriate dictions through authentic materials suited to the marketing context. this article emphasizes only on investigating students and teacher perception in management program toward english targeted needs in one of indonesian private vhs setting. thus, for further study, we hope there will be research on investigating students’ need in a broader scope. moreover, policymakers should pay more attention to secondary education related to graduation standards and appropriate teaching materials to improve the quality of education. http://riset.unisma.ac.id/index.php/jreall/user siti sangadatul latifah, moh. arif mahbub, ismaili 52 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references adjoa, n., & mai, m. m. 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(2020). identifying the needs of postgraduate students: the first step of academic writing courses. journal of language and linguistic studies, 16(2), 595–611. https://doi.org/10.17263/jlls.759260 http://riset.unisma.ac.id/index.php/jreall/user 1 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: doi: http://dx.doi.org/10.33474/j-reall.v3i1.11481 volume 3 | number 1 | p. 1-15 published on september 24th, 2021 pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school r. much. aditya rafianto kusuma english education, faculty language and arts, universitas negeri surabaya. aditya17020084072@mhs.unesa.ac.id *) correspondence: aditya17020084072@mhs.unesa.ac.id abstract the research of pedagogical content knowledge (pck) uses a qualitative approach. the purpose of this research is to obtain the pedagogical content knowledge (pck) of prospective teachers of english courses in terms of academic ability during the covid-19 pandemic, as it is known that the pandemic has changed the structure of life that has been neatly arranged in this world. data were analysed in the form of documents, observed, and interviewed with prospective english teachers on sman 15 surabaya. the technique of taking the data in this study was purposive sampling. the subjects in this study are teachers with more learning hours because in general they are categorized as professional teachers, then teachers with many teaching hours will be examined how the pck is. the instruments in this study used core and vignette. the data analysis technique uses the miles and huberman model, namely data reduction, data presentation, and conclusions. based on the results of the study, it shows that the pedagogical content knowledge of english teachers on reading comprehension during the pandemic still needs more creative and innovative adjustments, this is indicated by the number of teachers who are still hampered during learning hours. keywords: pck, pedagogical content knowledge, reading comprehension introduction teachers are an important part of education. it is based on the principal role of the teachers, namely education, instruction, leadership, preparation, evaluation, and assessment of childhood development students informal training, basic education, and post-secondary (law no. 14 of 2005). so that a teacher/educator is a major learning factor that could determine the success of the lectures and practices process in the classroom. educators are a significant factor in learning process development, this is because educators are teachers and managers of learning as well as mediators, figures, role models, and identification for students. therefore, to achieve a good learning process, educators are required to have an effective learning system. effective learning can be realized if educators apply appropriate learning strategies and analyze the character of students. besides, effective learning will encourage students to express their ideas, be more creative and respect each other's opinions (noula 2018). based on this, the role of professional educators is needed to support the process of implementing effective learning. it shows that the professionalism of educators will affect learning. the two major theoretical aspects which affected learning conceptions stem from behavioral and psychological emotional. these provide entirely different insights into the essence of learning. behavioral psychologists consider learning to be measurable directly behavior that can be calculated behavioral students' responses. learning is seen as a learning process guided and influenced by sequences of stimulus, reactions, feedback, and enhancement (firmin and phillips 2009). in learning activities, the teacher holds a central role, it is in control. learning interactive or oneway, dominated by lectures or contains exploratory activities by students, centered on material or students, depending on planning done by the teacher. teachers can make learning is very interesting http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v3i1.11481 r. much. aditya rafianto kusuma 2 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license or boring, a teacher also can lead students to learn a material in-depth or just learn on the surface only, and the teacher can also arrange view learning interactions from the point of view of teacher behavior. this approach pays more attention to the things the teacher does, or the methods used by teachers when teaching (nolan and molla 2017). this view believes that teacher activity in the classroom very determines the learning success of his students. this approach encourages the development of correlational research that looks for relationships between applying certain methods with the effective achievement of learning objectives, for example, influence application of the x method to student achievement. this approach is also known as the 'product process' approach, an influential teacher learning method directly on student learning outcomes. this approach pays more attention to the things the teacher does, or the methods used by teachers when teaching. this view believes that teacher activity in the classroom very determines the learning success of his students. this approach encourages the development of correlational research that looks for relationships between applying certain methods with the effective achievement of learning objectives, for example, influence application of the x method to student achievement. this approach is also known as the 'product process' approach, an influential teacher learning method directly on student learning outcomes. the professionalism of educators in the 2013 curriculum explains that educators who have professionalism in their knowledge and skills need to be retained which their capabilities to continue the learning process professionally sustain, strengthen and build. quality teachers' self-efficacy their expertise, skills, and understanding of students (segundo marcos et al. 2020). the obligation to become a professional educator is something that every educator must have. professional educators must be highly qualified and committed to performing their duties. the professionalism of educators can improve student learning outcomes (nolan and molla 2017). educator professionalism needs to be developed by increasing pedagogical competence. the pedagogical abilities of educators can be seen in the field of pck developed by scientists such as shulman (1986), (ball et al. 2008), (oliver 2007), and others. however, in this study, researchers used 7 components formulated by shulman, namely (1) subject matter awareness (2) general awareness of pedagogy (3) pedagogical material awareness (4) knowledge curriculum (5) learners and meet the requirements (6) learning technique awareness (7) knowledge of the learning context. the perspective of educator knowledge is formulated by (shulman 1987) into 4, namely: (1) knowledge regarding material, (2) pedagogical content knowledge, (3) curricular knowledge, (4) content examination. in this study, the researcher intends to study pedagogical content knowledge. the definition of pedagogical content knowledge (pck) according to (mu et al. 2018) is a combination of pedagogical knowledge and material content, which is how an educator delivers material following the learning objectives that have been formulated by educators in the learning plan so that students are more interested in lessons and make it easier for participants students in understanding the material provided by educators. the above definition shows that pck is closely related to pedagogical competence and professional competence. however, there is a gap that made this research to conduct, whereas, reading comprehension as a topic discuss related to pedagogical content knowledge because students who use a second language as english is known as efl is from reading a lot, one must important thing efl students needed to possess is reading comprehension. reading skills are important for those efl students because the main idea of literacy is primarily referring to the ability to absorb knowledge and pieces of information throughout reading activities and proficiency to communicate and obtain information. reading is nearly appeared to be associated with people properties (aydin et al. 2015). therefore, the better their reading skills possess in their community and knowledge, the better their economic they have, because reading skill could give good benefits for those who can comprehend english, especially to pursue academic skills. a present study shows that the students' reading comprehension skills the better the students have in their science and knowledge achievement. however, traditionally the second language interpretation analysis (as much, if not more thus, in first language comprehension studies), the emphasis on the language to be understood was hardly http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 3 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license overwhelmingly not on all about the understanding (listener or reader). in this point of view, we consider that the corroboration was nearly typically about the vocabulary and not the interpretation (listener or reader). here the point of view, each word, each well-formed sentence, and every wellformed text passage is said to "have" a meaning. meaning is mostly conceived to be "in" the utterance or text, to have a separate, independent appearance from both the speaker or writer and the listener or reader. also, in this view, failures to comprehend a non-defective communication are always attributed to language-specific deficits-perhaps a word was not in the reader's vocabulary, a rule of grammar was misapplied, an anaphoric cohesive tie was improperly coordinated, and so on. it is necessary to conduct this research because the researcher wants to discover the possibility of a significant knowledge gap about the role of pedagogies on reading comprehension. persons with a better understanding of reading often get greater chances to promote a better career (loewenberg ball, thames, and phelps 2008). while these significant audience positions are, surprisingly, among 60 out of 61 countries, indonesia's level of literacy is among the worst in the world. learning is one of the principal components of the teaching and learning processes of english in indonesia. teachers have at least two levels of english reading skills: the beginning level and the reading level of understanding. the earlier stage of the lecture involves the introduction by teachers of spelling in separate alphabet orders to the students. teachers typically teach students some basic english languages to bring phonemic information into perspective in the alphabet at this stage. furthermore, there has been an issued especially in indonesia which led to a phenomenon that caused a lack of skill mastering the english language. more importantly, to master the english language students, have to capable of comprehending reading comprehension in indonesian society which all of the students are efl students who desperately need a more innovative approach to guide them to become the one who has mastered english. therefore, three objectives were formulated in this study, that is the researcher wants to describe and explain the english teacher pedagogical content knowledge from core and vignette point of views. methods based on aims of this paper, the researcher used a qualitative research design. the researcher uses qualitative research design because the objective of the research is to find out the analysis of pedagogical content knowledge of the english teacher reading comprehension in senior high school. therefore, the result of this study will be in the form of words and descriptions. qualitative research methods are the research methods used to examine natural objects, where the researcher is the key instrument, the data collection technique is carried out by triangulation (combined), data analysis is qualitative, and the results of qualitative research emphasize meaning rather than generalization (sugiyono, 2015: 9). this study is expected to find out more about the english teacher's pck. the data obtained from observations, interviews, field notes, and documentation are then described to produce a detailed description of the english teacher's pck. with this method, researchers can deal directly with research subjects to explore data thoroughly and deeply, which will then be analyzed to see the pck. through this method, the data obtained can be described, studied, and presented as-is. furthermore, in this study researchers used the following sampling techniques: a. purposive sampling with the target of english teachers who have experience learning hours more to be the subject. researchers choose teachers with more learning hours because in general they are categorized as professional teachers, then teachers with many teaching hours will be examined how the pck is. moreover, the source of data for this research comes from discussion sessions with teachers and students about the difficulties and teaching methods of each educator who has been delivered the materials about reading comprehension and interviewed about topics related to research. this data will be in the form of transcription containing the student’s and teacher’s utterance, expression to answer all three research questions). results and discussion http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 4 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 1. the english teacher pedagogical content knowledge seen from core point of views. this part describes how teachers carry out teaching and learning activities in class according to learning styles, teaching arts, skills, competencies, curriculum, learning strategies and also the teacher's knowledge of the material to be delivered. the researcher conducted the observation towards two classes with two different learning hours on each teacher, to clarify this section, the researcher proves with some data based on the pedagogical of the teacher seen from the core that has been obtained, such as; i. pedagogical knowledge to analyse the pedagogical knowledge possessed by each subject, the researcher reduced data from observations, interviews, field notes, documentation, repeated observation of video documentation. a. subject 1 first meeting picture 1, subject 1 online class. at the beginning of the learning activity, it is unfortunate that the subject during the teaching and learning activities did not command or tell students to pray before starting teaching and learning activities in class. then subject 1 delivered the complete learning objectives. this learning objective is under the curriculum, namely identifying text. the following observation data indicated it. picture 2. the observation guide for subject 1 point number 1 in the first meeting. at the first meeting, subject 1 delivering the material about identifying the main idea of the text. then subject 1 began to integrate first the difference between main ideas and topics, subject 1 also explained in detail by showing explanatory examples of main ideas and topics briefly. it shows that subject 1 integrates subject matter with other material that can support student understanding. as seen in the observation sheet point number 9 as follows. picture 3. the observation guide for subject 1 point number 9 in the first meeting subject 1 explains the differences and similarities regarding identifying text in detail and concisely, then subject 1 guides some students who are in trouble and then returns to repeat explanations to all students. it shows that in delivering material, subject 1 uses an expository strategy. the interview data shows that the strategy used by subject 1 uses the expository strategy. the results of the interview are as follows. researcher: “what strategy do you use in teaching this material to your students??” subject 1: “for the strategy or model i use expository” researcher: “why did you choose to use expository, is there a deeper reason for this?” http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 5 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license subject 1: “the problem is, because the right one to use it.” "in the expository, you explain and ask questions, because if you only explain, "wow, the children must be sleepy and that's impossible, later the students will get sleepy and the students won't understand" researcher: “is the expository strategy only explaining and asking questions?” subject 1: “expository is all about explaining, asks, and also assignment” from the interview above, we can conclude that subject 1 can be concluded that using an expository strategy to convey identifying text material is suitable to use this strategy because the strategy is not only explaining, but also by asking questions. subject 1 also added that the expository strategy included explaining, asking questions, and assignments. thus, the three steps subject 1 did in learning according to the prepared lesson plans. after integrating the material of teaching and learning activities with the material on how to identify text, subject 1 gave students an understanding of how to identify the main ideas in the text. furthermore, subject 1 then gave several questions about identifying text to students. subject 1 monitors student 'performance by reviewing their assignment links in microsoft teams class to check students' answers. it is shown in the observation results of point number 6 as follows. picture 4. the observation guide for subject 1 point number 6 in the first meeting the results of these observations indicate that the subjects approached the students one by one when the students worked on the exercises to overcome the students' misconceptions. in the teaching and learning activities, it was seen that some students were enthusiastic about the strategies used by subject 1, this can be seen when many students were active on how to find the main idea of the text from the questions subject 1 had given to students. one of the students was seen immediately answering when teaching and learning activities in microsoft teams were running, several students were seen scrambling to answer the questions given by subject 1 which was seen from the atmosphere of the online class which was very enthusiastic. however, some students are indeed difficult or feel they do not understand the assignment of the material provided by subject 1. it can be when only the same students can answer questions on subject 1 that have been given, as a result, these students feel they do not understand the material that ends. not very active when class teaching and learning activities take place. furthermore, subject 1 then explained problem-solving to find the text's main idea and explained it to students. then after subject 1 has finished explaining how to find the main idea of the text, subject 1 allows students to ask about their difficulties regarding the material to find the text's main idea. it is unfortunate that during this session most students began to be silent, it is very inversely proportional to the time when the first question was given to students, during this session students who were seen to be active during the session answering the questions given in subject 1 were not seen in this session to ask questions or look like they wanted to. ask something to subject 1. according to subject 1, in this way, he can find out how far his students' misconceptions have been. it can be shown when the results of the interview with subject 1 are as follows. researcher: “with this expository strategy, can you know the extent of students' understanding, students' difficulties regarding the identifying text material, and their misconceptions?” subject 1: "it's okay ", just now, for example, if i asked a student, i could know that the student had understood or not by the difference between the main idea and the topic i conveyed earlier". the interview results show results that confirm that by using the expository strategy, subject 1 can find out the extent to which students understand and the difficulties of students regarding the material presented and their misconceptions by asking students. however, if it is seen more deeply from the learning activities that occur when subject 1 asks students if there are things that are not yet clear, students tend to be silent and no one asks as if all the students in the class have understood the http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 6 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license material very clearly. so, if only by asking and with the condition that the student is just silent and no one asks, we do not know whether the student understands it or not. but to find out students' understanding, student difficulties, and misconceptions, subject 1 could know when subject 1 saw the results of working on the questions subject 1 gave to students. through this, subject 1 can explain that the student has understood the material presented or not during the class teaching and learning activities. after several students were silent, no one asked questions, then subject 1 continued the teaching and learning activities by conveying material differences between main ideas and topics and providing examples. first, subject 1 displays a previous powerpoint slide that explains the characteristics of the differences between the main idea with topics. then, subject 1 emphasizes to students that the main idea is a sentence that is long and more complex while topics are sentences that look shorter and simpler, then subject 1 provides directions to students after reading to summarize them in sentences and also subject 1 explain that students identify a sentence that has repetition in the reading. next, subject 1 gives examples of each difference between the main idea and topics, for main idea examples such as; cats having nine lives. while for example topics such as; cats, cars, bikes. subject 1 again emphasized that the main idea has a longer and more complex sentence. then subject 1 explains to students to understand the reading as a whole, find and identify the main ideas, and the topics listed on the questions. as it appears on the field the following note below. picture 5. subject 1 field notes on how to determine main idea of the text the field notes succeeded in strengthening the case in which subject 1, in delivering the material, chose to use the expository. moreover, it is shown by the real form of the subject 1 always delivers verbally first so that students who take part in teaching and learning activities in class only need to understand every explanation of the material described by subject 1, students do not need to bother to cooperate individually and looking for how to find the main idea of the text can be found without going nowhere. then subject 1 explains the main points to find the main idea, namely, subject 1 describes some important points to break down into 4 elements to make it easier for students to find main ideas including, looking for if there are sentences that are repeated in each paragraph as an example of "cat" the sentence could be as the main idea of the text, furthermore subject 1 explains that the main idea has a complete sentence in the form of subject and predicate, these two elements are very obligatory to be included in the main idea if the subject and predicate are not listed in the main idea, likely, the sentence is not the main idea of the text. the following picture can prove it. picture 6. subject 1 documentation explains the 4 important points by providing important points that were explained in subject 1 for students, was less effective for students to pay attention, because what was done by subject 1 resulted in a lack of development in the student's mindset on the material subject 1 conveyed. therefore, maybe it would be nice, subject http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 7 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 1 provides a prior stimulus by giving several questions and exercise related to the material presented so that at least it makes it easier for students to think first with a high possibility of being able to remember the same material if they encounter the same questions and material at a later time. furthermore, subject 1 provides practice questions about finding the main idea and a topic in the story questions given by subject 1. subject 1 gives time for students to complete, read and understand the contents of the reading in the story. subject 1 also briefly explained the background of the story on the questions that had been given so that students could conclude about the situation that occurred in the story. it can be seen when students understand and read the story questions given by subject 1, it can be seen that subject 1 also provides directions to students about their understanding of the questions they have read. it directly shows the teaching strategy of subject 1 to overcome student misconceptions when teaching and learning activities are running, this can be proven by the following observation sheet. picture 7. subject 1 observation after explaining and giving direction to the students' story questions, then subject 1 emphasizes again that in the main idea there are several repetitions of words that can be classified into main ideas, and main ideas themselves have complex and long sentences. then subject one closed the teaching and learning activities on that day but it is very unfortunate because of this corona pandemic that the spiritual interaction of teachers with students is reduced, this is indicated by the absence of a closing prayer at the end of the class when the online class is taking place and ends. second meeting picture 8, subject 1 online class it was the same as during the first meeting, at the second meeting the students were also very less aware of turning on the camera during the meeting, so it was difficult for the subject to recognize the personality of the student. at the beginning of this second meeting, again subject 1 was due to the impact of online classes, subject 1 did not start the online class by praying first, this is very unfortunate because of the morals accepted by students at school. then, subject 1 tries to remember the memory of students related to the material that has been delivered by the previous subject 1, this is to provide a stimulus to the students' thinking power to return to remember the material that has been delivered at the previous meeting. subject 1 reviewed the previous material, namely identifying the text's main idea by giving story questions to students and being asked to do it to recall the previous material. in this way, what has been done by subject 1 can retrieve students 'memories and students' understanding of the material about identifying the main idea of the text. after giving the story questions to students to work on, then subject 1 gives time to answer questions about the main ideas contained in the story questions that have been given by, at that time, subject 1 provides directions in case of misconceptions to http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 8 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students who have answered questions which have been given to check, and investigate these misconceptions. however, it is very unfortunate that subject 1 was too carried away when reviewing the previous material until the teaching and learning activities took place in this second meeting which led subject 1 to forget to explain the learning objectives to be achieved when the meeting took place. it is reinforced by the observation sheet in point number 1 as follows. picture 9. subject 1 observation due to subject 1 while on the second meeting did not explain the learning objectives to be achieved for students on that day, the researcher tried to check the learning objectives on the lesson plans designed by subject 1 so that researcher could find out what students had achieved in the second meeting. picture 10. subject 1 second meeting learning objectives moreover, subject 1 began to explain the narrative text material to the students who were in this second meeting. at the beginning of understanding the material, subject 1 gave a reading story to students for them to read and understand. furthermore, after subject 1 allowed students to read and understand, then subject 1 asked the students questions about who had a good character in the story about a kingdom. it is very unfortunate, students' enthusiasm to answer about narrative text material is very lacking, it can be seen when subject 1 provides the opportunity to answer questions, some students just stay silent, waiting for subject 1 first to remind students to participate in this. after a while of waiting for students to answer in the end, there was one student who was able to answer the question of subject 1, he answered with "prince anthium and prince kobe have a good character in the story". then subject 1 gives additional points to these students so that several other students participate for an active spirit of response when the teaching and learning class is taking place. in this case, it can be strengthened by the results of the observation sheet which explains that subject 1 looks active in asking questions to see students' understandings and misconceptions such as the following observation sheet. picture 11. subject 1 observation sheet. then, subject 1 continued the question which was also closely related to the first question that subject 1 had asked. subject 1 poses a question with "who are the characters who have evil traits in the story". however, it is unfortunate that almost all students did not answer the question of subject 1, again with the same students when answering the first question that could answer the question from subject 1. in the narrative text material for this second meeting, it can be seen that subject 1 tries to dig up student information by asking questions related to social functions, linguistic elements, and also the structure of the text contained in the story questions. at this second meeting. it could prove that subject 1 still used the same strategy at the first meeting, namely the expository, the results of the interview showed the following; researcher: what is the strategy that you use in this second meeting, ma'am?" http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 9 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license subject 1: “it's the same as the first meeting.” researcher: “why, mam, may i know??” subject 1: “yes, because this strategy is appropriate for the x-ips class, if you use another learning model, i don't think it's suitable for them.” researcher: “ooh, okey, thank you so much mam” in addition, subject 1 did not provide many questions for the exercises in this second meeting, for students, only a few questions were given to students. then after giving story questions to students, subject 1 provides additional assignments for students to make a text about narrative for their assignment. then, subject 1 ended the class with greetings and ended with reading a prayer. b. subject 2 first meeting picture 12, subject 2 online class at this first meeting, it is the same as the situations of the online class on subject 1, most students find it difficult to have the awareness to turn on the camera when the meeting starts. at the beginning of the teaching and learning activities in the first meeting, subject 2 began teaching and learning activities with greetings and prayers even though the class was still in online classes due to the impact of the covid-19 pandemic. subject 2 at this first meeting explained the recount text material, in this case, subject 2 had explained the learning objectives to students, this could be strengthened by the observation sheet as follows. picture 13, subject 2 observation sheet. furthermore, at the beginning of this teaching and learning activity subject 2 explained to students what they would learn, namely; recount text. first, subject 2 stimulated information about the students' knowledge by asking "have you ever heard of recount text?". regarding this, most students still do not know about recount text. after several students answered that they did not know what recount text was, subject 2 then displayed a shared screen about the recount text explanation to explain to the students. then, subject 2 explains to students that recount text is a text which retells events or experiences in the past, it has a purpose is either informing or entertaining the readers. furthermore, subject 2 explains to the students that, because the recount text talks about experiences that occurred in the past, the sentences used are simple past tense. then, subject 2 tried to dig up students' memories by asking students about the structure of using the simple past tense, but this, response was very far from expectations because there were still many students who did not know grammar well, this could be strengthened in field notes during the activity. teaching and learning subject 2 take place. picture 14, subject 2 field notes. http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 10 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the results of these field notes, reinforce the results in the field that some students still often make mistakes in using grammar when subject 2 allows students to tell. to overcome the difficulties in these students, subject 2 explains that to use the past must use the simple past tense must use verb 2, and subject 2 provides examples of sentences using verb 2, after solving the difficulties students use the structure of the language subject 2 continues the material by explaining the definition of recount text. subject 2 explains the definition of narrative to students that recount is a text that aims to inform or entertain readers, in this case, subject 2 deepens the understanding of informing or entertaining, subject 2 explains that entertaining, in this case, has its meaning that your writing has its value for the students. readers to have their moral value for them. after explaining, subject 2 provided the opportunity for students to ask about the material in the first day's meeting whether there were still those who felt they did not understand or were difficult to understand. the thing that should be appreciated in-class subject 2 is the students who participate in asking questions very high, this can be seen when subject 2 explains a question from one of the students, it can be seen that some students try to cut the explanation often because students have questions that are not clear enough. for subject 2 please explain. that, in this case, is an attempt made by subject 2 to investigate misconceptions and difficulties in students, as seen in point number 7 on the observation sheet. picture 15, observation sheet points 7 then, after explaining some of the questions from students, subject 2 continued the material by explaining that there is a generic structure that students must consider to identify questions in the narrative text. among them orientation; 1. set the scene and introduce the participants (it answers the question: who, when, what, and where). 2. complication; tells the problems of the story and how the main characters solve them. 3. resolution; the crisis is resolved, for better or worse. then subject 2 returned to giving questions to students, but no students asked questions and subject 2 felt they had understood the material presented. furthermore, subject 2 informs students to read some simple recount text related to activities/incidents/events. then, subject 2 informs students to read the text they have read. after that, students imitate examples of pronunciation of sentences with the guidance of subject 2. in this case, subject 2 asks students to find main ideas, detailed information, and certain information from the text they have read. in this stage, it seems strong that subject 2 uses the cooperative integrated reading and composition, this is confirmed by the results of the interview which show that subject 2 also shows that subject 2 uses the cooperative teaching and learning strategy. the interview is as follows. researcher: “what's a good strategy for teaching today's meeting, ma'am?” subject 2: “cooperative integrated reading and composition” researcher: “are there any advantages to using this strategy, mam?” subject 2: “because the strategy is suitable for my students in this class, if i use this strategy, it can be easy for students to solve story problems and again my dominance in this class is slightly reduced so it's easier for me to save energy” through the results of the interview, the researcher can emphasize that subject 2 wants students in the class to be more able to understand the meaning of the story problems contained in the story questions given and also the strategies applied in the class are very easy to implement so that could save the energy of subject 2 in teaching. then subject 2 closes the teaching and learning activities on that day and closes the meeting with greetings and prayers. 2. the english teacher pedagogical content knowledge seen from vignette point of view this section explains how the two subjects respond, provide suggestion, input based on subject content knowledge related to assignments of the students. http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 11 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license furthermore, this provides further information regarding assignment material related to subject competence when providing feedback and reviews to students, this can be proven by the data that has been obtained such as follows; ii. content knowledge to analyse the content knowledge possessed by each subject, the researcher used the data obtained by each subject, the researcher used the data obtained from the vignette. vignette is data obtained from subject feedback regarding student answers and interviews with researchers. a. subject 1 vignette first meeting case these are the following result of the feedback on subject 1 regarding student answers to vignette case 1 the first meeting of material identifying main idea of the text. picture 16, subject 1 comment judging from the comments of subject 1 regarding student 1 who has been subject 1, give corrections through a soft file that has been sent through the microsoft team. it can be seen that according to subject 1, student 1 is almost a little right in his answer to the story about subject 1, but the answers that have been written by student 1 do not cover correctly the topics contained in the story problem. the researcher then interviewed with subject 1 to clarify the justification. reseacher: “for student 1 answer, did there be confusion when answering??” subjek 1: “student 1 answer is almost correct, but he hasn't fully covered the topic of reading yet", "student 1 didn't read carefully at the first idea of the story.” it can be concluded that, student 1 was almost correct in answering the questions from subject 1, however, student 1 lack of accuracy would result in an incorrect answer. it also proves that subject 1 has a deep understanding of the material that has been conveyed to students. vignette second meeting case these are the following result of subject 1's feedback regarding students' answers to the case vignette for all of the two narrative text materials. http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 12 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license picture 17, subject 1 comment in this case, it can be seen that when subject 1 assigns students to practice making a narrative text to students, subject 1 comment that the text made by student 2 is almost perfect, but also subject 1 has doubts about the text made by the student 1. it is evidenced by interviews with subject 1 as follows. researcher: “what do you think about the text made by student 2, remembering that the text that was made was very creative?” subject 1: “student 2 is indeed known to be good at writing, but she is also known to be difficult to understand text structure or grammar… so i'm not entirely sure about the text she made.” researcher: “then to overcome doubts to students, what do you do?” subject 1: “i prefer to give appreciation, but for the value i will be the same as the average value of other students, bro, so that he doesn't feel down and not confident” it can be concluded that, for the assignment problem in this second meeting, subject 1 experienced a few difficulties in the authenticity of the assignments assigned by students, subject 1 was difficult to classify some students who fully understood the assignment and material to be delivered, which also underlies the occurrence of the obstacles. because teaching and learning activities are still running online, educators have a little problem supervising and giving student assignments. b. subject 2 vignette first meeting case these are the following result of the feedback of subject 2 on the assignments related to the recount text material. picture 18, subject 2 comment in this case it can be concluded that the results of the answers completed by student 2 still have a weak understanding of students regarding the lack of observing the information contained in the given text, student 2 also does not pay attention to the main ideas contained in the text. and there is also confusion in grammar, which indeed must be resolved by subject 2 because since the beginning of teaching and learning activities began when students were asked to explain past events, some students still experienced grammatical errors which made students hampered in balancing teaching http://riset.unisma.ac.id/index.php/jreall/user pedagogical content knowledge of english teacher on reading comprehension during pandemic covid-19 with online classes in senior high school 13 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and learning activities. therefore, to clarify the comments written by subject 2, the researcher interviewed with subject 2. researcher: “for the answer from this student 2, how come, ma'am”? subject 2: “student 2 is indeed good, but she is too hasty, it can be seen when she answered question number 2 that it is clearly contained in the main idea of the text, but viola failed to pay attention to that idea”. researcher: “is it true that student 2 is also lacking in grammatical understanding?” subject2: “yes, that's right, sir, almost all students in x-ips3 are a little difficult to understand grammar” it can be concluded that, the student 2 is not very good at observing the main part of a main idea of a text given by subject 2. as a result, it makes student 2 difficult to answer the question points related to the main idea in the text. furthermore, there is an issue that is burdensome to student2 namely the lack of understanding about using text structures or grammatical errors that are still very for student2. this creates a fundamental obstacle for students2 to understand the assignments given, especially observing the main ideas related to the text, in this context subject2 tries to overcome this by providing justification through the power point slides given to make it easier for students to understand the material given. however, subject 2 has the belief that students from x-ips3 can still be given understanding by always providing practice questions and some brainstorming so that students begin to find an understanding of the material. conclusion based on the result and discussion above, it is concluded that the pedagogical content knowledge of the english language teacher is as follows. 1.in starting teaching and learning activities, especially subject 1 did not convey the learning objectives at the second meeting, this was in comparison with subject 2 which had conveyed the learning objectives well and clearly. 2.lack of awareness between the two subjects to start the class with greetings and prayers at the beginning of the online class. 3.based on the rpp designed by the two subjects, it can be seen that both of them are very good at making lesson plans, and also very clear and in accordance with the current curriculum, 4.both subjects have high knowledge of the material presented, namely identifying main ideas, narrative text, and recount text, although in subject 2 there is confusion in grammatical errors that are conveyed when allowing students to tell past events. 5.both subjects apply to learn strategies that fully support their students in online classes. 6.with the strategy implemented, each subject can overcome and know the misconceptions, difficulties and social experiences experienced by students in their class. 7.in teaching and learning activities, the two subjects provide the opportunity to ask questions to find out misconceptions between students in teaching and learning activities. 8.there are difficulties in assigning and monitoring student performance, because the class runs online. 9.the behaviour of the two subjects to determine the extent to which students effect another student is to provide exercise questions for students, the creativity carried out by the two subjects in this online class is indeed a little lacking, it seems that the active interacting is far from enough. references http://riset.unisma.ac.id/index.php/jreall/user r. much. aditya rafianto kusuma 14 journal of research on english and language learning is licensed under a creative commons attribution 4.0 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english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6747 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6747 vol. 1 | no. 2 | agustus 2020 | hal. 113-118 the portrayal of gender difference toward swear word: an investigation of words and expressions used by indonesian students siti aisyah1, chairuddin2, tera athena3 1,2,3english education department, stkip pgri bangkalan, indonesia 1sitiaisyahicadu@gmail.com, 2chairuddin@stkippgri-bkl.ac.id, 3teraathena@stkippgri-bkl.ac.id *) correspondence: chairuddin@stkippgri-bkl.ac.id abstract the society in using language is susceptible to any type of word including the expression of swear word. this research aims to determine of the types in swear word use based on the gender of its use in communication. descriptive qualitative is used as a research approach and its application uses phenomenology methods. the data are from male and female students by matching them to wardhaugh’s and jay’s list of swear word. students of elefth social three are selected for this research. analysis of the results of gender-based reviews shows that men are stronger in the use of swear word forms. in contrast to women who are more aggressive and talk much only in their groups. sex, death, excretion, bodily functions, religious matters, politics, mother-in-law, animals, nicknames are more widely used by men. for the types of rude comments women use more. this is indicated by their words and expressions that are more feminine and long-winded. finally, the swear word which is included in this taboo word is used sometimes not the same for men and women. keywords: swear word; word choice; gender; students introduction gender is differentiating between male and female. meyerhoff (2006: 202) argues that gender is a cultural variation between men and women which in biologically determined characteristics indicate that gender is interpreted as "sex". in interacting with each other they need a language. gender uses language as a communication tool in society to interact with other people. holmes (2008) says that naturally men and women are different. the form of language used by men and women is contrast. especially in the use of language that contains swear words in the scope of the community. swear word are usually inserted into students’ communication when interacting. the use of language in a society called sociolinguistics is needed to communicate well. people’s attitudes towards language and user use, language changes, and language plans. hudson (2018) simply stated that sociolinguistics is a part of language studies in relation to society. every word in language use is pragmatics. yule (2010) assume that pragmatics is a communication in understanding about recognizing the meaning of words in speech and know what speakers mean by what they say and how the use of language. the language use in the society there are language variaton of language is created by the users (society). in spolsky’s view (2003) language variety is a third set of variations concerning the special variety (register) which is marked by a special vocabulary (technical terminology) associated with a profession or occupation or other defined social group and forming part of its jargon or in group variety. based on the social context the language can produce many words used in communication. the language can be socially conditioned like children who take the words or languages from native speakers and use them with different language variations. therefore, the use of language is a classification of language variations social. as explained if the language is distinguished between male and female, a clear difference occurs in the vocabulary that pays attention politeness. yule (2010) state that politeness is identical to being wise, humble and kind to others. in linguistic politeness, the most relevant concept is “face”. face is a person’s self-image in public. this includes emotional and social feelings from everyone. by definition the politeness shows the awareness and consideration of other people’s faces. there are http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6747 http://dx.doi.org/10.33474/j-reall.v1i2.6747 mailto:3teraathena@stkippgri-bkl.ac.id aisyah, s., chairuddin, athena, t. 114 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license positive and negative face a part of facial expressions. positive face will show a solidarity and attract attention to achieve the common goal (i.e. let’s cooperate for....). negative face is liberation from coercion and pressure that is appropriate to one’s own need to be connected and interwoven well when interacting in a group or community. negative faces will show an emphasis that forces (i.e. i know you can’t be bothered, but....). in use there are many types of words in the language, especially in swear words which are part of taboo words, most of them used to swear but not all taboo words are swearing words (aji, 2014). further, popusoi (2018: 133) state that the swear words is a mechanism that does not necessarily mean an anger. the swear word not only verbal expressions can also be a way to overcome anger. the role of thinning info in uncovering anger combined with expressions to better understand user behavior in possible situations is frustrating. swear word is negatively correlated with agreement, accuracy, religiosity, and sexual anxiety. unique human facilities for swearing evolve and continue because swear words can communicate emotional information (anger, frustration) easier than non-swearwords, allowing speakers to achieve a variety of personal and social goals. there are types of swearing based on wardhaugh’s list (2006) and taboo words jay’s list (2009), it covers: 1. sex: this term is refers to sexual activity. these sex-related sw are usually used by adults who understand the meaning of sex, (fuck, blow job, menta jata, jancok, and etc...) 2. death: this term is refers to do something that makes others afraid. this sw is related to a thing in the form of a threat, (go to hell, mateyah, mati saja kamu, and etc...) 3. excretion: this term is related to excretory of human to express an insult and disturbance. this form of sw this used to give a term and mention for things that you dislike, (damn, shit, brengsek, bangsat, korang ajar, and etc...) 4. bodily functions: this term is refers to human sex organ. usually this word is used in matters relating to intimate devices on the human body, (nipples, penis, cetakkeh, matanah, seenak jidat, tongkeng, and etc...) 5. religious matters: this term is related with god or religion. this word can be used as a curse word because it contains a mystical element, (devil, gosh, jerengkong, setan, and etc...) 6. politics: this term refers to the comforter. a person who high position can easily to demean others under him, (black campaign, dasar koruptor, tokang korupsi, and etc...) 7. mother-in-law: this term is refers to insult. mocking and making fun of older people, (motherfucker, tua bangka, and etc...) 8. animals: this term is dealing with animals and animal behavior. usually animals that like to attact and have cold blood, (dog, pick, crocodile, wolf in sheep’s clothing, moseng, patek, cerek, monyet, and etc...) 9. left hand: this term is refers to indicating (middle finger). this is sw by giving sign language 10. nickname: this term is refers to familarity in a community (cong, teh, mad, and etc...) 11. rude comment: this term refers to expressions incompatibility or dislike for the intended person (nyenget, alay, mokong, and etc...) based on the types of swear word above shown an example of word of its use. from these uses there are reasons of swearing. jay (2009: 155) have shown that depends on the main purpose of the speaker. pronunciation the swear words signifies a number of emotions such as excitement, anger, frustration, and surprise. control of oaths is in spontaneous forms such as the example of nickname and habits of epithets, where we seem to have little control, to form reflective meaning new obscene joke from lacker’s argument in jay, that taboo words can be used to achieve a variety of personal and interpersonal results that may be negative and in significant in terms of impact on others, although some might argue that all use of swear words is dangerous. in some phenomena there are differences in the language of men and women in their use. women tend to speak more than men, wahyuningsih (2018) states that this is due to the character possessed by women more polite and expressive. this shows that women use more words and movements that use their feelings and thoughts based on psychological and sensitive emotional states. unlike men when using language, especially in the use of swear words, in their speech they are more directed and to the point. http://riset.unisma.ac.id/index.php/jreall/user the portrayal of gender difference toward swear word: an investigation of words and expressions used by indonesian students 115 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license previous study: in this research, the researcher relates the research with previous studies which are dealing with swear word used by indonesian students. “four brothers” movie was the first previous study compiled by bangun purwa aji in 2014. this source was obtained from a thesis made by faculty of letters and humanities state islamic university uin sunan ampel surabaya as a final project. this study uses a descriptive qualitative method. the results of this study are the swear words which often appears in four brother films. there are seven types of swear words that are found in the four brother movie. the second previous study is “why are males inclined to use strong swear words more than females? an evolutionary explanation based on male intergroup aggressiveness”. this research was taken from journal of elsevier and uploaded in 2015, created by emre guvendir. this study shows that the use of swear words men are more aggressive than women because male do not have the potential to control emotions that increase. moreover, a thesis created by nurhayati in 2007 entitled “the use of swear words and its relationship with taboo words in crank”. conclusions from the results of the study show that based on the analysis that has been made made results that swear words are used by people to express emotions. swear words used by characters are very strong. in the results of the analysis the character has expressed it in a state of irritation, surprise, indifference, insult, and rejection. the last previous study is “men and women differences in using language: a case study of students at stain kudus”. this research was taken from journal of english education, literature, and culture (edulite) and uploaded in 2018, created by sri wahyuningsih. this study shows that the use of swear words male are more directive and tend to use simple words whereas the female who are expressive. so, in talking women are wordy. they show differences in using language and this study uses a descriptive qualitative method. the results of this study that male and female students show differences in their forms, contents, and uses. methods in conducting this research, researchers used a qualitative descriptive research approach and phenomenological method as its application. therefore, researchers focus more on text analysis obtained from observations in the form of field notes. the objects of this study were students based on sex in class xi ips3 as the target of sman 4 bangkalan. the data of this study were described and analyzed in the form of tables based on the type of swear words used by students based on gender. there were fifteen male students and ten female students in class xi ips3. in this study, researchers were the main research instruments to analyze field notes in the form of student conversations. researchers collected the data through several instruments, which include: observation and field notes, questionnaires, interviews, and recording data. next, the data were analyzed using a number of steps: the first is recording students' conversations and giving field notes while paying attention to what they are saying. second, the researchers distributed questionnaires to be filled out by students based on their experiences while using swear words. third, researchers conducted interviews with high school students in madura as objects. after that, researchers also took documentation as evidence from the research. results and discussion there are two results from the research in this section to be discussed; the first, the type of swear words based on gender. this is done to find out whether students' conversations based on gender are in the type of using swear words. secondly, how to use swear words in students' conversations based on gender. this is done to find out the use of swear words of students based on gender in their conversations. the analysis material that the researchers observed was taken from the conversation of twenty students of class xi ips3 at sman 4 bangkalan. to find out more in detail about both, here the results of the relevance analysis will be discussed below: http://riset.unisma.ac.id/index.php/jreall/user aisyah, s., chairuddin, athena, t. 116 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license result: some types of the swear word based on the gender used by students at sman 4 bangkalan madura the use of swear words based on gender used by students of sman 4 bangkalan class xi ips3. the researcher pay attention to the words and expressions they use. found data that matched wardhaugh's list of swear words and jay's taboo list of words classified by type of swear word. from the data taken from the distribution of questionnaires filled out and observation by researcher for students based on their experience shows a difference. based on the results of the questionnaire classification there were nine male and five female students who had said the type of the word sex as a taboo word that led to the swear word: male user sample 1 musleh: jancok female user sample 2 findy: nak kanak reh mokong kabbhi jancok ngara jeh likewise, later in the type of death there are fourteen men and seven women in the use of the word. male users sample 3 adit: ye cong bangsat cok (while telling his chronology to his friends) sample 4 female user devina: coonnggg coonngg mek cellep jiah deng hedeh cong. cek bengkesseh hedeh coonnggg for excretion fourteen male and six female students have used this type of word. male user sample 5 irfan: pola ken mateyah devina: ya allah the results of observation do not show any female says about the type of excretion in bodily functions fourteen men and seven women use this type of word. male user sample 6 fery: cetakkeh yeh. pesse cong sampel 7 female user devina: (call the fery with a nickname) fery gedeng cetak a merecep the type of religious matters consists of fourteen men and eight women who use this swear word. sample 8 male user feri: lel setan lok geradduh sample 9 female user devina: ella lely le keluar setannah le keluar http://riset.unisma.ac.id/index.php/jreall/user the portrayal of gender difference toward swear word: an investigation of words and expressions used by indonesian students 117 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in the type of politics that seven men and three women who used it. while the observations do not show any male whi says the swear word about the type of politics. mother-in-law in the type of swear word show that eight male and two female use this word. sample 10 female user devina: anoh jiah guru aneh during the observation, based on the results found men never use converstions that lead to type mother-in-law. the animals as type of swear word there is fourteen male and eight female who say this word. sample 11 male user soleh: patek jeh neng neng deiyyeh fery: patek sample 12 female user devina: iyeh, patek nickname is a type of swear word spoken by twelve male students and ten female students. sample 13 male user irfan: coonnggg hahahahahaha sample 14 female user devina: kamaa’ah kakeh coonngg mek lakoh entar kannak. a sekolah kannak enjek. coonnggg coonngg as for the rude commentwhich is the last type of swear word showing different results in questionnaires distribution, there are four male students and nine female students. in this type more women use the form of rude comment because they are more aggressive than men. the results show that men are more dominant in the use of swear words compared to women. sample 15 male user mosleh: enjek apah nyenget enjek sample 16 female user devina: se tampangah nyenget joh se peng cemprengan suaranah joh the researchers analyzed the results of the recording data and field notes which show that there is an oath in the same type used by students based on gender. data is taken based on students' conversations within the scope of class xi ips3 students. based on the type of oath above, it is explained that there are several types of words that are not said during the data collection process. but the results of the questionnaire distributed and filled out based on students' experience in the use of swear words have been classified as gender based as explained above. overall, most types of swear words used by students by sex in class xi ips 3, sman 4 bangkalan show that men use swear words more than their experience. guvendir (2015) considers that men are stronger than women when using the word oath. furthermore, women are considered to be more aggressive and talkative especially in the use and behavior of swear words spoken by high school students. based on research results, the form of the word oath in women's pronunciation is more dominant because the word oath is often repeated in their conversations. women use more words http://riset.unisma.ac.id/index.php/jreall/user aisyah, s., chairuddin, athena, t. 118 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license when they are in the group themselves, while men have the potential to use the word oath wherever they are because they are braver. women also often use pragmatics in their conversations, in contrast to men who are more to the point. curse words used by students are the insertion of words from sentences that have different meanings in their use. this is related to the statement of holmes (2008) that women are identical with feminine and masculine men. this shows that women are gentle and can maintain their attitude when talking to others. the type of swear words applied by students in their conversations are used to convey selfexpression to each other so that they have certain forms and functions in their use. conclusion in conclusion, the researchers can conclude that there are eleven types of swear words used by students based on the gender 'male' and female. this includes, sex, death, excretion, bodily functions, religious matters, politics, motherin-law, animals, left hand, nickname, and rude comment. in the eleven types of swear words, students never use the word swear 'left hand' because this research focuses on students' words and expressions. the form of an oath used by students consists of many types of pronunciations. words and expressions make the difference between male and female pronunciation. there are forty-two forms of swear words that are used by students who are put into their communication to interact within the scope of the school. references afifi, m. (2007). gender differences in mental health. googleschoolar, 7. aji, b. p. (2014). the use of swear words in "four brothers" movie. surabaya: faculty of letters and humanities state islamic university uin sunan ampel. ary, d. (2010). introduction to research in education. canada: wadsworth. creswell, j. w. (2012). educational research planning, conducting and evaluating quantitative and qualitative research.united states of america: library of congress cataloging. flick, u. (2009). an introduction to qualitative research fourth edition sage. london: sage. google: https://liberalarts.utexas.edu meyerhoff, m. (2006). introducing sociolinguistics. new york: routledge. guvendir, e. (2015). why are males inclined to use strong swear words more than females? an evolutionary explanation based on male intergroup aggressiveness. sciencedirect, 7. holmes, j. (2008). an introduction to sociolinguistics. england: sustainable forests. jay, t. (2009). the utility and ubiquity of taboo words. sage journals, 9. jendra, i. i. (2010). sociolinguistics the study of societies languages. yogyakarta: graha ilmu. masaki, y. (2004, 12 13). critique of j. l. austin speech act theory. retrieved from google: www.caj1971.com nurhayati. (2007). the use of swear words and its relationship with taboo words in crank. 122. popusoi, s. a. (2018). get the f#*k out my way! "exploring the carhartic effect of swear words in coping with driving anger. elsevier, 12. putra, r. r. (2012). bentuk dan fungsi kata umpatan pada komunikasi informal di kalangan siswa sma negeri 3 surabaya: kajian sosiolinguistik. google scholar, 13. samara, a. (2017). acquiring variation in an artificial language: children and adults are sensitive to socially conditioned linguistic variation. elsevier, 30. spolsky, b. (2003). sociolinguistics. new york: oxford university press. sumarsono, m. e. (2012). sosiolinguistik. yogyakarta: sabda. taguchi, n. (2018). description and explanation of pragmatic development: quantitative, qualitative, and mixed methods research. elsevier, 10. wahyuningsih, s. (2018). men and women differences in using language: a case study of students at stain kudus. english education, literature, and culture (edulite), 12. wardhaugh, r. (2006). an introduction to sociolinguistics.australia: blackwell. yule, g. (2010). the study of language. new york: cambridge university press. http://riset.unisma.ac.id/index.php/jreall/user 23 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v1i1.5280 vol. 1 | no. 1 | februari 2020 | hal. 23-36 the competencies in english nanik shobikah english departmeny, iain pontianak, indonesia nanikshobikah@iainptk.ac.id *) correspondence: nanikshobikah@iainptk.ac.id abstract this article discusses kinds of english competences. in this article also discusses about the english language skills and components of english language use as the indicator of the student’s competence. the competences of language learning are in the means of communicative competence. to reach those competences, the students must be taught and trained english language in written and oral language skill. acquiring english as international language is the main indicator of english learning success for students. this article uses qualitative research with a literature study. the data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. the objective of this studies that the result can develop the learner’s understanding about the competences in english language as the basic for the learner in learning and studying english language as the second or the foreign language in indonesia. the finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of english competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative. keywords: competence; communicative competence; english competences introduction acquiring english as international language is the main indicator of english learning success for students. generally, the competences in english learning are cognitive, psycho-motorist, and affective competences acquired by them students related to the competences in learning english. specifically, the competence in the mean of language learning is communicative competence between students and teachers in the form of interaction inside and outside the classroom as the realization of language use for communication. based on some experts, communicative competence is the competence in using language correctly based on the rules of language use in society. the use of language contextually based on the mean of language use in the society and theoretically based on the rules of language pattern, so that the students must acquire the use of language contextually and theoretically. to reach those competences, the students must be taught and trained english language in written and oral language skill. oral language skill is the skill in using the english language as the verbal or direct communication tool. this oral language skill is developed through listening and speaking skills. in this skill, the students are involved in the direct communication in the use of language as lingua franca so that there is an interaction between the teacher and the students. meanwhile, the written language skill is touse english as a non verbal or written communication tool. the written communication is built from reading and writing skills such as reading and writing a sentence, paragraph, and text to deliver a message from the sentence, paragraph, and text. based on that background, the people get the communicative competence if they acquire the four language skills and components. the four language skills are listening, writing, reading, and http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v1i1.5280 mailto:nanikshobikah@iainptk.ac.id mailto:nanikshobikah@iainptk.ac.id shobikah, n. 24 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license speaking skills. those four language skills can be classified into two main language skills. they are receptive and productive skills. the receptive skills are listening and reading skills and the productive skills are writing and speaking skills. basically, those four skills cannot be acquired well if the students do not acquire english components. the students must acquire the english components as the supporting language skills such as grammar, vocabulary, and pronunciation. this article discusses kinds of english competences divided into two main competences. they are organizational and pragmatically competences. the component of organizational competences is grammatical and textual competences, while the component of pragmatically competences is illocutionary and sociolinguistic competences. in this article also discusses about the english language skills and components of english language use as the indicator of the student’s competence. methods this article uses qualitative research with a literature study. m. nazir (2003), a literature study is a data collection technique by reviewing textbooks, literatures, notes, and reports related to the topic that must be solved. sarwono (2006), a literature study is a research method used by collecting information from books, magazines, newspaper, and other sources to build a basic theory. the literature study has two important steps. the first step is to decide the topics. after the researcher stated the topic, the next step is doing research related the topic. in doing research, the researcher collects the data. in collecting the data, researcher collects much information from related literatures. the data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. those data are used by the researcher to compose the research systematically. in this article, the topic is about the competence in english language. so, the data sources are related to this topic. the data were taken from textbooks, journals, articles, research finding, and internet articles. after the researcher collected the data, the researcher composed the research systematically. the objective of this study is that the result can develop the learner’s understanding about the competences in english language as the basic for the learner in learning and studying english language as the second or the foreign language in indonesia. this material and method as much as possible to give an idea to the reader through the methods used (sa’aati, 2003) (references on this template is just an example). sub-subhead on this method comprise at least on type of research; location research; materials law source; data collection technique; and data analysis (coulson, 1968) (brenner, 1990). results and discussion definition of competence competence is simply defined as the one’s ability established by knowledge and experiences to reach their purpose. in the psychology dictionary, colman (2009) defined the competence as the capacity, skills, or the ability in doing something correctly and effectively. in line with colman, beams (2008) defined the competences as the quality of ability caused by the qualification and the ability in doing a task. richards & rodgers (2003) defined the competences as the description of essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. so, the competence is the useful ability includes skills, knowledge, attitudes, and behaviors acquired by the students in doing the real-world task or activity in the real life in form of social networking. permendiknas no 23/2006 explained that a competence is knowledge, behavior, and a skill needed by the students after the students experienced a learning process. permendikbud no 54/2013 firmly explained that a competence is one’s ability to behave, use a knowledge and skill to do many tasks given by the school and society. from those permendiknas and permendikbud legalized by the government, generally competence is including the three main components, they are knowledge, skill, and behavior. the basic differences between those regulations are in permendiknas http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 25 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license no 23/2006 determines knowledge aspect as the priority but in permendikbud no 54/2013 determines behavior aspect as the priority. so, in permendiknas no 23/2006, the knowledge is the central aspect followed by skill and behavior and in permendikbud no 54/2013, the behavior is the central aspect followed by knowledge and skill. the proper of knowledge directs the one to be behaved and skilled based the one’s knowledge. but, in permendikbud no 54/2013, the learning process is more priority in building a good behavior built by the knowledge and followed by the skill. so, the students are expected having a good behavior based on their knowledge and realized by their skill. communicative competence chomsky is the first expert showed the term of communicative competence in 1960 in his famous theory about transformational-generative grammar. chomsky differentiated between competence and performance. competence is defined as implicitly and explicitly knowledge towards language system of native speaker, while performance is defined as native speaker ability in producing language in the use of language. hymens (1972) developed chomsky’s theory about competence and performance with his famous concept of communicative competence. hymes noted that language competence is not only focus on native speaker’s implicit knowledge toward language system from a certain language but it is more focus on the sociolinguistic context and aspect of language. appropriateness in language is very important aspect because hymes (1972)firmly stated that there are rules of use without which the rules of grammar would be useless. it means that there are many rules in language use and without the rules, the grammatical rules will be useless. it can be concluded that the grammatical rules required by native speaker of english will useless if the speaker ignores the grammatical rules in using the language. larsen-freeman (2010) firmly stated that communicative competence is learner’s competence using language appropriately in the certain social context. achieving this aim, language learner must have integrative knowledge in three components such as linguistic form, meanings, and forms. hyme’s communicative competence are elaborated by canale & swain (1980) canale & swain proposed four competences as the basic communicative competence; they are grammatical, sociolinguistic, discourse, and strategic competences. first, the grammatical competences refers to acquire the system of language use including vocabularies, pronunciation, spelling, word formation and structure. in other words, the grammatical competences are including phonology, morphology, and syntax. so, the grammatical competences relates to the accurateness in the language accuracy. second, sociolinguistic competence is the native speaker’s ability in adapting the language use with the social environment where the language used. so, the sociolinguistic competence relates to the appropriateness in the social context as hyme’s theory that the language rules will useless if the language user ignores all the grammatical rules. discourse competence tends to the ability of the language user in composing a discourse cohesively and coherently. cohesively means that the idea or courses delivered in written or orally should be structurally using appropriate cohesive devices while coherently means that the idea or courses delivered should reflected the mind setting so the idea or courses delivered are easy to be understood. third, strategic competence is an ability related to the use of verbal or non-verbal communication strategy in communicating caused by language knowledge limitation or other performance disruption such as lack of vocabulary, grammatical errors, incomplete utterances, etc. component of english competences bachman in hadley (2001) elaborated two main components of language competences; they are organizational and pragmatically competences. the organizational competence includes grammatical and textual competences while pragmatically competence includes illocutionary and sociolinguistic competences. specifically, grammatical competence includes vocabularies, morphology, and phonology. while textual competence includes cohesively, rhetorical, and organizational knowledge. illocutionary competence refers to the language use in expressing idea, manipulating idea, using http://riset.unisma.ac.id/index.php/jreall/user shobikah, n. 26 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license language to teach, studying, problem solving, and imagination. while sociolinguistic competence refers to dialect sensitivity, language neutrality, culture understanding and figures of speech. ferril (2013)stated that language competence related to one’s conscious and unconscious acquisition and understanding receptive and productive skills. those skills are developed for the learner in communicating four level literation; performative, functional, informational, and epistemic level. in the per formative level, learners are expected can read, write, listen, and speak using language symbols. in the functional level, learners are expected can use the language for daily life such as reading newspaper, instruction or direction. in the informational level, learners are expected can access information and knowledge through their proficiency. in the epistemic level, learners are expected can express the knowledge into target language. goweret all (2005) stated that those language skills are learned integratively. brown (2001) called it as whole language approach and orellana (2011) called it as integrated-skill-approach; all primary skills such as listening, reading, writing, speaking, vocabulary, spelling, pronunciation, syntax, word formation and other components must be integrated and optimalized in the communication. gower mentioned that there are many advantages from teaching english integratively; (1) occuring meaningful language practice to develop learner’s competence; (2) teaching two or more competences integratively; (3) occurring many material subjects; (4) giving teacher and learners an opportunity to explore the topics and practice the language more often; and (5) doing efficiency in the learning time. even though english learning is carried out integratively, one of the competences must be the main focus while the other competences are supporting skills in learning process. the integrated language competences and components in language learning can establish the competences in english language that is explained below. listening skill listening skill is the first and the most basic skill developed by the learner in learning the first language, english as second language (esl), or english as foreign language (efl). through listening, learner gets many language information as the basic for other language skills such as speaking, reading, and writing. helgesen (2003) described that listening is an active process and aimed get the meaning from our hearing. cameron (2008) stated that listening is basically the active language use in accessing the meaning delivered by others. wilson (2008) added that listening is not pasive but active process; otherwise all activities are happened in the brain. so, it can be concluded that listening is active skill happened in the listener’s brain in guessing, predicting, proofing, criticizing, and interpreting what the listener heard. richard (2008) explained that listening can be divided into two perspectives; listening as comprehension and as acquisition. listening as comprehension is a common way to think about the nature of listening. in this perspective, listening and listening as comprehension are synonymous. it means that in learning the second language, it facilitates the comprehension toward oral courses. while, listening as acquisition views that listening is a part of language development. it means that the learners can develop their skill in using language items to produce oral language. buck (2001) described two steps in listening comprehension process; they are apprehension toward linguistic information from the message and application toward linguistic information wider. richards (2008) identified two processes in listening; they are top-down and bottom-up processes. top-down process refers to the prior knowledge in giving meaningful message, while bottom-up process is more focus on learner’s understanding about language components. harmer (2007) elaborated that listening skill help the esl and efl learners to develop the pronunciation and spelling by listening separated words or whole utterances. brown (2001)added that listening skill as the basic of speaking skill. the learners would not be able to speak before doing listening first. through listening, the learners can internalize the linguistic information then it is applied in speaking activities. http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 27 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license speaking skill speaking is oral productive skill. brown (2001) defined speaking as activity that involves two or more people in which the participants are both listeners and speakers having to act what they listen and make contribution meaningfully. it means that speaking involves two people or more in participating and contributing as the listener and speaker. richards (2008) firmly stated that the success of esl or efl learners in learning english depends on their ability in speaking. harmer (2007) explained that the ability of one’s speaking fluently depends on the prior knowledge about language features and the ability in processing the information and language in the same time. it means that the ability of speaking fluently does not depend on many or less vocabulary acquired but the most important the speaker can speak their words, idea, or utterances spontaneously. fulcher (2000) explained that the elements of speaking ability are grammar, vocabulary, pronunciation, fluency, and accuracy. grammar is important in composing sentences correctly. vocabulary is the basic composition in arranging sentences, the more vocabularies, the more expressive the learners. correct pronunciation helps the listener to understand the speaker’s utterances. fluency is needed to make the conversation running well. the communication will have distraction when the communication is not fluent. accuracy is also important in speaking because the conversation involves two people or more who needs the understanding of two people or more. harmer (2007) stated that there are few speaking genres. they are transactional and interpersonal; interactive and non-interactive; and planned and unplanned. transactional genre aims to deliver the message and facilitating services or things, while interpersonal genre aims to maintain and continue the relationship between the speaker and listener. interactive genre happens in two ways communication while non-interactive happens when someone leave the message on the phone. then, planned genre happens in the class or speech, while unplanned genre happens spontaneously when the people meet in the street. the process of speaking generally divided into four steps. they are pre-speaking, whilespeaking, post-speaking, and extension practice. first step is pre-speaking. in pre-speaking, the students are given a sequence time to prepare their speaking and teacher gives the correction on their speaking. there are three ways in doing pre-speaking; pre-task planning, pre-speaking support, and authentic input. in pre-task planning, the students are given the time to formulate the idea for their speaking. in pre-speaking support, the students are given the advise in vocabulary and information used for their speaking. while in authentic input, the students are given the example to speak through authentic media to make their speaking easier such as videos, audios, or audio visual media. second step is while-speaking. in the while-speaking activities, there are few activities that can be carried out such as speaking task, fluency technique, and forming automaticity. in speaking task, there are three activities; information gap, problem solving, and social monologue. in the information gap, the students can bridge the differences and do brainstorming. in the problem solving, the students can solve the problem collaboratively using english. in the social monologue, the students can discuss a certain issue in the society. the fluency technique can be carried out by asking the students to retell the topic being discussed for a few times. in the forming automaticity, the students are obligated to memorize vocabularies given by the teacher. through this memorization, it is expected that the students use the vocabularies automatically. third step is post-speaking. in the post-speaking step, there are three activities of the accuracy on student’s speaking. they are language focus, self-repair, and corrective feedback. language focus activity refers to the student’s ability in using the language accurately from the observation on target language, find the similarity and difference between target language and mother tongue and then integrate the new language into english language. in the self-repair activity, the students are directed to analyze and evaluate their own speaking based on their pronunciation, grammar, and vocabularies used. while in the corrective feedback, there are two kind of feedback; teacher and peer feedback; by analyzing the student’s audio from previous speaking activities. the http://riset.unisma.ac.id/index.php/jreall/user shobikah, n. 28 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license extension practice is carried out by doing task repetition. task repetition is giving the revised task to the students. it aims to develop student’s accuracy and fluency in using oral language. reading skill reading is a receptive skill in formulating meaningful information delivered in a text. nunan (2003) stated that reading is a process of absorbing information from written text and assosiating information with prior knowledge to establish a meaningful text. kosak (2011) stated that reading is a skill to get messages, written symbols, understanding meaningful text, and teaching pronunciation. reading relates to processes. they are identifying and comprehending the text. identifying the text refers to the process to identify the written symbols related to oral language. while, comprehending the text refers to give the meaningful word, sentence, and text. reading is an important skill that must be required by the learner because by acquiring the reading skill well, the learner can understand the texts being read. reading is the key for the learner to get many knowledge. based on kosak (2011), there are types of reading such as skimming, scanning, and close reading. first, skimming is a reading activity aims to introduce a material to the reader through fast reading to get general information. second, scanning is a fast reading activity since the beginning until the end of text aims to get the specific information from the text. third, close reading is a detailed reading activity aims to get the implicit and explicit meaning from the text. in woolley (2011), there are four aims of reading activity; code-breaker, meaning maker, text user, and text-analyst. first, code-breaker is an activity to understand a code and symbol in a semiotic system in a text, movie, etc. second, meaning maker is an activity to give the text meaning by concluding the text from prior knowledge, the social and culture background. third, text user is a learner who knows the text aims by using different ways based on the reader’s social and culture background. fourth, text-analyst is a reader who decides the conclusion from the text being analyzed. reading is a receptive skill like listening skill. so, the process of reading can be taken from bottom-up and top-down process. bottom-up process means that the process of reading begins from the smallest language form such as letters, morphemes, syllables, words, phrases, grammar, and punctuation. top-down process means that the process of reading using reader’s intellectuality and experiences in understanding the text. writing skill writing is a productive skill required by the learner in acquiring the target language. harmer (2004)stated that writing is an important skill required by esl or efl learner and writing is a tool of communication because it expresses people’s thought and feeling. for those people who cannot express their thought and feeling orally, they can express theirs in written. by writing, people can communicate messages to the readers traditionally using paper and pencil or modern using technology. writing is a process to find and organize idea, compose, and revise. writing is a practical skill. it means that the more practice in writing, the more qualified writing they have. practice makes better. so, this writing skill must be practiced and trained continuously to get the better writing. there are many reasons in writing for daily life such as listing, informing, pursuing, maintaining relationship, documenting, expressing feeling, experiencing, and observing. next, chitravelu et. al (2005) classified types of writing into three classification. first, personal writing is such as shopping listing, note taking, diary, daily journal, message and card. second, transactional writing is such as business correspondence, memo, instruction, report, proposal, and advertisement. third, creative writing is such as poem, poetry, short story, anecdote, fiction story, and humors. according peha (2002), there are few steps in writing processes. they are pre-writing, drafting, sharing, revising, editing, and assessing. in pre-writing, the writer makes concept, note taking and collect idea. it aims to collect the writer’s idea before drafting. in drafting, the writer begins to write based on the concept. next, the writer shares the writing to their peers. it aims to get the advice and suggestion to make their writing better. then, the writer revises the writing using advice and suggestion from peers. the next step is editing. in editing, the writer does editing in their http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 29 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license writing such as spelling, punctuation, and grammar. the last step is publishing the writing. the writer prepares their writing to be published. the writer can assess their writing independently or assessed by their teacher and peers. grammar brown (2001) stated that grammar is the system of rules governing the conventional arrangement and relationship of words in sentences. the words in sentences means the grammar unit contains of words, phrases, clauses, and sentences. hartwell (1985) stated that grammar is a number of pattern in composing words and messages. chitravelu et al (2005) noted that grammar is rules of language, governing the way in which words are put together to convey meaning in different contexts. brown (2001) firmly stated that grammatical competence takes an important role in communicative competence, that is organizational competence contains of complex rules, grammar, and discourse. without this organizational competence, the language used will be spoken disorderly. there are few grammatical rules acquired by the learner. first, it is word order. word order is positioning the sentences as the part of speech such as noun, adjective, preposition, etc. second, it is sentences components such as an article, inflectional verbs, pluralization, word derivation, etc. third, it is language function such as introduction, giving an opinion, suggestion, advice, etc. fourth, it is sentence connector such as compound and complex sentences, conjunction (and, or, but), and logical connectors (so, unless, therefore). fifth, it is grammar used for written and oral language such as abbreviation rules (i’m, that’ll, she’ll, etc), that is not allowed in formal writing. sixth, it is idioms. idioms are the word choice for different meaning to deliver the different message. pronunciation pronunciation is a language component related to sounds and how to pronounce the sounds accurately, so the listener can receive the message. cross (1991) classified the sounds in tow categories; segmental and supra segmental sounds. segmental sounds are the language units’ arrangement, while supra segmental sounds are the sound’s features such as word stress, intonation, rhythm, etc. pronunciation is one of important language components in using oral language. the student’s fluency is based on the accuracy of student’s pronunciation and the miss pronunciation can lead to misunderstanding in receiving message. so, it is important to give more attention on pronunciation in learning english. citravelu et al (2005) classified there are three pronunciation aspects; sounds, word stress, and intonation. sounds contains of consonant and vocal sounds. there are twenty sounds and twenty four consonants. some sounds are not belongs to efl learner language become the difficulties for the learners to pronounce it correctly. word stress is also categorized by three levels; primary stressing, secondary stressing, and uncrossing syllables. sentences are using stressing to communicate the meaning. in the sentences, there two categories on stressing mark; marked stress and unmarked stress. the stressing used to show the emotional of the speaker. so, does the intonation. the intonation shows the speaker’s feeling in speaking utterances. if the intonation is flat means that the speaker is not interested on the topic discussion. for example, in the sentence “you speak english, don’t you?”, if it is said in the flat intonation means that the speaker is sure that the listener can speak english, but if it is said in the raising intonation means that the speaker is not sure that the listener can speak english or the speaker wants to get more information. conclusion definition of competence competence is simply defined as the one’s ability established by knowledge and experiences to reach their purpose. in the psychology dictionary, colman (2009) defined the competence as the capacity, skills, or the ability in doing something correctly and effectively. in line with colman, beams (2008)defined the competences as the quality of ability caused by the qualification and the ability in doing a task. richards & rodgers (2003) defined the competences as the description of essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity. so, the competence is the useful ability includes skills, knowledge, attitudes, and behaviors http://riset.unisma.ac.id/index.php/jreall/user shobikah, n. 30 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license acquired by the students in doing the real-world task or activity in the real life in form of social networking. permendiknas no 23/2006 explained that a competence is knowledge, behavior, and a skill needed by the students after the students experienced a learning process. permendikbud no 54/2013 firmly explained that a competence is one’s ability to behave, use a knowledge and skill to do many tasks given by the school and society. from those permendiknas and permendikbud legalized by the government, generally competence is including the three main components, they are knowledge, skill, and behavior. the basic differences between those regulations are in permendiknas no 23/2006 determines knowledge aspect as the priority but in permendikbud no 54/2013 determines behavior aspect as the priority. so, in permendiknas no 23/2006, the knowledge is the central aspect followed by skill and behavior and in permendikbud no 54/2013, the behavior is the central aspect followed by knowledge and skill. the proper of knowledge directs the one to be behaved and skilled based the one’s knowledge. but, in permendikbud no 54/2013, the learning process is more priority in building a good behavior built by the knowledge and followed by the skill. so, the students are expected having a good behavior based on their knowledge and realized by their skill. communicative competence chomsky is the first expert showed the term of communicative competence in 1960 in his famous theory about transformational-generative grammar. chomsky differentiated between competence and performance. competence is defined as implicitly and explicitly knowledge towards language system of native speaker, while performance is defined as native speaker ability in producing language in the use of language.hymens (1972) developed chomsky’s theory about competence and performance with his famous concept of communicative competence. hymes noted that language competence is not only focus on native speaker’s implicit knowledge toward language system from a certain language but it is more focus on the sociolinguistic context and aspect of language. appropriateness in language is very important aspect because hymes (1972)firmly stated that there are rules of use without which the rules of grammar would be useless. it means that there are many rules in language use and without the rules; the grammatical rules will be useless. it can be concluded that the grammatical rules required by native speaker of english will useless if the speaker ignores the grammatical rules in using the language. larsen-freeman (2010) firmly stated that communicative competence is learner’s competence using language appropriately in the certain social context. achieving this aim, language learner must have integrative knowledge in three components such as linguistic form, meanings, and forms. hyme’s communicative competence are elaborated by canale & swain (1980). canale & swain proposed four competences as the basic communicative competence; they are grammatical, sociolinguistic, discourse, and strategic competences. first, the grammatical competences refers to acquire the system of language use including vocabularies, pronunciation, spelling, word formation and structure. in other words, the grammatical competences are including phonology, morphology, and syntax. so, the grammatical competences relates to the accurateness in the language accuracy. second, sociolinguistic competence is the native speaker’s ability in adapting the language use with the social environment where the language used. so, the sociolinguistic competence relates to the appropriateness in the social context as hyme’s theory that the language rules will useless if the language user ignores all the grammatical rules. discourse competence tends to the ability of the language user in composing a discourse cohesively and coherently. cohesively means that the idea or courses delivered in written or orally should be structurally using appropriate cohesive devices while coherently means that the idea or courses delivered should reflected the mind setting so the idea or courses delivered are easy to be understood. third, strategic competence is an ability related to the use of verbal or non-verbal communication strategy in communicating caused by language knowledge limitation or other performance disruption such as lack of vocabulary, grammatical errors, incomplete utterances, etc. http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 31 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license component of english competences bachman in hadley (2001) elaborated two main components of language competences; they are organizational and pragmatically competences. the organizational competence includes grammatical and textual competences while pragmatically competence includes illocutionary and sociolinguistic competences. specifically, grammatical competence includes vocabularies, morphology, and phonology. while textual competence includes cohesively, rhetorical, and organizational knowledge. illocutionary competence refers to the language use in expressing idea, manipulating idea, using language to teach, studying, problem solving, and imagination. while sociolinguistic competence refers to dialect sensitivity, language neutrality, culture understanding and figures of speech. ferril (2013)stated that language competence related to one’s conscious and unconscious acquisition and understanding receptive and productive skills. those skills are developed for the learner in communicating four level literation; performative, functional, informational, and epistemic level. in the performative level, learners are expected can read, write, listen, and speak using language symbols. in the functional level, learners are expected can use the language for daily life such as reading newspaper, instruction or direction. in the informational level, learners are expected can access information and knowledge through their proficiency. in the epistemic level, learners are expected can express the knowledge into target language. goweret all (2005) stated that those language skills are learned integratively. brown (2001) called it as whole language approach and orellana (2011) called it as integrated-skill-approach; all primary skills such as listening, reading, writing, speaking, vocabulary, spelling, pronunciation, syntax, word formation and other components must be integrated and optimalized in the communication. gower mentioned that there are many advantages from teaching english integratively; (1) occurring meaningful language practice to develop learner’s competence; (2) teaching two or more competences integratively; (3) occurring many material subjects; (4) giving teacher and learners an opportunity to explore the topics and practice the language more often; and (5) doing efficiency in the learning time. eventhough english learning is carried out integratively, one of the competences must be the main focus while the other competences are supporting skills in learning process. the integrated language competences and components in language learning can establish the competences in english language that is explained below. listening skill listening skill is the first and the most basic skill developed by the learner in learning the first language, english as second language (esl), or english as foreign language (efl). through listening, learner gets many language information as the basic for other language skills such as speaking, reading, and writing. helgesen (2003) described that listening is an active process and aimed get the meaning from our hearing. cameron (2008) stated that listening is basically the active language use in accessing the meaning delivered by others. wilson (2008)added that listening is not pasive but active process; otherwise all activities are happened in the brain. so, it can be concluded that listening is active skill happened in the listener’s brain in guessing, predicting, proofing, criticizing, and interpreting what the listener heard. richard (2008) explained that listening can be divided into two perspectives; listening as comprehension and as acquisition. listening as comprehension is a common way to think about the nature of listening. in this perspective, listening and listening as comprehension are synonymous. it means that in learning the second language, it facilitates the comprehension toward oral courses. while, listening as acquisition views that listening is a part of language development. it means that the learners can develop their skill in using language items to produce oral language. buck (2001) described two steps in listening comprehension process; they are apprehension toward linguistic information from the message and application toward linguistic information wider. richards (2008) identified two processes in listening; they are top-down and bottom-up processes. top-down process refers to the prior knowledge in giving meaningful message, while bottom-up http://riset.unisma.ac.id/index.php/jreall/user shobikah, n. 32 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license process is more focus on learner understands about language components. harmer (2007) elaborated that listening skill help the esl and efl learners to develop the pronunciation and spelling by listening separated words or whole utterances. brown (2001)added that listening skill as the basic of speaking skill. the learners would not be able to speak before doing listening first. through listening, the learners can internalize the linguistic information then it is applied in speaking activities. speaking skill speaking is oral productive skill. brown (2001) defined speaking as activity that involves two or more people in which the participants are both listeners and speakers having to act what they listen and make contribution meaningfully. it means that speaking involves two people or more in participating and contributing as the listener and speaker. richards (2008) firmly stated that the success of esl or efl learners in learning english depends on their ability in speaking. harmer (2007) explained that the ability of one’s speaking fluently depends on the prior knowledge about language features and the ability in processing the information and language in the same time. it means that the ability of speaking fluently does not depend on many or less vocabulary acquired but the most important the speaker can speak their words, idea, or utterances spontaneously. fulcher (2000) explained that the elements of speaking ability are grammar, vocabulary, pronunciation, fluency, and accuracy. grammar is important in composing sentences correctly. vocabulary is the basic composition in arranging sentences, the more vocabularies, the more expressive the learners. correct pronunciation helps the listener to understand the speaker’s utterances. fluency is needed to make the conversation running well. the communication will have destruction when the communication is not fluent. accuracy is also important in speaking because the conversation involves two people or more who needs the understanding of two people or more. harmer (2007) stated that there are few speaking genres. they are transactional and interpersonal; interactive and non-interactive; and planned and unplanned. transactional genre aims to deliver the message and facilitating services or things, while interpersonal genre aims to maintain and continue the relationship between the speaker and listener. interactive genre happens in two ways communication while non-interactive happens when someone leave the message on the phone. then, planned genre happens in the class or speech, while unplanned genre happens spontaneously when the people meet in the street. the process of speaking generally divided into four steps. they are pre-speaking, whilespeaking, post-speaking, and extension practice. first step is pre-speaking. in pre-speaking, the students are given a sequence time to prepare their speaking and teacher gives the correction on their speaking. there are three ways in doing pre-speaking; pre-task planning, pre-speaking support, and authentic input. in pre-task planning, the students are given the time to formulate the idea for their speaking. in pre-speaking support, the students are given the advise in vocabulary and information used for their speaking. while in authentic input, the students are given the example to speak through authentic media to make their speaking easier such as videos, audios, or audio visual media. second step is while-speaking. in the while-speaking activities, there are few activities that can be carried out such as speaking task, fluency technique, and forming automaticity. in speaking task, there are three activities; information gap, problem solving, and social monologue. in the information gap, the students can bridge the differences and do brainstorming. in the problem solving, the students can solve the problem collaboratively using english. in the social monologue, the students can discuss a certain issue in the society. the fluency technique can be carried out by asking the students to retell the topic being discussed for a few times. in the forming automaticity, the students are obligated to memorize vocabularies given by the teacher. through this memorization, it is expected that the students use the vocabularies automatically. third step is post-speaking. in the post-speaking step, there are three activities of the accuracy on student’s speaking. they are language focus, self-repair, and corrective feedback. language focus activity refers to the student’s ability in using the language accurately from the http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 33 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license observation on target language, find the similarity and difference between target language and mother tongue and then integrate the new language into english language. in the self-repair activity, the students are directed to analyze and evaluate their own speaking based on their pronunciation, grammar, and vocabularies used. while in the corrective feedback, there are two kinds of feedback; teacher and peer feedback; by analyzing the student’s audio from previous speaking activities. the extension practice is carried out by doing task repetition. task repetition is giving the revised task to the students. it aims to develop student’s accuracy and fluency in using oral language. reading skill reading is a receptive skill in formulating meaningful information delivered in a text. nunan (2003) stated that reading is a process of absorbing information from written text and associating information with prior knowledge to establish a meaningful text. kosak (2011) stated that reading is a skill to get messages, written symbols, understanding meaningful text, and teaching pronunciation. reading relates to processes. they are identifying and comprehending the text. identifying the text refers to the process to identify the written symbols related to oral language. while, comprehending the text refers to give the meaningful word, sentence, and text. reading is an important skill that must be required by the learner because by acquiring the reading skill well, the learner can understand the texts being read. reading is the key for the learner to get much knowledge. based on kosak (2011), there are types of reading such as skimming, scanning, and close reading. first, skimming is a reading activity aims to introduce a material to the reader through fast reading to get general information. second, scanning is a fast reading activity since the beginning until the end of text aims to get the specific information from the text. third, close reading is a detailed reading activity aims to get the implicit and explicit meaning from the text. in woolley (2011), there are four aims of reading activity; code-breaker, meaning maker, text user, and text-analyst. first, code-breaker is an activity to understand a code and symbol in a semiotic system in a text, movie, etc. second, meaning maker is an activity to give the text meaning by concluding the text from prior knowledge, the social and culture background. third, text user is a learner who is knowing the text aims by using different ways based on the reader’s social and culture background. fourth, text-analyst is a reader who decides the conclusion from the text being analyzed. reading is as a receptive skill like listening skill. so, the process of reading can be taken from bottom-up and top-down process. bottom-up process means that the process of reading begins from the smallest language form such as letters, morphemes, syllables, words, phrases, grammar, and punctuation. top-down process means that the process of reading using reader’s intellectuality and experiences in understanding the text. speaking skill writing is a productive skill required by the learner in acquiring the target language. harmer (2004) stated that writing is an important skill required by esl or efl learner and writing is a tool of communication because it expresses people’s thought and feeling. for those people who cannot express their thought and feeling orally, they can express theirs in written. by writing, people can communicate messages to the readers traditionally using paper and pencil or modern using technology. writing is a process to find and organize idea, compose, and revise. writing is a practical skill. it means that the more practice in writing, the more qualified writing they have. practice makes better. so, this writing skill must be practiced and trained continuously to get the better writing. there are many reasons in writing for daily life such as listing, informing, pursuing, maintaining relationship, documenting, expressing feeling, experiencing, and observing. next, chitravelu et. al (2005) classified types of writing into three classification. first, is personal writing such as shopping listing, note taking, diary, daily journal, message and card. second, transactional writing is such as business correspondence, memo, instruction, report, proposal, and advertisement. third, creative writing is such as poem, poetry, short story, anecdote, fiction story, and humors. http://riset.unisma.ac.id/index.php/jreall/user shobikah, n. 34 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license according peha (2002), there are few steps in writing processes. they are pre-writing, drafting, sharing, revising, editing, and assessing. in pre-writing, the writer makes concept, note taking and collect idea. it aims to collect the writer’s idea before drafting. in drafting, the writer begins to write based on the concept. next, the writer shares the writing to their peers. it aims to get the advice and suggestion to make their writing better. then, the writer revises the writing using advice and suggestion from peers. the next step is editing. in editing, the writer doesediting in their writing such as spelling, punctuation, and grammar. the last step is publishing the writing. the writer prepares their writing to be published. the writer can assess their writing independently or assessed by their teacher and peers. grammar brown (2001) stated that grammar is the system of rules governing the conventional arrangement and relationship of words in sentences. the words in sentences means the grammar unit contains of words, phrases, clauses, and sentences. hartwell (1985) stated that grammar is a number of pattern in composing words and messages. chitravelu et al (2005) noted that grammar is rules of language, governing the way in which words are put together to convey meaning in different contexts. brown (2001) firmly stated that grammatical competence takes an important role in communicative competence, that is organizational competence contains of complex rules, grammar, and discourse. without this organizational competence, the language used will be spoken disorderly. there are few grammatical rules acquired by the learner. first, it is word order. word order is positioning the sentences as the part of speech such as noun, adjective, preposition, etc. second, it is sentences components such as an article, inflectional verbs, pluralization, word derivation, etc. third, it is language function such as introduction, giving an opinion, suggestion, advice, etc. fourth, it is sentence connector such as compound and complex sentences, conjunction (and, or, but), and logical connectors (so, unless, therefore). fifth, it is grammar used for written and oral language such as abbreviation rules (i’m, that’ll, she’ll, etc), that is not allowed in formal writing. sixth, it is idioms. idioms are the word choice for different meaning to deliver the different message. vocabulary hiebert and kamil (2005)explained that vocabulary is the study about word and its meaning in establishing sentences. there are two kinds of vocabularies. they are receptive and productive vocabularies. receptive vocabulary is a number of words meant by language user when they are listening and reading while productive vocabulary is a number of word meant by the language user when they are speaking and writing. vocabulary is the most important language component, without vocabularies ownership, a person cannot use the language. in other words, the vocabulary is a crucial component in using written and oral language. richards & renandya (2008)noted that vocabulary is the core component in language proficiency as the basic of english skills such as listening, speaking, reading, and writing. so, for the beginner learner, vocabulary is the first component learnt before grammar and other language components. chitravelu et al (2005) classified words as two categories; contents and function words. content words are the specific words such as person, things, action, quality, and condition. function words are the meaningless words but it showed the grammatical rules such as articles, conjunction, and prepositions. pronunciation pronunciation is a language component related to sounds and how to pronounce the sounds accurately, so the listener can receive the message. cross (1991) classified the sounds in tow categories; segmental and supra segmental sounds. segmental sounds are the language unit’s arrangement, while supra segmental sounds are the sound’s features such as word stress, intonation, rhythm, etc. pronunciation is one of important language components in using oral language. the student’s fluency is based on the accuracy of student’s pronunciation and the miss pronunciation can lead to misunderstanding in receiving message. so, it is important to give more attention on pronunciation in learning english. http://riset.unisma.ac.id/index.php/jreall/user the competencies in english 35 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license citravelu et al (2005) classified there are three pronunciation aspects; sounds, word stress, and intonation. sounds contains of consonant and vocal sounds. there are twenty sounds and twenty four consonants’. some sounds are not belongs to efl learner language become the difficulties for the learners to pronounce it correctly. word stress is also categorized by three levels; primary stressing, secondary stressing, and uncrossing syllables. sentences are using stressing to communicate the meaning. in the sentences, there are two categories on stressing mark; marked stress and unmarked stress. the stressing used to show the emotional of the speaker. so, does the intonation. the intonation shows the speaker’s feeling in speaking utterances. if the intonation is flat means that the speaker is not interested on the topic discussion. for example, in the sentence “you speak english, don’t you?”, if it is said in the flat intonation means that the speaker is sure that the listener can speak english, but if it is said in the raising intonation means that the speaker is not sure that the listener can speak english or the speaker wants to get more information. references beams, r. (2008). assesment of competence using cbt. the university of greenwich: school of engineering. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: addison wesley longman, inc. buck, g. (2001). assessing listening. cambridge: cambridge university press cameron, l. (2008). teaching language to young learners. cambridge: cambridge university press. canale, m. & swain, m. (1980). “theoretical basis of communicative approaches to second language teaching and testing”. applied linguistics journal, 1 (1), 1-47. chitravelu, n. sithamparan, s. & choon, t.s. (2005). elt methodology: principles and practice (2nd edition). selangor darul ebsan: oxford fajar sdn. bhd chomsky, n. (1965). aspects of theory of syntax. united states: massachussets insitute of technology colman, a.m. (2009). a dictionary of psychology (3rd edition). oxford: oxford university press. cross, d. (1991). practical handbook of language teaching. london: british library cateloguing. ferril. (2013). kompetensi berbicara. http://berkarya.um.ac.id/2012/07/13/kompetensiberbahasa/ accessed on october 2019. fulcher, g. (2000). the communicative legacy in language testing. http://languagetesting.info/articles/store/fulcherclt.pdf. accessed on october 2019 gower, r., philip, d. & walters, s. (2005). teaching practice: a handbook for teacher training. thailand: macmillan education. hadley, a. o. (2001). teaching language in context. boston: thomson heinle. harmer. (2004). how to teach english. harlow, essex: pearson education limited. harmer. (2007). the practice of english language teaching. harlow, essex: pearson education, ltd. hartwell, p. (1985). grammar, grammars, and the teaching of grammar: an sla perspective. tesol quarterly, 40 (1), 83-107 helgesen, m. (2003). listening. in david nunan (ed.), practical english language teaching. new york: mcgraw hill hiebert, e. h. & kamil, m. l. (2005). teaching and learning vocabulary: bringing research to practice. london: lawrence erlbaum associates hymes, d. (1972). on communicative competence. dalam j. b. pride & j. holmes (ed.), sociolinguistics. harmondsworth: penguin books, ltd. kosak, m. (2011). the types of reading and exercises for teaching reading. acessed on october 2019 from http://www.e-osnova.ru/pdf/osnova_10_0_696.pdf larsen-freeman, d. (2010). techniques and principles in language teaching. oxford: oxford university press. nazir, m. (2003). metode penelitian. jakarta : ghaliaindonesia. nunan, d. (2003). practical english language teaching. new york: mcgraw hill http://riset.unisma.ac.id/index.php/jreall/user http://berkarya.um.ac.id/2012/07/13/kompetensi-berbahasa/ http://berkarya.um.ac.id/2012/07/13/kompetensi-berbahasa/ http://languagetesting.info/articles/store/fulcherclt.pdf http://www.e-osnova.ru/pdf/osnova_10_0_696.pdf shobikah, n. 36 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license orellana, e. e. (2011). the importance of integrating skills in the teaching of english as a foreign language. accessed on october 2019 from http://www.monografis.com/trabajos17/integrated-skills/integrated-skills.shtmlk. peha, s. (2002). the writing process notebook. accessed on october 2019 from http://www.ttms.org permendiknas no 23/2009, accessed on october 2019 richard, j. c. & rodgers, t. s. (2003). approaches and methods in language teaching. cambridge: cambridge university press richards, j. c. & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press richards, j. c. (2008). teaching listening and speaking: from theory to practice. cambridge: cambridge university press sarwono, jonathan. (2006). metode penelitian kuantitatifdan kualitatif. yogyakarta :graha ilmu wilson, j. j. (2008). how to teach listening. essex: pearson education limited. woolley, g. (2011). reading comprehension: assisting with learning difficulties. accessed on http://riset.unisma.ac.id/index.php/jreall/user http://www.monografis.com/trabajos17/integrated-skills/integrated-skills.shtmlk http://www.ttms.org/ 127 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6845 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6845 vol. 1 | no. 2 | agustus 2020 | hal. 127-132 peer review in writing activities: outcomes and perceptions of efl students theresia adventris ndohna ruru1, teguh sulistyo2 1,2english language department, universitas kanjuruhan malang, indonesia 1ndohnaruru30@gmail.com, 2sulistyoteguh@unikama.ac.id *) correspondence: sulistyoteguh@unikama.ac.id abstract this study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. this is an experimental research by involving 62 efl students of eighth graders of a junior high school in malang, indonesia. the data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. the data were analyzed by using quantitative descriptive statistics. the qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. the findings show that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using selfassessment strategy. the use of peer review technique in writing class makes the class less anxious and more enjoyable. the students are enthusiastic so that the class become more student-centered. the students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. in addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class. keywords: effect, peer review, writing ability introduction writing is one of four basic skills in english for the foreign language learners that should be learnt well. writing is one of challenging productive skills especially for english foreign learners. according to megaib (2014), the challenge in teaching writing is the students’ mother tongue has influenced a lot in the production of the students’ writing. ariyanti (2016) found the biggest challenge is the difference in cultural background between students’ mother tongue and english so that their production of writing does not sound well in appropriate culture of english. writing is also difficult to be mastered in terms of local and global issues. local issues consist of vocabulary, grammar, and mechanic whereas global issues consist of content and organization. most of indonesian students face challenges regarding to grammatical structures in english and delivering the content of their writing composition (ariyanti, 2016). considering writing as a complicated skill to be mastered, feedback is one of the ways which is the important thing in the reviewing process in improving students’ writing ability. writing feedback is very useful for students to help them improving their writing becomes good quality. according to richards and schmidt in megaib (2014) feedback refers to comments, explanations and helpful data which learners receive either from the teacher or other people. writing feedback is very important for english as foreign language students because it plays a central role in writing process to fulfill the aim of writing class (ghanbari, 2015).there are two different ways of giving students feedback on their written work. those are teacher and peer feedback. teacher feedback can be defined as a process through which a teacher communicates with students about how they responded to a task, while peer feedback is the use of learners as sources of information for each other in such a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor in http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6845 http://dx.doi.org/10.33474/j-reall.v1i2.6845 mailto:1ndohnaruru30@gmail.com ruru, t. a. n., sulistyo, t. 128 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license commenting on and critiquing catch other’s drafts in both written and oral formats in the process of writing (hansen & liu, 2005). theoretically, there are some advantages of peer review on students’ writing ability. peer review can be an effective technique of revision for students to improve their writing and critical thinking skills. moreover, involving students in the process of peer review enables them to interact with each other as writers and readers and helps them to write more confidently and with lower levels of anxiety (moussaoui, 2012). correcting mistakes by peers does not only enable students to be more aware of their peers' mistakes, but it also promotes their level in academic writing in general (itmeizeh, 2016). by applying peer review, students know the motivation for wanting to help one another improve (jahin, 2012). peer feedback on writing encouraged the learners to expand their knowledge through facing situations which provide them with opportunities to rely on themselves to think critically and improve their autonomy (ghanbari, 2015). in relation to the result of studies deals with peer review whether peer review is effective or not, there are some studies show positive results on students’ writing ability. peer review technique has a positive effect on students’ writing ability. by having peer review, students take on new roles that eventually help them to be more actively involved in their own writing process (sotoudehnama, 2016). moussaoui (2012) in the investigation states that peer review is an effective technique of revision for student writers to improve their writing. thus, as readers, students can enhance their critical reading skills by reviewing their peers’ writing and, as writers; they foster their critical thinking by revising their own pieces of writing after getting peer feedback. peer review affects students' writing ability. students have profited from this technique to reduce mistakes in their writing composition and they become more enjoyable and interested in writing (itmeizeh, 2016). jahin (2012) in the investigation indicated that peer review had a positive effect on developing participants' essay writing ability and students are motivated for wanting to help one another improve their writing. peer review has a significant effect on improving learners’ writing ability to make better subsequent drafts (ghanei, 2015). like other studies, there are still some studies revealed that peer review has significant effect on learners’ writing ability (kustati, 2014);(nguyen, 2016);(bijami, 2013); (ghanbari, 2015). in addition, peer review contributes positively toward students’ writing anxiety which makes the learning environment less anxious and stressful and increases their confidence. the use of peer feedback in writing classes reduced students’ writing anxiety in terms of cognitive, somatic, and avoidance anxiety (yastibas, 2015). in contrast, there are some previous studies that remain unclear, indicating the discrepancies revealed the studies have different findings. a study by maarof (2011) indicated that the students perceived the role of feedback to be less facilitative in enhancing their esl writing. they had mixed perceptions on the reliability of peer feedback. the students appeared to regard their peer as having an equal status with them and that their peers are less proficient in providing feedback compared to their teachers. most of the students thought their peers do not often point out or correct all mistakes when giving written feedback compared to their teachers. another study by suba (2014) indicated that peer review is not effective to be applied because the students are not accustomed to using this technique due to the learning process is still oriented to teacher-centered. generally peer review affects positively to the process of learning especially upon students’ with low anxiety, but not to the students’ with high anxiety (suparma, 2013). a study by astrid annisa, et al. (2017) indicated that peer feedback was effective for students having low writing anxiety but not for high writing anxiety students. because of those inconsistent findings, the present study then aims at investigating further the effect of peer review on student’s writing ability to reveal further information. this study focuses on using peer review as a teaching tool in order to improve students’ writing ability especially in global (content and organization), local issues (vocabulary, grammar, and mechanic) and students’perceptions toward the use of peer review technique in writing class. in this case, the researcher focuses on investigating the effect of peer review on students’ descriptive writing task. hopefully, this research provides addition information about the effect of peer review on students’ http://riset.unisma.ac.id/index.php/jreall/user peer review in writing activities: outcomes and perceptions of efl students 129 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license writing ability which concern in global issues (content and organization) and local issues (grammar, vocabulary, and mechanics) methods this study was designed using experimental research since it aimed at investigating the effect of peer review (independent variable) on students’ writing ability (dependent variable), so there were two groups: experimental and control groups. the data were qualitative and quantitative data. the qualitative data were analyzed by transcribing, analyzing, and interpreting the data. there were 62 students of eighth grade as the participants. 31 students of class a become control group while 31 students of class b become experimental group. the researcher used two main instruments in order to get the quantitative and qualitative data, such as test (pre-test amd post-test) and questionnaire which consisted of 10 items. there were several activities in this research, such as pre-test, treatments, and post-test. the activities were done in six meetings. the pre-test was given in the first meeting and the treatments conducted in the second until fifth meetings. in experimental group, the reseacher taught writing a descriptive paragraph by using peer review while in the control group, the researcher taught the students by using self-assessment strategy. after the treatment was given, the researcher gave the post-test in the sixth meeting. results and discussion this part presents the effect of peer review on students’ writing ability and the students’ perceptions towards this strategy. the effects of peer review on students’ writing ability the result of t-test computation answered the research questions of the study. table 1. independent sample t-test for experimental group and control group table 1 shows that the difference of mean score was 4.677 with standard error difference 2.297. alternative hypothesis (ha) is accepted if the level of significant <0.05 and null hypothesis (ho) is accepted if the level of significant > 0.05. the level of significant was lower than the value of probability 0.05 (0.00<0.05), the alternative hypothesis was accepted. the probability (p) was less than 0.05, it was .000. it means that there was a significant difference of using peer review technique on students’ writing abiltiy. the researcher concluded that peer review technique was an effective way to be applied. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean differen ce std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1.594 .212 3.930 60 .000 4.677 1.190 2.297 7.058 equal variances not assumed 3.930 59.748 .000 4.677 1.190 2.297 7.058 http://riset.unisma.ac.id/index.php/jreall/user ruru, t. a. n., sulistyo, t. 130 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 1. the comparison post-test mean score of experimental and control group figure 1 shows that in the pre-test, the mean score of both groups were not too far different. the mean score of experimental group was 70.84 and the control group was 71.00, but in the posttest after giving different treatment, such as peer review technique for experimental group and self assessment for control group, the mean score of both goups were strongly different. the experimental group got greater mean score than control group. the mean score of experimental group was 76.06 while the mean score gained by the control group was 71.39. in brief, the improving of students’ score in experimental group were greater than the students in control group. it can be seen by the improving of the students score which was 5.22 while the students in control group was 0.39. figure 2. the comparison of the means from the writing test in terms of local and global issues in experimental and control group based on figure 2, the results show that there were difference means between students’ in experimental and control groups in terms of local (grammar, vocbulary and mechanics) and global (content and organization) issues. in terms of local issue, the students’ in experimental group got means 12.45. while the students in control group gained 11.13. in terms of global issue the students in experimental group gained 17.95 and the students in control group got 17.21. the total average of global and local issues of students in experimental group was 30.4 . while the total of global and local issues of students in control group was 28.34. it can be concluded that there were difference between the means of students’ score in global and local issues. 68 70 72 74 76 78 pre-test post-test experimental group control group 0 5 10 15 20 25 30 35 local global total experimental group control group http://riset.unisma.ac.id/index.php/jreall/user peer review in writing activities: outcomes and perceptions of efl students 131 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students’ perceptions towards the implementation of peer review strategy in writing class according to the result of questionnaire, students had a possitve point of view towards the implementation of per review technique in writing class. they agree that peer review technique help them to improve their writing ability. according to most of the students, receiving and giving feedback to their friends decrease their anxiety in writing. they know that making mistakes is a part of learning and they make some common mistakes. receiving and giving feedback to their classmates may increase their confidence in writing so that they feel less anxious and stressed while writing something in english (yastibas, 2015). a study by miftah (2016), most of the students considered peer review technique as educational and supportive. most of the students have positive attitude towards the application of peer review technique in writing class. they appreciate their friends’ correction on their writing and they enjoy the process of writing. in line with study by itmeizeh (2016), students are enthusiatic in the process of writing. they like to colaborate each other to make their writing become better subsequent. the existence of peer review technique in the process of revising make the condition of the clasroom become less anxious and stressfull. conclusion based on the reseach questions, there are two conclusions made in this research. firstly, peer review technique has a siginificant impact on students’ writing ability in terms of global (content and organization) and local issues (grammar, vocabulary and mechanics) in the context of writing a descriptive paragraph. the implementation of peer review in writing class creates the condition of the class become less anxious and more enjoyable. the students are enthusiastic and the teaching learning process become more student-centered. by the existing of peer review technique in the process of writing, the students are able to interact each other in giving comments and suggestions to reduce errors in terms of global (content and organization) and local (grammar, vocabulary, and mechanic) issues to make better subsequent of writing product. they are responsible for their own writing activities. overall, the students writing’ ability are improved, but not at all of the aspects in terms of global and local issues, such as grammar and vocabulary because mostly the students still got difficulties in those aspects. there were only some students who got better achievement in the aspects of grammar and vocabulary. it is hard for them to write a text with correct grammar and effective choice of words and word form because they are not accustomed to writing in english. teacher should pay attention more on the way to teach students about grammar and also creates activities to enhance students’ vocabulary. second, students have positive responses toward the use of peer review in the writing class. majority of the students agree with the implementation of the peer review technique in writing class. the writing activities become more interesting and the students are motivated in writing descriptive paragraph. they can explore their ideas in written form. they become aware of the mistakes that they make in their writing and they are really enjoy the process of writing. in adition they are more confident in writing class. in conclusion, peer review can be used in writing class in order to improve sstudents writing ability. references ariyanti. 2016. the teaching of efl writing in indonesia. dinamika ilmu, 16(2), 263–277. astrid annisa, et al. 2017. the effect of writing feedback techniques and students ’writing anxiety on students’ essay writing ability. international journal of foreign language teaching & research, 5(18). bijami, m. 2013. peer feedback in learning english writing : advantages and disadvantages. journal of studies in education, 3(4), 91–97. https://doi.org/10.5296/jse.v3i4.4314 carmines & zeller (1979). reliability and validity assessment. in reliability and validity assessment (pp. 17–26). the international professional publishers newbury park london new delhi. dantes. 2013. the investigation of the teaching of writing at the tenth grade of senior high school (sman) 1 aikmel in lombok. e-journal program pascasarjana universitas pendidikan gajayana, 1. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.5296/jse.v3i4.4314 ruru, t. a. n., sulistyo, t. 132 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license fadhilah. 2017. the effectiveness of written “peer review” towards english 3 students’ writing skill. jurnal vision, 6(1), 87–106. ghanbari. 2015. an exploration of the effect of time pressure and peer feedback on the iranian efl students â€tm writing performance. theory and practice in language studies, 5(11), 2251–2261. ghanei. 2015. the effect of peer review on cohesion improvement in writing skill among efl learners. international journal of language learning and applied linguistics world, 8(2), 103–112. hansen & liu. 2005. guiding principles for effective peer response. elt journal, 59(1), 31–38. https://doi.org/10.1093/elt/cci004 itmeizeh, m. j. 2016. impact of peer correction on reducing english language students’ mistakes in their written essays in pauc and learners’ attitudes towards this technique. theory and practice in language studies, 6(11), 2068–2078. jahin, h. j. 2012. the effect of peer reviewing on writing apprehension and essay writing ability of prospective efl teachers. australian journal of teacher education, 37(11). kustati, m. 2005. the effect of the peer-review technique on students’ writing ability, 71–81. maarof. 2011. role of teacher, peer and teacher-peer feedback in enhancing esl students’ writing. world applied sciences journal, 15, 29–35. megaiab. 2014. the english writing competence of the students of indonesian senior high school. wei international academic conference proceedings, (2000), 187–192. miftah. 2016. efl students’ performance and expectation towards peer response in writing classroom. indonesian journal of english education, 3(2), 208–223. https://doi.org/10.15408/ijee.v3i2.5513.permalink/ moussaoui. 2012. an investigation of the effects of peer evaluation in enhancing algerian students’ writing autonomy and positive affect. international conference on education and educational psychology, 69, 1775–1784. https://doi.org/10.1016/j.sbspro.2012.12.127 nguyen. 2016. peer feedback practice in efl tertiary writing classes. english language teaching, 9(6), 76–91. https://doi.org/10.5539/elt.v9n6p76 sotoudehnama. 2016. the impact of peer review on efl learners’ writing proficiency : global and local aspects. in porta linguarium (pp. 35–47). suba. 2014. what are the effects of written peer feedback training on turkish elt students’ writing quality ?. international journal of arts and commerce, 3(9), 1–15. sugiyono. 2007. metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. suparma. 2013. the effect of peer assessment and anxiety on writing competency of grade x students of sma negeri 5 denpansar. e-journal program pascasarjana universitas pendidikan ganesha, 1. yastibas. 2015. the effect of peer feedback on writing anxiety in turkish efl (english as a foreign language) students. an international conference on teaching and learning english as an additional language, 199, 530–538. https://doi.org/10.1016/j.sbspro.2015.07.543 http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.15408/ijee.v3i2.5513.permalink/ 62 eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6855 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6855 vol. 1 | no. 2 | agustus 2020 | hal. 62-68 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license teaching english: an afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy ikrar genidal riadil english education, universitas tidar, indonesia 1ikrargenidal21@gmail.com *) correspondence: ikrargenidal21@gmail.com abstract in the modern and digital era, digital native’s learners are conceived into an era of digital networking. it keeps everything connected to technology. digital natives with digital technical expertise and abilities which can theoretically be utilized for improved learners’ interaction in the classroom. the government has began to vigorously increase the literacy culture in schools by doing reading literacy. teachers will be willing to provide an precedent by developing a community of literacy at school. increased classroom reading atmosphere also improves vocabulary for learners studying english. the seesaw media implementation may also help learners to insert allusions to enhance scientific knowledge as a regulatory framework for learning. the aim of this research was to discern the use of seesaw as the media of literacy to cultivate learners’ vocabulary. this research pursued to answer two research questions; (1) does seesaw media helps learners to improve their reading ability? and (2) what are the impacts of seesaw media application on the learners on developing vocabulary? the methods used by the researcher were; firstly, the researcher distributed the questionnaire with the english learner's. secondly, the researcher assessed the feedback from the respondents. thirdly, the researcher sought the response to the learners on the effect of reading ability by using seesaw. this research has used descriptive qualitative to conduct the research study. this result of the research has shown the seesaw media helped learners to improve their reading ability. keywords: seesaw media; digital; literacy; vocabulary; teaching english introduction language is a crucial element of the human being. by attempting to learn, people can interact with one another, get information from one to the other, and communicate. language has a major role to play in human life in creating a relationship in their surroundings. yet another scholar claims that language is widely used in interaction among people who do not share the same first (or even second) language. (harmer, 2007). it indicates that language is very pivotal to learn in human life. in additament, the 2013 curriculum is a new curriculum in indonesia with a low amount of enthusiasm in writing and reading. the government has undertaken a literacy program in schools through the ministry of education and culture. the system was established on the basis of the kemendikbud (2015) minister of education and culture number 21 of 2015 on character growth. the aim of this program is to get the learners used and motivated to want to read and write to maintain character. the school reading system is also projected to develop students with strong literacy skills. as a result, the literacy initiative was also expanded in 2017 by beginning to integrate it into schooling by changes to the 2013 curriculum. literacy is communicating by clearly interpreted hieroglyphs, not by audio and signalling networks. the graphical annotation involves the writing of the alphabetmediated text, scripted by (syahriyani, 2010: p.70). the expansion of literacy cultural environment is crucial for people to accelerate their lives, because a deeply entrenched cultural heritage of literacy will make people habituated to being critical and scrutinizing what's going on around them (sakti, 2012: http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6855 http://dx.doi.org/10.33474/j-reall.v1i2.6855 teaching english: an afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy 63 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license p.259). moreover, the literacy cultural heritage in indonesia is exceedingly low compared to other countries. there are several factors that determine low literacy culture. in terms of ideas, it can be distinguished from aspects in or out of the school environment. in a non-school setting, for instance, the home atmosphere often has a major effect on somebody's reading interest. the enthusiasm in information technology is growing extremely quickly, but it is used for activities that do not encourage literacy. the low spending power of books is a factor, too. the aspects in the school environment are also dynamic, such as inadequate infrastructure to sustain literacy activities, such as a good library, and a collection of books that are sufficiently accurate and diverse. a further aspect is learning circumstances that do not empower learners to study books outside of textbooks. classroom learning is always an instructor-centered or merely a knowledge sharing exercise where learners are only packed with facts or experience by the instructor and are never encouraged to explore or resolve problems relating to the topics studied such that learners are not inspired to pursue facts from certain outlets and are not prepared to improve awareness by reading. the image of an educator who is considered to be a role model of reading and writing cultural identity has still not yet been able to encourage learners to be involved in developing their literacy community. the culture of reading and writing for teachers is central to improving their trust. teachers who have a high culture of literacy have a large and powerful reliability of the results of their work. consequently, in view of the increasing requirements of teacher professionalism, literacy culture can be one way of improving their skills, competencies and professionalism. this also has a significant impact on the level of pleasure of the learners in their deliberation with the teacher. a good culture of literacy could provide a comprehensive insight for an educator. moreover, as time passes, there is a need for information that is always up to date is needed for a teacher to know the latest issues to be able to answer every question from learners. in addition, literacy culture can enhance teacher competence, along with all the requirements of a high level of teacher professionalism. the vastness of the teacher's expertise makes it easier for learners to instruct. if the educator could be a great student, they could also be a strong writer. the variety of vocabulary enables the educator to express his or her opinion in a prolonged and clean manner. besides, there's the adjustments to the 2013 curriculum, that included an improvement in the literary culture of school, have required teachers to create a strong literary culture. this is a preservative in order for the teacher to be able to sustain the advancement of science and technology and to equilibrium the different types of learners in the classroom. the lack of instructors as role models in the school literacy campaign is due to the low culture of teaching literacy. consequently, there are plenty of teachers do not still see the meaning and significance of literary culture for the consistency of science. although the educator's reading and writing cultural heritage can also tend to maintain teachers in enhancing their knowledge and skills that can be used for classroom learning. the low level of teacher literacy is caused by reading and writing is not a need or a means for leaders to encourage themselves. without this, it's hard for someone like an educator to want to read and write. in particular, teachers of the history of reading and writing society need to incorporate contextual information and references. another reason, which is often brought up, is busy (apandi, 2016). messiness is the explanation why teachers are more frequently questioned to be the explanation why literacy culture is not a priority for them. the increasing number of educational activities related to the implementation and assessment of learners also increases the level of teacher activity. according to them, it doesn't take time to read books or write. if they also need to spend time taking care of the house and family after returning home, so no portion of time for teachers to read books or write after activities at school. in this modern era, educators and students need to be capable of adapting to the era. one of them is that students and educators are presumed to grasp foreign languages in global communication and to be able to use technology in everyday life. language is a message, emblem, or device used to convey knowledge in a spoken or written manner. language has a deep association with a daily conversation. conversation can be widely understood by using a language they understand. language could be termed a framework that individuals used to interact with one another and to share http://riset.unisma.ac.id/index.php/jreall/user riadil, i.g. 64 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license information. language category encompasses speaking, writing, measurements were performed, or moving the body. the simple part of the language is sound, as well as every language has its own grammar. it implies that various languages have specific laws. these rules in grammar are used to regulate the role of the language to communicate or create knowledge and to provide sense to the phrases. as a human being, human beings learn and tend to speak at least one language. the first language as our mother tongue, the language we hear as we grow up, and another language as our second language. these second languages could be obtained from our environment or from a new environment around us. when anyone wants to understand both the second language (sl) and the international language (fl) is not as seamless as possible. it also takes a great deal of work to grasp, introduce a foreign language, indulge in studying and build expertise because every language has its own structures and grammatically (basurto santos, alarcón, & pablo, 2016: p.1). this is not completely mistaken to learn new things about language, especially when learning a foreign language, to be encouraged and self assured to be using a foreign language in a framework where a foreign language is not used outside the classroom. according to finegan & chaika (1985), individuals are expected to accomplish their skills and knowledge not only in terms of linguistic skills, but also in terms of adequate communicative competence and communication of any foreign language. conversely, obtaining the ability to understand how to speak in a foreign language is not a benchmark for being able to speak a foreign language. another juncture that should be made in order to be successful to use a foreign language in communication is to pronounce words correctly, use the correct grammatical, have a rich vocabulary and understand how to use them in speaking. however, according to nur & riadil (2019) also stated that the digital learners are digital native generation which uses a digital learning tool where teacher and learners alike can create their own interactive timelines. many new social features introduce collaboration and engagement between learners. vocabulary is another of the key elements that plays a crucial role in language. vocabulary is crucial because someone will be able to interact well if the interlocutor understands every word that we want to express. fluency and willingness to use a range of words will often help you appear confident and mastering the language. since acquiring a new language, in fact a foreign language, especially the foreign language is not simple many people feel reluctant to learn english and that makes their vocabulary not develop. whereas, in the current era, there are many applications can be used to learn and be able to enrich the vocabulary. one of them is that they can use an application called seesaw media. moreover, online media look to incorporate new technologies into advising practice. learners increasingly to contact via email, text messaging, and instant messaging rather than meet the teacher in the offices. digital native does not see memorizing information as an education. with instant gratification avenues such as youtube, im, chat rooms, and social networking sites and wifi hand-held pda’s with instant internet access. consequently, by using the application because one reason is that the future teacher will face digital native learners at the moment. we label them that besides living in the digital era, most learners have lately very often brought their own smartphones wherever and whenever they go. thus, using an application, many of which are in the smartphone, is efficient enough. the impact of using a smartphone on learners to improve their vocabulary learning. seesaw media is an instructional content platform that amplified reading engagement and learning in every subject. it is an application and web which provide reading digital platform to help people to read some articles. it provides some articles from a variety of genres in the seesaw media helps the readers to find some articles which they want. they could find anything there. the features given by it help the readers to improve their reading skills because they could read anything that is their favorite. the seesaw media application can help the teachers also the learners to add references to enrich science as a provision for learning. then, after students continue to take the quiz and accumulate enough points, the website lets them find articles that better match their particular educational level, so that they can grasp the articles but are still encouraged to keep going forward. in comparison, most english teachers in developed teaching english: an afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy 65 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license countries have significant issues with poor literacy in computer and internet use (son, robb, & charismiadji, 2011). in short, digital-native learners are now in the digital era and will also work through the use of digital technologies. in addition, a radical change in education policy is proposed to implement massive e-learning in indonesian schools. based on these social phenomenon, the researcher is interested in analyzing certain phenomena-related problems. as a result, the research problems are set out as follows, what kind of media you use in speaking learning classes and for learners, in your opinion, what is the effect of the habit of digital natives, most of whom have access to seesaw media in their speaking class. methods qualitative research was used in this research. patton & cochran (2007) explained qualitative research is characterized by its aims, which relate to understanding some aspect of social life, and its methods which generate words, rather than numbers, as data for analysis. qualitative research is understanding of social phenomenon based on participant’s point of view. in order to increase information into a certain phenomenon, such as an environment, a process, or a belief. the data were collected by giving questionnaires to participants. the data collection procedures of this study were started by giving the questionnaire, asking the participants to fill in the questionnaire and finally the researcher compiled the questionnaire that had been answered. this method was influenced by (cam & tran, 2017). after the data had been collected, it would be analyzed and recognized. like what cam & tran (2017) stated that the questionnaire was a quite useful collection method because researcher could reach many participants and respondents in a short time and it did not need cost so much. this research aimed to distinguish the usage of seesaw media as the media of literacy to enrich learner’s vocabulary. the object of this research was the college learners. to begin this research, the researcher took three steps to answer questions in this research. 1. created the questionnaire and then shared it with the college learners. 2. evaluated the responses from the respondents. 3. found out the answer about the impacts of seesaw media to the learners. after collecting the respondents' answers, the data were analyzed to answer the research questions. the arrangement of this study consists of: 1. research subject the research subjects were learners in 2nd semester to 6th semester of english department learners tidar magelang university, central java with 50 respondents. 2. research place the study was conducted at tidar university magelang, central java. 3. research time this research was conducted in the year of 2020 in addition, the questions raised were in english, although some of the reasons the respondents answered were in indonesian. although it did not have an impact on the research. besides, they could voice their opinion easily and freely. not only did the questionnaire not allow the respondents to write their real name. they could write their real name or the initial name. then the researcher would name them as respondent one, two, and so on and it does not impact the data that had been collected. results and discussion this segment distinguishes the result of this study, which the researcher discussed with undergraduate students in indonesia. this questionnaire consists of twelve questions which the researcher considered to be the finding of this research questionnaire. the majority of respondents are in the english department. the reason why the researcher focuses on english department leraners is that the researcher knows that most english department learners are familiar with a platform that could improve their english skills. any of the respondents http://riset.unisma.ac.id/index.php/jreall/user riadil, i.g. 66 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license often come from other countries. it means that several college learners who are from other majors also know about the platform which could improve the ability to learning english. starting from semester 2-6 respondents answer the questions. in total 50 questionnaires are collected from the college learners. in order to collect the data needed, the researcher makes questions of questionnaire as can be seen below: table 1. questions of questionnaire table 2. the result of questionnaires the first and second questions related to how well the respondents know the media in seesaw. the first question asked whether the respondents were familiar with the seesaw media or not. approximately 84.3% of the total respondents said they knew about seesaw media and 15.7% said they did not know about seesaw media. the second issue concerns the role of seesaw media. most of the respondents are aware of seesaw media as a reading platform. nevertheless, several of them who do not know about seesaw media have said that they do not even know about seesaw media's function as a reading platform. most of the students who answer yes are from the english department. also, some of them do not seem to have known this reading platform. there are so many sections in seesaw media. sections here mean the genre of each article that is available. such as war and peace, youth, technology, rule, fitness, recreation, music, and opinion. anything in these parts is covered in each portion. for example, if readers choose health as a section, they will find out all articles about health. by sharing the questionnaire, the researcher knows that most of the college learners who understand the using of the seesaw media already know every section in this reading platform. 58,8% of the total respondents know about the sections in seesaw media and about 41,2% do not know about it. no question 1 do you know seesaw media? (y/n) 2 do you like to visit this reading platform? (y/n) 3 do you know the sections of all which available in the seesaw media? (y/n) 4 which section do you like the most? (give reason) 5 do you think that seesaw media help you to improve you reading? (y/n and give reason) 6 do you think that seesaw media help you to increase your vocabulary? (y/n and give reason) 7 what is the advantages of using seesaw media? 8 what is the disadvantages of using seesaw media? 9 would you still use seesaw media to help you to improve your reading skills? (y/n) numbers’ of questionnaire yes no 1 43 participants (82,7 %) 9 participants (17,3 %) 2 42 participants (80,8 %) 10 participants (19,2%) 3 30 participants (57,7%) 22 participants (42,3 %) 4 43 participants (82,7 %) 9 participants (17,3 %) 5 45 participants (86,5 %) 7 participants (13,5 %) 6 43 participants (82,7 %) 9 participants (17,3 %) teaching english: an afresh sophisticated technique to cultivate digital native learners’ vocabulary by utilizing seesaw media as digital literacy 67 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license arts are the most preferred segments chosen by the respondents. for the explanations in the panel, the respondents have a clear opinion as to why they prefer these pieces. the opinion section has become the second most preferred section chosen by the respondents and the science section becomes the third. by reading seesaw media, the respondents answer the next question "do you think seesaw media helps you to improve your reading?". most of the respondents who know seesaw media well answer yes. the purpose they said they were responding because they could interpret anything they needed to say. in addition, in this question, the researcher discovers out that improving someone's reading is giving them the text they want. the other reasons why they believe that seesaw media could enhance their reading are, by reading an article in seesaw media, giving them a piece of additional information and seesaw media also has much content to improve their reading. the next question is about vocabulary. 86,3% of the respondents said that by reading articles from seesaw media could improve their vocabularies. the possible reason why seesaw media could boost their reading is that seesaw media has created several stories with new vocabulary. most of the respondents claimed they acquired new vocabulary by reading it as they noticed different terms online. also, in total 13,7% of respondents said that seesaw media does not help them to improve their vocabulary because they do not know the seesaw media. each application has many benefits and drawbacks. through such a questionnaire , the researcher finds that the users of seesaw media are already aware of the benefits and drawbacks. initially, the potential benefits of using seesaw media are that it could enhance the reader's ability to read any genre and style they like. it gives a plethora of articles so that readers can choose their absolute favourite articles. the participants also said that they could improve their english skills in seesaw media. next, the drawbacks of this application are that we need to join the course to take the quiz sections. as an online platform, seesaw media needs to have a strong internet connection. by the answer of the respondents said that they will still use seesaw media to improve their reading and help them to enrich the vocabularies. conclusion the aim of this research was to seek that seesaw media helped learners enhance their reading and strengthen their vocabulary with seesaw media. in this research , the researcher points out that helping learners to develop their reading is by giving them a text by genre and style they like. learners did not like it when they were attempted to push to read something that wasn't their favorites. in addition to enriching learners' vocabulary, reading a text may help them to enhance their vocabulary. by comprehending the responses of the respondents, the researcher knew that two steps had been taken to strengthen vocabulary. first, they had to discover a language that they didn't realize they were searching for sense in the dictionary. the result of this research has therefore shown that seesaw media has helped learners to improve their reading ability and enrich their vocabularies. references apandi, i. (2016). guru dan budaya literasi. retrieved january 4, 2020, from kompasiana.com website: https://www.kompasiana.com/idrisapandi/568cf007f77a614115a384e2./guru-danbudaya-literasi basurto santos, n. m., alarcón, m. m. h., & pablo, i. m. (2016). fillers and the development of oral strategic competence in foreign language learning. porta linguarum, 2016(25), 191–201. cam, l., & tran, t. m. t. (2017). an evaluation of using games in teaching english grammar for first year english-majored students at dong nai technology university. international journal of learning, teaching and educational research, 16(7), 55–71. retrieved from https://pdfs.semanticscholar.org/ea44/48f1c6cbb8dab7420abbd20a993a86728206.pdf finegan, e., & chaika, e. (1985). language: the social mirror. language. https://doi.org/10.2307/414431 harmer, j. (2007). the practice of english languag teaching. 394–409. http://riset.unisma.ac.id/index.php/jreall/user riadil, i.g. 68 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license kemendikbud, r. i. (2015). penumbuhan budi pekerti. nur, m. r. o., & riadil, i. g. (2019). digital natives ’ preference in 4 . 0 speaking learning class. 3rd english language and literature international conference (ellic), 3, 202–208. patton, m., & cochran, m. (2007). a guide to using qualitative research methodology. in medecins sans frontieres. retrieved from http://msf.openrepository.com/msf/handle/10144/84230 sakti, p. (2012). budaya literasi sebagai relasi dunia  : bersaing di tingkat dunia . pasalnya , posisi pemuda begitu strategis mengingat daya nalar revolusioner yang tumbuh dicetuskan setelah dan sebelum proklamasi kemerdekaan. prosiding seminar internasional multikultural & globalisasi 2012, 258–274. son, j.-b., robb, t., & charismiadji, i. (2011). computer literacy and competency: a survey of indonesian teachers of english as a foreign language. computer-assisted language learning electronic journal (call-ej). syahriyani, a. (2010). optimalisasi budaya literasi di kalangan mahasiswa: upaya meretas komunikasi global. jurnal ui untuk bangsa seri sosial dan humaniora. 142 eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6923 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6923 vol. 1 | no. 2 | agustus 2020 | hal. 142-148 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license illocutionary act between barista and customers in starbucks coffee shop at changi airport isbandi1, nurma dhona handayani2 1,2english department, putera batam university, indonesia 1isbandi.ben@yahoo.com, 2nurmadhona@gmail.com *) correspondence: isbandi.ben@yahoo.com abstract this research primarily aimed to analyze the types of the illocutionary act proposed by searle (1979), secondly to find the dominant type produced by both sides, between barista and customers’ utterances at starbucks coffee shop changi airport. this research applied observational method and nonparticipatory technique as the way collecting the data. the design of this research were qualitative and quantitative research. qualitative research is applied to analyze the data in the form text. in contrast, quantitative research used to count the number of utterances, to conclude which types of illocutionary acts find dominantly during the conversation. it was found that directive, representative, and expressive types were in the utterances. meanwhile, commissive and declaration type did not find in the utterances. the result from this study showed that directives illocutionary act as the most frequently found in utterances, because the communication which takes place in coffee shop between the baristas and customers usually only needed to ordering and just give information (informing). key words: pragmatic; speech act; illocutionary act introduction in this world, language is an essential tool in communication for a human being, it is used to communicate each other; either to give information, to express their feelings or to ask questions. every single situation in our life usually communication is needed because basically, humans are social being who need language to communicate. in other words, language is a media to deliver our willingness, ideas, and feelings. at the same time, when the communication occurs, the elements like context, when, where, and to whom people speak with, will affect the way they communicate. for instance, when someone talk to his friends definitely he will act differently or bring out different utterance when he communicates to his teacher. it means that in the reality, people will have produced formal or polite utterance when they communicate with people in different level. different level here can be formed due to several factors, such as differences in age, gender, profession or also due to social status factors. for that reason, it is not easy to understand the meaning language that is used by people in communication. it is because people attend to act differently and their utterance will depend on the context and to whom speak with. those acts which are created by the people while they are speaking is called speech act. according to yule (1996), speech act is an act in saying something. besides, austin (1962) stated that there are three levels of speech act, such as locutionary act, illocutionary act and perlocutionary act. the first type of speech act called locutionary, the locutionary act means that hearer analyze what is the natural meaning the utterance from the speaker had produced, it can be ordering, asking or informing, after that the second type of speech act called illocutionary, in this step the hearer analyzed the act and also the expression from the speaker when they generate an utterance. the last type of speech act called perlocutionary, this is the step where act performed by or as a result on the hearer of what the speaker says. related to explanation above, this research would be focus on the analysis of illocutionary found in utterances between barista and costumers in the starbucks coffee shop at changi airport. first, http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6923 http://dx.doi.org/10.33474/j-reall.v1i2.6923 http://riset.unisma.ac.id/index.php/jreall/user mailto:isbandi.ben@yahoo.com mailto:nurmadhona@gmail.com mailto:isbandi.ben@yahoo.com illocutionary act between barista and customers in starbucks coffee shop at changi airport 143 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license find out types of illocutionary acts and the second to identify which types of illocutionary acts frequently used in the conversation between the barista and their customers. in conducting this research, the researchers were interest to analyze illocutionary act during conversation between barista and customers in starbucks coffee shop at changi airport singapore. the researchers chose this place as the object of the research; the first because it is known that starbucks is one of the most famous coffee shop in the world and the second reason is also known that airport is the place where people want to go for travelling, there are so many people from around the world will do travelling or just stop by, thus the researchers would get various of data in this study. there were several researches that have analyzed about illocutionary act such as in the case of analysis and classification of direction in written advertisement by simon & cartis (2015). they focused on directives of illocutionary act only, this study found that there were four types of direction that were given to the receiver of the advertisement (imperative, interrogative, appellative and indirect appellative direction). similarly, in drama script also has its own type of speech acts. this analysis have been done by yuniati (2013). she conducted the qualitative research to find out expressive illocutionary act identified in the newly married couple drama script. her analysis concluded that there are six types of expressive illocutionary act such as congratulating, thanking, apologizing, welcoming, wishing and attitude. pragmatics pragmatics is a study of relationship between linguistic forms and the users of those forms; that is, words that literally connect to what the user of those words intended to convey. according to cutting (2002) stated that pragmatics examines the meaning externally. it means that pragmatics is the studies of speakers meaning. in pragmatics humans are enable to do analysis, who can produce and understand the words. the interpretation is taking place while the speaker releasing or understanding the word, based the context, background as well as the relation between the users of those words. speech act when constructs the communication people regularly produced an act and that act known as speech act. this speech act developed by john searle (1969) which the theory firstly created by austin (1962). (yule, 1996) states that the act include in speech act such: “inform”, “request”, “command”, and “questioning”. more explanation towards this speech act, he gives some examples that can be seen in this table below: forms function did you eat the food? question eat the food (please). command (request) you ate the food. statement furthermore, (yule, 1996) divided this speech act into two categories, direct speech act and indirect speech act. yule described that if the speaker produces the same meaning with the form of its utterances it called direct speech act, meanwhile if the meaning of an utterances that established by the speaker different with its form of utterances it known as indirect speech act. based from the descriptions above towards speech act, it can have concluded that speech act is the acting that generated by the speaker when their producing an utterance. moreover, speech act also classified into two types namely as direct and indirect speech act; the speaker created direct speech act if the meaning of the utterance that their produced have the same form with their utterance structure; and then if the speaker produced an utterance different with their form of language structure, it means that they produced indirect speech act. http://riset.unisma.ac.id/index.php/jreall/user isbandi, nurma dhona handayani 144 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license illocutionary act when discussing further about this speech act study, we will get a deeper level called the illocutionary act. illocutionary act is the act of saying, which is committed with intend of speaker by uttering sentences, such like give a question, statement, order, apologize and threatening. in accordance with explanation from (searle, 1979), illocutionary act is the performance of a particular language function. he defines that illocutionary act is the core part of language function. other explanation described by austin (1975) he declared that illocutionary act as an utterance which has a certain (conventional) force. in other words, illocutionary act refers on what someone say something. classification of illocutionary act 1) representative according the explanation from searle (1979) that the purpose of this class is to perform the speaker to something’s being the case, to the truth of the expressed proposition. it describes states or events in the world such as an assertion, a description, statement, report and conclusion; for example: i like expresso coffee 2) directive this category of illocutionary shows in the fact that it is an attempt by the speaker to get action from the hearer. moreover searle (1979) stated that directives include some actions, such as commanding, requesting, inviting, forbidding, and suggesting; for example: could you explain about that? 3) commissive in this part of “commissive” refers to an illocutionary act whose point is to commit the speaker to some future course of action like promising, offering, threatening, refusing, vowing, and volunteering. in other words, commissive is types of speech act, where the speaker commands themselves to do future action through their utterance; for example: i will come to your house tomorrow. 4) expressive expressive illocutionary act incorporates the acts which the words are to express the psychological condition about a state of affairs specified in the proportional content. so, it refers to an act where the speakers express their feeling and attitude about something; it can be a statement of pleasure, pain, like, dislike, joy and sorrow; for example: i’m glad to be here! 5) declaration based on the explanation from searle (1979) “declaration” its successful performance brings about the correspondence between propositional content and reality, successful performance guarantees that the propositional content corresponds to the world. refer to this point yule (1996) simplified searle’s explanation by saying that declaration is a kind of speech act that could change the world through one utterance. the words or expression that can change the world such as “i bet”, “i declare”, “i resign”, “i pronounce”, etc. for example: i hereby pronounce you husband and wife. methods this research used qualitative and quantitative research. firstly, qualitative research which is aimed to explain the data in the form text. in contrast, quantitative research to count the number of utterances used by the barista and their customers to conclude which types of illocutionary acts find dominantly during the conversation occur. in collecting data, the researchers used non-participant observational method, which the researchers did not involve in the conversation, only used note taking technique. the data were collected based from real conversation between barista and customers in starbucks at changi airport singapore, when they are ordering drinks or foods. illocutionary act between barista and customers in starbucks coffee shop at changi airport 145 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license findings and discussion totally the researcher used five conversations, because each of conversation consists of two interlocutors, consist of barista and customers, so here the researcher uses symbol (b) representing the barista and (c) for the customer, and also because sometimes there are two customers who came at the same time (in this case the customer is a husband and wife) then the researcher uses (c1) for the first customer and (c2) as the second customer. the researcher will display the entire conversations with table, which each table divided into 3 column (the speaker, utterances and type of the speech act) so it will easier to identified and get the classification from each utterances, all the conversation can be seen in following data. table 1. conversation 1 speaker utterances type of speech act b hi expressive c1 can i have double shot coffee, and for her.. directive c2 what is that the yellow drink? (pointing to the picture) directive b that’s mango smoothies representative c2 is that coffee? directive b no mam. just mango smoothies. representative c2 alright, i’ll take that directive c1 for me double shot espresso. directive b okay, anything else? directive c2 i want chicken sandwich directive b that’s all? directive c1 yes representative b having here? directive c1 yeah representative b your name please? directive c1 sandro representative b the total is $30 70 cents representative c1 i pay by card representative b thank you expressive c1 thank you expressive (source: research data, 2019) table 2. conversation 2 speaker utterances type of speech act b hi expressive c1 can i have double shot coffee, and for her.. directive c2 what is that the yellow drink? (pointing to the picture) directive b that’s mango smoothies representative c2 is that coffee? directive b no mam. just mango smoothies. representative c2 alright, i’ll take that directive c1 for me double shot espresso. directive b okay, anything else? directive c2 i want chicken sandwich directive b that’s all? directive c1 yes representative b having here? directive c1 yeah representative (source: research data, 2019) http://riset.unisma.ac.id/index.php/jreall/user isbandi, nurma dhona handayani 146 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 3. conversation 3 speaker utterances type of speech act c hi, can i have ristretto bianco directives b that’s serve for hot only. representative c yes representative b what size? directive c grande please, and i want one peanut butter cake. directives b for having here? directive c yes. representative b $14,90 cents representative c paywave representative b your name? directive c ben representative b you want to use paper cup or mug? directive c paper cup, thanks directive (source: research data, 2019) table 4. conversation 4 speaker utterances type of speech act b hi. expressive c i want to order that drink (pointing to the picture) directives b mango smoothies? representative c yes representative b anything else? directive c the red one too (on the picture) directive b okay, what size? directive c grande representative b the total $12.70 cents representative c (giving the money) b your name? directive c shakuka representative b wait over there please. directive c thank you expressive (source: research data, 2019) table 5. conversation 5 speaker utterances type of speech act b hi, welcome expressive c hi, i want two banana cake and one black paper chicken roll directive b having here or take away? directives c take away representative b anything else for you? directive c nope representative b so, 2 banana cake and 1 black paper chicken roll, the total is $20.80 cents. pay by? directive c paywave representative b thank you and wait at the corner please directive c thanks expressive (source: research data, 2019) representative according to searle (1979) assertive or representative is types of illocutionary act which expressed speaker’s belief of something, as well as explanation from yule (2010), he classified the verb like “statement of fact, assertion, conclusion and description. for instance, in the conversations above, when the barista asked some questions to their customers like the size of drink, the customers simply illocutionary act between barista and customers in starbucks coffee shop at changi airport 147 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license said “tall” or “grande” and after the barista asked them about their name, the customers immediately mention their name. same with the barista when they give some information regarding their product to the customer like the price of their drinks or mention the balance from the payment, as we can see in conversation #3, the barista said “that’s serve for hot only”. based on searle theory, both customers and barista produced assertive or representatives’ illocutionary act is informing. directive related to the searle’s theory that have explained in previous pages, directives illocutionary act is refers to what speaker needs (searle, 1979). in other words, if the speaker wants the hearer to do something by their utterance the speaker produced directives illocutionary act, namely like ask, order, command, request, beg invite, advice, etc. as can be seen in most conversation the the customers ordering food and drinks to barista “two ice mocha”, “double shot espresso” or “i want chicken sandwich” while the customers ordering something, they produced directives illocutionary act that is order. as well as the utterances delivered by the barista to the customers, they also produced the utterance directives illocutionary, like “your name?”, “what size?”, “having here or take away?” or “anything else?” those kind of questions that barista frequently ask to their customers are part of directive illocutionary act, in term of ask. expressive be in accordance with searle’s theory, expressive is types of illocutionary act that express the psychological. feeling of the speaker through their utterance, such as; “thank”, “congratulate”, “apologize” and “welcome”. bring forward yule (1996) explain expressive illocutionary act as types of speech act that deliver the statement including “pleasure, pain, like, dislike, thanking, apologizing, etc,”. some of the example of expressive from the conversation above, mostly found in the barista utterances when they welcoming their customers, such as “hi, welcome”, “assalamualikum”. as well as when the speaker says “thank you” in the conversation, means that both customer and barista produced the expressive illocutionary act thanking. table 6. percentage types of illocutionary act no. types of illocutionary act total utterance percentage 1 representative 27 39% 2 directives 33 47% 3 expressive 10 14% total 70 100% (source: research data) figure 1. frequency of illocutionary act representative; 27; 39% directives; 33; 47% expressive; 10; 14% frequency of illocutionary act http://riset.unisma.ac.id/index.php/jreall/user isbandi, nurma dhona handayani 148 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license after the calculation and put the data into chart like in the display above, the researcher got only three types of illocutionary act found in the conversation between barista and customers at starbucks coffee shop changi airport singapore. the researcher did not find others two types of illocutionary act, namely commissive and declaration in the data conversations above. conclusion from all the types of illocutionary act, there five classification, namely: representatives, directives, commissive, expressive, and declaration, but from all utterances data, the researcher found only three types of illocutionary act occurs. first, expressive occur in 10 utterances with percentage 15%, this type of illocutionary act least occurs in both speaker (barista and the customer) to say thank or welcoming; second types is representative occur in 27 utterances with percentage 38%, this type mostly produced by both speaker barista and customers in term of giving information (inform); and the last type as the most frequently found is directives, with the percentage 47% it occurs in 33 utterances, it occurs in term of asking as well as for ordering from customers. communication that take place in coffee shop between the barista and customers is only three types of utterances that are encountered (representative, directive, and expressive) because in the scope of communication in coffee shop usually only needed to ordering and just give information (informing). therefore, the two other types, declaration and commissive are not found in this study. reference austin, j. l. (1975). how to do things with words (second edi). cambridge: harvard university press. cutting, j. (2002). pragmatics and discourse: a resource book for student. london: routledge. searle, j. r. (1979). expression and meaning: studies in the theory of speech acts. new york: cambridge university press. simon, s., & cartis, d. (2015). analysis and classification of directions in written advertisements. procedia social and behavioral science. https://doi.org/10.1016/j.sbspro.2015.06.034 yule, g. (1996). pragmatics. new york: oxford university press. yule, g. (2010). the study of language (fourth edi). edinburgh: cambridge university press. yuniati, m. (2013). expressive illocutionary acts identified in the newly-married couple drama script. humanis journal of arts and humanities, 2(3). retrieved from https://ojs.unud.ac.id/index.php/sastra/article/view/5006 119 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6756 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6756 vol. 1 | no. 2 | agustus 2020 | hal. 119-126 illocutionary speech acts on donald trump’s speech in addressing the covid-19 breakout neni nurkhamidah stkip media nusantara citra, indonesia neni.nurkhamidah@stkipmnc.ac.id *) correspondence: neni.nurkhamidah@stkipmnc.ac.id abstract this research aims at finding out the illocutionary speech act on one donald trump’s speech in addressing the covid-19 outbreak. the speech is conducted at oval office in 11 march 2020. this is a qualitative research that implemented the theory of speech act by searle (1979). result shows that trumps made all five categories of illocutionary speech act with different amount of each category. the most utterances he made is assertive (54%). the type of assertive in his speech is boasting, claiming, describing, informing, and stating. the next category is commissive (29%) that consist of promising, and planning. in directive categories (15%) the utterance he made is commanding and advising. and expressive (1%) consist of thanking and the last is declarative (1%) can be seen from his utterance when he blessed the audiences. keywords: speech act; illocutionary; speech; donald trump introduction in the late of 2019 a mysterious disease firstly emerged in wuhan, china. this disease quickly spread in the whole part of world and recognized as coronavirus disease or covid 19. as the spread of this disease is worldwide level, who confirm that this disease is pandemic which means that the transmission happens among people in huge number of countries and causing death. in the beginning of may, more than 200 thousand people death as it is reported by who. the situation getting worse since the number of cases is increasing every day. covid 19 cases happens in all continents. education, tourism, transportation, industry, trade and many other sectors are affected. school and college are conducted in distance utilizing e-learning, micro industry can run no more and companies force some employees to work from home even worse the fire their worker. no wonder that this situation really shakes national condition. many country leaders respond to this situation in a presidential speech to state their condition and their strategies to deal with this pandemic. as it is also did by us president, donald trumps on his presidential speech in addressing the outbreak of covid-19 in his country. a speech conducted by a president trump is not ordinary since it takes attention not only for americans’ society but also the whole world (arisetiyani and yuliasry, 2017). no wonder that language choice he used has vital role. the language used in a speech determine the success of communication with the audiences since language express speaker feeling, idea and desire (mutmainnah and sutopo, 2016). when people communicate using language in particular situation, they will produce utterances. utterance is a unit of speech analysis can be defined in various ways depends on the context of communication. speakers that utter a sentence do not merely stating speech. there must be a meaning conveyed and purpose such as to warn, command, inform, refuse, ensure and other meaning. this intention is called a speech act. speech act is under the pragmatic study that interpret meaning in particular context yule (1996). study about pragmatic is beneficial for people that involve in communication to understand what meaning implied in utterance that speakers’ make so that the message can be received as its purpose. introduced by j. l. austin in 1960, speech acts is to what is done when something is said (toolan, 1997) action that performed by utterance yule (1996:47) and implicit meaning of a speaker’s utterance http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6756 http://dx.doi.org/10.33474/j-reall.v1i2.6756 mailto:neni.nurkhamidah@stkipmnc.ac.id mailto:neni.nurkhamidah@stkipmnc.ac.id nurkhamidah, n. 120 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license (listya and novitasari, 2015). cruse (2004) classified speech act into three different classes the locutionary, illocutionary, and perlocutionary. locutionary is the basis of the utterance (what speakers say). illocutionary is the intended meaning or purpose of what speakers say. meanwhile perlocutionary is the effect of what speakers say. the effect may be upon of the addressee thoughts, feelings, or actions. this research is conducted based on illocutionary aspect that deal with sentence to perform a function. the communication intention of illocutionary act consist of greeting, asking, ordering, suggesting, requesting, informing and advising (searle in ramadhani, , indrayani, and soemantri, 2019). some researchers classify speech acts into some categories. searle (1979) mentioned that there are five categories of speech act; assertive (represents a speaker’s belief about truth) , directives (gets the addressee to do something), commissive ( gets speaker to do future action) , expressive ( expresses speaker’s belief or a sincere wish about some condition or situation) and declaratives (brings into existence belief to which it refers. baptize or excommunicate. searle (1979) categorized the example action that referred to taxonomy of speech act. the assertive speech act is the action that intend to assert, predict and insist. the next is directives that include direct, order and entreat. commissive speech act is commit, promise and threaten. expressive include apologize, thank and praise. the last is declarative. blessing, firing and baptizing are the example of declarative. smith (1991) developed searle’s theory by categorized actions that refer to five types of speech act. assertive speech acts are producing by speakers when they try to claim, assure, argue, inform, conjecture and swear. commissive speech act is the act of promise, consenting and refusing. when speakers request, tell, require and permit, directive speech acts take part in this form of talk. the research on speech act keeps developed by some scholars. to emphasize and simplify the type of illocutionary speech act, yule (1996) represent five speech acts classification based on searle’s theory in this following table: table 1. searle’s speech act classification no type of speech act function intention s = speaker; x = situation 1 declarative to get someone else to do something words change the world s causes x 2 assertive to represent speakers’ believe words fit the world s believes x 3 expressive to state what speakers’ feels words fit the world s feels x 4 directive to get someone to do something world fit words s wants x 5 commissive to express what speakers’ intend world fit words s intends x this research tries to find out the illocutionary speech act on one donald trump’s speech in addressing the covid-19 outbreak based on searle’s theory (1979). researches on president trump’s speech is challenging, no wonder there are huge amount researches on president trump’s speech have been conducted. in 2017 phycologists from university of texas and princeton university released that trump has high score on language but the substance is lower than george w. bush and barack obama. mufiah (2018) conducted a speech act analysis of trump’s speech. he found that illocutionary speech act dominates his speech is representative (46%), directive (16%) and expressive (11%). jimmi and sidauruk (2019) on a study about trump’s speech on banning all refugees and citizens of 7 majority muslim countries entering u.s found that 10 data of locutionary, 10 illocutionary and 2 perlocutionary speech act were produced by trump oh his speech. a speech from barrack obama was analyzed by wardhono, a., & hadi, m. (2017). it was a speech on the conflict in syria and looming federal government shutdown. it is concluded that no declarative utterance was found. the speech is dominated with assertive (representative), the following utterances are commissive, directive, and then expressive. http://riset.unisma.ac.id/index.php/jreall/user illocutionary speech acts on donald trump’s speech in adressing the covid-19 breakout 121 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license methods as this research attempt to find out the pattern of illocutionary speech act on one donald trump’s speech, qualitative method is employed. this method is appropriate to use to obtain specific information about opinions, behaviors, and social contexts of populations (mack, 2005). qualitative method does not attempt to control the contextual factors yet to understand things from the informants’ points of view and create pictures of a phenomena under investigation. in qualitative research, the data can be in the form of words, sentences or pictures. the data in this research was taken from a speech conducted by president trump at oval office, in 11 march 2020. the speech was delivered to announce the action has taken, is being taken and will be taken by usa government to address covid 19 especially suspending all travel between the u.s. and europe. in analyzing data, there are some steps were conducted. 1) identify illocutionary speech at based on theory proposed by searle (1979). the categories are divided into 5 categories; assertive, directives, commissive, expressive, and declaratives, 2) analyze the data based on the type of illocutionary speech act, 3) categorize the data 4) summarize the results of the whole analysis. result and discussions the video and transcript of president trump’s speech can be seen in this following link https://www.cpr.org/2020/03/11/transcript-video-president-donald-trump-addresses-the-nationon-the-coronavirus-pandemic/. based on the speech transcript, 73 utterances are made by trump. the speech act pattern of his speech is summarized in this following chart: picture 1. the pattern od illocutionary speech act on trumps ‘speech chart shows that presidents trumps speech is dominated with assertive illocutionary (54%). the type of his utterance is boasting, claiming, describing, informing, and stating. the category is followed by commissive (29%) consist of promising and planning. in directive categories (15%) the utterance he made is commanding and advising. expressive (1%) consist thanking and the las declarative (1%) can be seen from his utterance in blessing the audience. this part will discuss every illocutionary speech act category in president trump’s speech in addressing the outbreak of covid 19. assertive illocutionary assertive illocutionary shown from trump’s utterance which can be true or false. some assertive illocutionary he made occurred in this following type: 1. boasting 54% 29% 1% 15% 1% the pattern of illucotionary speech act in president trumps' speech assertive commisive declarative directive expressive http://riset.unisma.ac.id/index.php/jreall/user https://www.cpr.org/2020/03/11/transcript-video-president-donald-trump-addresses-the-nation-on-the-coronavirus-pandemic/ https://www.cpr.org/2020/03/11/transcript-video-president-donald-trump-addresses-the-nation-on-the-coronavirus-pandemic/ nurkhamidah, n. 122 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in his speech trump boasted several times. most of his boasting emphasize on the strength of his country especially in economics and health care sectors. covid 19 breakout will not affect the american’s economic as they have greatest economic in the world. they also have talented doctors, scientists to overcome the breakout. this following transcriptions show how trump boast in his speech. our team is the best anywhere in the world every community faces different risks and it is critical for you to follow the guidelines of your local officials who are working closely with our federal health experts — and they are the best. because of the economic policies that we have put into place over the last three years, we have the greatest economy anywhere in the world, by far. our banks and financial institutions are fully capitalized and incredibly strong. our unemployment is at a historic low. we have the best economy, the most advanced healthcare, and the most talented doctors, scientists, and researchers anywhere in the world. as history has proven time and time again, americans always rise to the challenge and overcome adversity. our future remains brighter than anyone can imagine. 2. claiming only one utterance of claiming was made by trump. as it is show in the transcription, he claimed that the fight against the covid under his govern is the comprehensive effort during modern history this is the most aggressive and comprehensive effort to confront a foreign virus in modern history 3. describing two utterances of describing were made. the first utterance describes the exemption of travel banning. the second describes the criteria of citizen impacted by the virus that may receive financial support from government. there will be exemptions for americans who have undergone appropriate screenings, and these prohibitions will not only apply to the tremendous amount of trade and cargo, but various other things as we get approval. this will be targeted for workers who are ill, quarantined, or caring for others due to coronavirus. 4. informing in his speech trump tried to give many information to the addressee. most information he shared is about what the governments have done and now they are doing dealing with the outbreak. today, the world health organization officially announced that this is a global pandemic. we have been in frequent contact with our allies, and we are marshaling the full power of the federal government and the private sector to protect the american people. the european union failed to take the same precautions and restrict travel from china and other hotspots as a result, a large number of new clusters in the united states were seeded by travelers from europe the new rules will go into effect friday at midnight. these restrictions will be adjusted subject to conditions on the ground. anything coming from europe to the united states is what we are discussing. we are cutting massive amounts of red tape to make antiviral therapies available in record time. http://riset.unisma.ac.id/index.php/jreall/user illocutionary speech acts on donald trump’s speech in adressing the covid-19 breakout 123 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license these treatments will significantly reduce the impact and reach of the virus. additionally, last week, i signed into law an $8.3 billion funding bill to help cdc and other government agencies fight the virus and support vaccines, treatments, and distribution of medical supplies the vast majority of americans: the risk is very, very low. the highest risk is for elderly population with underlying health conditions my administration is coordinating directly with communities with the largest outbreaks, and we have issued guidance on school closures, social distancing, and reducing large gatherings. each of us has a role to play in defeating this virus. these low-interest loans will help small businesses overcome temporary economic disruptions caused by the virus. this action will provide more than $200 billion of additional liquidity to the economy. at the same time, we are monitoring the situation in china and in south korea. from the beginning of time, nations and people have faced unforeseen challenges, including large-scale and very dangerous health threats and taking early intense action, we have seen dramatically fewer cases of the virus in the united states than are now present in europe. earlier this week, i met with the leaders of health insurance industry who have agreed to waive all copayments for coronavirus treatments, extend insurance coverage to these treatments, and to prevent surprise medical billing 5. stating trump state that american are at the critical time to fight covid 19, he also stated that his country moves faster than china in preparing the fight and this action will not delay. we are at a critical time in the fight against the virus we made a lifesaving move with early action on china we will not delay. commissive this speech act commits a speaker to some future intentional action. commissive speech acts of trump’s speech are shown in following types: 1. promising in his speech trump promised that government can handle any threat come by covid-19 breakout. he promised that rapid test, economic loan, financial relief, will be provide for citizen. government also stressed that they will always be together with the citizen with greet speed respond and professionalism. testing and testing capabilities are expanding rapidly, day by day. we are moving very quickly. young and healthy people can expect to recover fully and quickly if they should get the virus. this is not a financial crisis, this is just a temporary moment of time that we will overcome together as a nation and as a world. effective immediately, the sba will begin providing economic loans in affected states and territories this vast economic prosperity gives us flexibility, reserves, and resources to handle any threat that comes our way. this is the way it always was and always will be it only matters how you respond, and we are responding with great speed and professionalism. i will be asking congress to take legislative action to extend this relief. http://riset.unisma.ac.id/index.php/jreall/user nurkhamidah, n. 124 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license i will never hesitate to take any necessary steps to protect the lives, health, and safety of the american people i will always put the wellbeing of america first. no nation is more prepared or more resilient than the united states. we are all in this together. they will consider this very strongly. acting with compassion and love, we will heal the sick, care for those in need, help our fellow citizens, and emerge from this challenge stronger and more unified than ever before i am confident that by counting and continuing to take these tough measures, we will significantly reduce the threat to our citizens, and we will ultimately and expeditiously defeat this virus. to ensure that working americans impacted by the virus can stay home without fear of financial hardship, i will soon be taking emergency action, which is unprecedented, to provide financial relief. 2. planning there are various plans mentioned by trump in his speech. as it is mention in the transcript the travel bans from europe to unite states will be implemented with reevaluate the banning as the situation improve. the additional fund is increased, and tax payment policy are also planned. after consulting with our top government health professionals, i have decided to take several strong but necessary actions to protect the health and well-being of all americans to keep new cases from entering our shores, we will be suspending all travel from europe to the united states for the next 30 days. these restrictions will also not apply to the united kingdom. and, as their situation improves, we will reevaluate the restrictions and warnings that are currently in place for a possible early opening. to this end, i am asking congress to increase funding for this program by an additional $50 billion. using emergency authority, i will be instructing the treasury department to defer tax payments, without interest or penalties, for certain individuals and businesses negatively impacted. declarative one declarative speech act is made. in his speech trumps blessed the audience as it is written in the transcript. god bless you, and god bless america directive when speaker make utterance to get addressee to do something, it is called as directive speech act. in his speech, trumps made two types of directive speech act, advice and command. 1. advising some advising are given by trump for nursing for visit the elderly. for americans in general, he advised them to avoid unnecessary travel, take extra precaution to the virus by washing hand, cover the face and stay home. in particular, we are strongly advising that nursing homes for the elderly suspend all medically unnecessary visits. in general, older americans should also avoid nonessential travel in crowded areas. for all americans, it is essential that everyone take extra precautions and practice good hygiene wash your hands, clean often-used surfaces, cover your face and mouth if you sneeze or cough, and most of all, if you are sick or not feeling well, stay home. http://riset.unisma.ac.id/index.php/jreall/user illocutionary speech acts on donald trump’s speech in adressing the covid-19 breakout 125 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 2. commanding commanding is one step higher than advising in the term of requirement. in his speech trump uttered four commanding utterances as it is written in this transcription. the elderly population must be very, very careful. however, to provide extra support for american workers, families, and businesses, tonight i am announcing the following additional actions: i am instructing the small business administration to exercise available authority to provide capital and liquidity to firms affected by the coronavirus. now we must take the same action with europe finally, i am calling on congress to provide americans with immediate payroll tax relief. we must put politics aside, stop the partisanship, and unify together as one nation and one family. expressive expressive illocutionary speech act can be seen when speaker express his or her feeling of psychological attitude. one expressive speech act is found in trump’s speech when he thanked to audience in the end of his speech. thank you. conclusion when president donald trump conducted a speech in addressing the outbreak of covid-19 in the beginning of march 2020, he made five type of illocutionary speech acts as it is proposed by searle (1979). he uttered those types of speech act with different amount of each type. the most utterances he made is assertive which is 54% of his speech belongs to this category. the type of assertive utterance in his speech is boasting, claiming, describing, informing, and stating. the second category is commissive with 29%. commissive in his speech consist of promising, guarantee and planning. the third is directive. 15% of his utterances belong to this category. directive utterance he made is commanding and advising. both expressive and declarative has 1% each that consist of thanking for expressive and blessing for declarative. reference arisetiyani, y., & yuliasry, i. 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(2019). assertive illocutionary act adapted in donald trump’s political speech: a pragmatic study. els journal on interdisciplinary studies in humanities 2 (4), 493-498 searle, john r. 1999. expression and meaning. studies in the theory of speech acts. new york: cambridge university press. smith, peter wilfred hesling. (1991). speech act theory, discourse structure and indirect speech acts. thesis: the university of leeds. toolan, m. (1997). working with text: a core book for language analysis. london: routledge ulum, m., sutopo, d., & warsono, w. (2018). a comparison between trump’s and clinton’s commissive speech act in america’s presidential campaign speech. english education journal, 8(2), 221-228. https://doi.org/10.15294/eej.v8i3.21391 wardhono, a., & hadi, m. (2017). an analysis of barack obama’s speech act over the conflict in syria and looming federal government shutdown. didaktika: jurnal pemikiran pendidikan, 21(2), 162-174. retrieved from http://journal.umg.ac.id/index.php/didaktika/article/view/122 yule, g. (1996). pragmatics. oxford university press. new york. http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.15294/eej.v8i3.21391 http://journal.umg.ac.id/index.php/didaktika/article/view/122 133 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6900 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6900 vol. 1 | no. 2 | agustus 2020 | hal. 133-141 problem based learning: a model in teaching english at junior high school isrokijah state junior high school 3 tulungagung, indonesia isrokijah@yahoo.com *) correspondence: isrokijah@yahoo.com abstract problem based learning (pbl) is one of teaching models required in curriculum 2013. however, not many teachers apply it in teaching english. this happens because of their lack of knowledge about pbl and how to apply it in the class. this article aims at elaborating how to implement problem based learning (pbl) as an effective model in teaching and learning english at junior high school. by knowing how to apply pbl in the classroom, it is hoped that the teachers will be motivated to use pbl in their teaching english, pbl increases students' motivation in learning, their ability to work independently and collaboratively with others, and their problem solving skills in order that the english learning objectives can be achieved. key words: problem based learning (pbl); teaching english; junior high school introduction curriculum 2013 or it is usually called k-13 has been implemented for some years. as stated in permendikbud number 68/2013 the mastery of english is crucial requirement in responding to the challenge of the era. in other words, the teaching of english plays an important role in preparing the students to get access to international communication in the globalization era, especially the coming era of free trade market. therefore, students must have a good english ability. in curriculum 2013 the four english skills: listening, speaking, reading, and writing are presented integrated. problem-based learning (pbl) is one of learning models required to be implemented in the teaching and learning process. as stated by the ministry of education and culture of indonesia in the material of teacher training in curriculum 2013, problem-based learning presented contextual problem which stimulated the students to learn. in pbl situation, the students integrated knowledge and skills simultaneously and applied them in relevant context. however, most teachers do not really know how to apply pbl in their teaching and learning process at junior high school. to achieve learning objective, teaching materials and teaching models cannot be separated. they should be well suited (widodo, 2005). therefore the available of well-prepared materials is very helpful. moreover, to successfully conduct problem-based learning (pbl) in teaching english, well prepared teaching materials are crucial. it will be better if teachers can design pbl worksheets to run the teaching model. with the worksheets the students conducted meaningful learning. they learned to solve the problem by implementing their knowledge or trying to explore the knowledge they needed (isrokijah, 2015). pbl is often heard in teaching english, however, not many teachers know what it is and how to apply in the classroom especially at junior high school level in which students just have studied a little bit language components and language skills. in addition, pbl has never been discussed in any teacher workshops. beginning from that fact, this article will elaborate how to apply pbl model at junior high school in detail. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6900 http://dx.doi.org/10.33474/j-reall.v1i2.6900 mailto:isrokijah@yahoo.com mailto:isrokijah@yahoo.com isrokijah 134 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license results and discussion teaching english at junior high school english is a compulsory subject to study at junior high school. it means that students have to pass the course. in curriculum 2013 english has 4 teaching hours in a week for each grade. different from previous curriculum, in curriculum 2013 the four language skills: listening, speaking, reading, and writing are performed simultaneously. learning objectives are also arranged based on basic competences. english syllabus contains core competences, basic competences, core materials, learning activities, and assessment. there are four core competences. the first core competence deals with spiritual competences. the second core competences deal with social competence. the third core competences deal with knowledge competences. and the fourth core competences deal with skill competences. teaching english at junior high school is conducted based on basic competences stated on the english syllabus which has designed by the government. basic competences are language skills; listening, speaking, reading, and writing, to be learned by students. there are two basic competences, knowledge and skill. higher grade has more basic competences than lower grade. the core materials as well as learning activities are also available on the syllabus. the core materials include language components, such as grammar, vocabulary, spelling, pronunciation, genre texts, such as descriptive, recount, narrative, report, and procedure texts, and short functional text, such as notice, short message, greeting card, label, and advertisement, etc. in this case, teachers have authority to develop them suited with the teaching model and method applied. there are three instructional models required by the government, discovery learning, problem based learning, and project based learning. for teaching method teachers can apply any kinds of method based the basic competences and the core materials. however, they are supposed to use method which performs cooperative learning and a student-centered learning. what is problem-based learning (pbl)? problem-based learning (pbl) is an educational approach whereby a problem is the starting point of the learning process (graaff & annette, 2003). problem-based learning (pbl) initiates students’ learning by creating an authentic problem to solve. in pbl courses students learn through facilitated problem solving process. during problem solving process students construct content knowledge, develop self-directed learning skills as well as high order thinking skill which is cognitive skill required to develop problem solving, reasoning, communication, and self-assessment skills. improving problem solving skill is main focus of pbl. learning is a student-centered in which students learn how to think and learn independently. through problem solving activity students learn to apply critical thinking to solve complex problems that do not have a single correct answer. therefore the activation of prior knowledge is very helpful. group members may activate their prior knowledge and accumulate new knowledge to identify and solve the problems. norman & schmidt (1992) add in group discussion, members’ contributions of elaborated knowledge are valuable for they formulate creative ideas and they facilitate the discovery of possible solutions. moreover, huang & wang (2012) state that the ultimate goals of pbl are to help learners elevate intrinsic motivation, build up thinking skills, develop higher level knowledge, and become self-guided learners who could cooperate and collaborate in groups. therefore, pbl model promotes students’ confidence and thinking skill in problem solving and makes them self-directed students. advantages and disadvantages of pbl applying pbl in teaching english at junior high school has some advantages and disadvantages. the advantages are as follows: 1. pbl is very effective to improve learners’ critical thinking skill. learners will try to think hard to solve a problem which does not have a single answer presented by the teacher. 2. learners will be accustomed to solve a problem since they have been trained in the class. it can enhance their problem solving skill. http://riset.unisma.ac.id/index.php/jreall/user problem based learning: a model in teaching english at junior high school 135 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 3. pbl can be applied both in large or small classes. in this case, learners always work in group discussion. 4. pbl works well with mixed-ability classes. it is students-centered. they can learn from one another. in addition to such advantages, pbl has also disadvantages, as follows: 1. students are not used to such thing that makes them embarrassed to express their idea. it is influenced by the previous way of teaching. teachers often explain much and students just listen to them and take notes and do some exercises. 2. group work often gets stuck. therefore, teachers should act as good facilitators. guidance is needed when group discussion is going on. 3. it is not suitable for lower level students. they have not learned enough language components and language skills. for junior high school level pbl can be applied starting from grade 8 students. 4. only some particular basic competences can apply pbl. therefore, teachers should be selective in choosing the appropriate basic competences. the application of problem based learning (pbl) in the classroom as stated above that teaching english at junior high school is based on basic competences. for grade 8 pbl can be used to teach english in the class, especially for basic competences related to: 1. grammar (degree of comparison, simple present tense, simple past tense) 2. genre texts (descriptive, recount, procedure, narrative, and report texts) 3. short functional texts (notice, short message, label, advertisement) problem solving is the prominent classroom activity in problem-based learning. it is typically geared to highlight the students’ high order thinking skill. in this sense, students play main role: a speaker and a listener, or a writer and a reader. they listen attentively and give respond whenever they need to do it. in using pbl in the class teachers must be creative in designing the classroom activity scenario. since students’ textbook presents simple and minimum materials students are supported to use any learning sources, such as internet. it will be very helpful if teachers prepare worksheets for the students. worksheets are developed to support textbook or course of instruction which function to provide exercises for the mastery of specific skills or content (isrokijah, 2015). the following are sample materials and steps in applying pbl in grade 8: basic competence: 3.9 applying social functions, text structures, and language elements of oral and written transactional interaction texts that involve the act of giving and asking for information related to the comparison of the number and nature of people, animals, objects, according to context of their use. (note the language element degree of comparison) 4.9 composing short and simple transactional interaction texts that involve the act of giving and asking for information related to the comparison of the number and nature of people, animals, objects by paying attention to the social functions, text structures, and language elements that are correct and in context. learning objectives: after learning this chapter, the students are able to: 1. write short paragraphs containing a topic sentence and supporting sentences. 2. present short paragraphs orally in power point. core material: adjective (big, small, strong, wild, large, short, tall) procedures: 1. prepare language support containing vocabulary and grammar exercises. students do the exercises in pairs. vocabulary exercise http://riset.unisma.ac.id/index.php/jreall/user isrokijah 136 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license task 1 complete the sentences with the right word in the box! alligators jaw tooth mouths keen fast hold hunt rare live 1) crocodiles look like …. 2) an alligator's … is u-shaped. 3) when a crocodile loses a …, it is quickly replaced. 4) to keep cool, they open their … in a process that is called "mouth gaping". 5) crocodiles also have very … hearing. 6) crocodiles are very … swimmers. 7) they can … their breath underwater for around one hour. 8) it is illegal to … crocodiles for their skin. 9) this makes their skin very …. 10) alligators prefer to … in freshwater areas. grammar exercise task 2 complete the sentences with the right form of comparison! 1) a crocodile is … (big) than an alligator. 2) on land, crocodiles aren't nearly … (fast) than in water. 3) a crocodile has … (strong) jaws than a human’s. 4) crocodiles have the … (good) hearing that they can hear their babies calling from inside their egg. 5) komodo dragons are the … (large) living lizards in the world. 6) komodo dragons are as … (rare) as crocodiles. 7) which is … (wild), a komodo dragon or a crocodile? 8) gorillas are the … (large) of the apes in the world. 9) gorillas’ legs are … (short) than human legs. 10) and their arms are … (long) than human arms. task 3 rearrange these jumbled words into a correct sentence! 1. is the taller horse -the than – camel answer ____________________________________________________________ 2. the heavier hippo the bear is – than answer ____________________________________________________________ 3. animals the among runs other cheetah – fastest answer ____________________________________________________________ 4. than is the dolphin smaller whale the answer ____________________________________________________________ 5. than the turtle mouse is the – slower answer ____________________________________________________________ 6. giraffe tallest the the – is animal answer ____________________________________________________________ 7. wilder is lion – the – the – horse than answer ____________________________________________________________ http://riset.unisma.ac.id/index.php/jreall/user problem based learning: a model in teaching english at junior high school 137 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 8. whale is the biggest the – blue – others among answer ____________________________________________________________ 9. prettiest the peacock is – the bird answer ____________________________________________________________ 10. the – donkey – stronger – than – horse – the is answer ____________________________________________________________ 2. based on the exercises students are led to draw conclusion or make summary of what they have done. summary: to compare two things we can use sentences as follows: 1) a turtle is as slow as a snail. 2) a snake is longer than an eel. 3) a monkey is more dangerous than a cat. 4) an elephant is the biggest animal in the world. 5) a butterfly is the most beautiful among other insects. 3. after students have got basic knowledge in vocabulary and grammar, procedures of pbl can be carried out. 1) it is started with warm-up activity. task 1. answer these questions with your partner! a. what do you know about a komodo dragon? answer ___________________________________________________________ b. what category does it belong to? answer ___________________________________________________________ c. what are the other names for a komodo dragon? d. answer ___________________________________________________________ followed by problem posing activity task 2. study this context with your partner, then create the problems! source: http://en.wikipedia.org/wiki/komodo_national_park the komodo national park is a national park in indonesia located within the lesser sunda islands in the border region between the provinces of east nusa tenggara and west nusa tenggara. the park includes the three larger islands komodo, padar and rinca, and 26 smaller ones, with a total area of 1,733 km² (603 km² of it land). the national park was founded in 1980 to protect the komodo dragon, the world's largest lizard. http://riset.unisma.ac.id/index.php/jreall/user http://en.wikipedia.org/wiki/komodo_national_park isrokijah 138 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license talking about komodo dragons, what do you want to know more about them? make questions by filling the following map! 2) next, procedures for problem solution steps to solve the problems: 1. divide your class into 4 groups. 2. browse in the internet website related to the topic to find relevant information 3. read magazines/books related to the topic 4. after all the information is collected, analyze it with your group task completion rules 1. submit your group work in the form of: a. a written descriptive report b. a power-point presentation 2. presentation: max: 10 minutes 3. due date: next meeting. 3) then, worksheet to complete the task after you have collected relevant information, write down the data as follows: a. from the internet you get: for problem 1: •_____________________________________________________________ for problem 2: •_____________________________________________________________ for problem 3: •_____________________________________________________________ for problem 4: •_____________________________________________________________ b. from the magazines and other books you get: for problem 1: •_____________________________________________________________ for problem 2: •_____________________________________________________________ for problem 3: •_____________________________________________________________ for problem 4: komodo dragons 2. 3. 1. 4. http://riset.unisma.ac.id/index.php/jreall/user problem based learning: a model in teaching english at junior high school 139 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license •_____________________________________________________________ based on the data you found above, write your descriptive report on the following part! for problem 1: topic sentence: _____________________________________________________________ supporting sentences: _____________________________________________________________ for problem 2: topic sentence: _____________________________________________________________ supporting sentences: _____________________________________________________________ for problem 3: topic sentence: _____________________________________________________________ supporting sentences: _____________________________________________________________ for problem 4: topic sentence: _____________________________________________________________ supporting sentences: _____________________________________________________________ 2) the activity is ended with group presentation task 4. present your group work on a power point! other groups should pay attention to the information presented and may ask questions when they do not understand. conclusions and suggestions when pbl is applied teachers have to make two kinds of preparation. first, preparation for preactivity includes selecting the appropriate basic competence, formulating learning objectives, designing exercises for language support. second, preparation for pbl activity includes designing warm-up activity, main activity and closing activity. good preparation will support the teachers in applying pbl in teaching english. the application of pbl emphasizes on improving problem solving skill. it means that content knowledge and critical thinking skill of the learners will improve too. pbl promotes students’ confidence in their problem solving skills and strives to make them self-directed learners. these skills can put pbl students at an advantage in future courses and in their careers. while such confidence does not come immediately, it can be fostered by good instruction. teachers who provide a good learning community in the classroom, with positive teacher-student and student-student relationships, give students self-confidence over their learning, develop their meaningful learning methods and empower students with problem solving skills that will enhance their motivation to learn. since pbl model needs long time periods of time it is recommended that the teachers are wellprepared so that the group work will run well and the learners will enjoy doing it. most importantly, when the learners get stuck in their group discussion or group presentation the teachers are required to give motivation and support to them, and then lead them to find solutions of the problem. http://riset.unisma.ac.id/index.php/jreall/user isrokijah 140 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references bridges, e. m., & hallinger, p. (1999). the use of cases in problem based learning. journal of cases in educational leadership, 2 (2), 16. https://www.researchgate.net/publication/249786488_the_use_of_cases_in_problem_based _learning duch, b. j., groh, s. e., and allen, d. e. (2001). the power of problem-based learning. va: stylus. graaff, e. de, and a. kolmos (2003). characteristic of problem based learning. int. j. engng ed., 19 (5), 657662. https://www.ijee.ie/articles/vol19-5/ijee1450.pdf hmelo-silver, c. e. (2004). problem-based learning: what and how do students learn? 16 (3), 235-266. https://www.researchgate.net/publication/226053277_problembased_learning_what_and_how_do_students_learn huang, k. & wang, t. (2012). applying problem-based learning (pbl) in university english translation classes. the journal of international management studies. 7 (1), 121-127. http://www.jimsjournal.org/13%20tzu-pu%20wang.pdf isrokijah, 2015. developing problem-based learning (pbl) worksheets for junior high school students. islamic university of malang: unpublished master’s thesis. kemendikbud. 2013. kompetensi dasar sekolah menengah pertama (smp)/madrasah tsanawiyah (mts). http://pubilkasipendidikan.blogspot.com/2013/02/kompetensi-inti-dan-kompetensidasar.html norman & schmidt (1992). the psychological basis of problem-based learning: a review of the evidence. 67 (9), 557-65. https://journals.lww.com/academicmedicine/abstract/1992/09000/the_psychological_basis_ of_problem_based_learning_.2.aspx savery, j. r & duffy, t. m. (1995). problem-based learning: an instructional model and its constructivist framework. educational technology, 35 (5), 31-38. https://eric.ed.gov/?id=ej512183 simerci, n. (2005). the effects of problem-based learning on the academic achievement of students in development and learning. 14 (4), 415-425. https://www.researchgate.net/publication/234665542_the_effects_of_problembased_learning_on_the_academic_achievement_of_students_in_development_and_learnin g widodo, h. p. (2005). teaching children using a total physical response (tpr) method: rethinking. 33 (2), 235-249, http://sastra.um.ac.id/wp-content/uploads/2009/10/teachingchildren-using-a-total-physical-response-tpr-method-rethinking-handoyo-pujiwidodo.pdf http://riset.unisma.ac.id/index.php/jreall/user https://www.researchgate.net/publication/249786488_the_use_of_cases_in_problem_based_learning https://www.researchgate.net/publication/249786488_the_use_of_cases_in_problem_based_learning https://www.ijee.ie/articles/vol19-5/ijee1450.pdf https://www.researchgate.net/publication/226053277_problem-based_learning_what_and_how_do_students_learn https://www.researchgate.net/publication/226053277_problem-based_learning_what_and_how_do_students_learn http://www.jimsjournal.org/13%20tzu-pu%20wang.pdf http://pubilkasipendidikan.blogspot.com/2013/02/kompetensi-inti-dan-kompetensi-dasar.html http://pubilkasipendidikan.blogspot.com/2013/02/kompetensi-inti-dan-kompetensi-dasar.html https://journals.lww.com/academicmedicine/abstract/1992/09000/the_psychological_basis_of_problem_based_learning_.2.aspx https://journals.lww.com/academicmedicine/abstract/1992/09000/the_psychological_basis_of_problem_based_learning_.2.aspx https://eric.ed.gov/?id=ej512183 https://www.researchgate.net/publication/234665542_the_effects_of_problem-based_learning_on_the_academic_achievement_of_students_in_development_and_learning https://www.researchgate.net/publication/234665542_the_effects_of_problem-based_learning_on_the_academic_achievement_of_students_in_development_and_learning https://www.researchgate.net/publication/234665542_the_effects_of_problem-based_learning_on_the_academic_achievement_of_students_in_development_and_learning http://sastra.um.ac.id/wp-content/uploads/2009/10/teaching-children-using-a-total-physical-response-tpr-method-rethinking-handoyo-puji-widodo.pdf http://sastra.um.ac.id/wp-content/uploads/2009/10/teaching-children-using-a-total-physical-response-tpr-method-rethinking-handoyo-puji-widodo.pdf http://sastra.um.ac.id/wp-content/uploads/2009/10/teaching-children-using-a-total-physical-response-tpr-method-rethinking-handoyo-puji-widodo.pdf 1 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: 10.33474/j-reall.v2i1.6922 volume 2 | number 1 | p. 1-7 published on january 15th, 2021 the relational patterns of selected factors influencing the efl college learners’ reading comprehension nuriyatul hamidah uin maulana malik ibrahim malang nuriyatulhamidahlagi@gmail.com *) correspondence: nuriyatulhamidahlagi@gmail.com abstract influencing reading, metacognitive awareness, self-efficacy and motivation are considered as the main factor in affecting efl reading comprehension. thus, the aim of the present study is to investigate the relational pattern of those selected factors toward efl reading comprehension and investigates the contribution of each variable. the design is categorized as quantitative study. the subjects of the study consisted of 90 students of the english letters and language, humanity faculty, uin maliki malang. the instruments used in this study are a test and questionnaires. moreover, the data are analyzed using multiple regression techniques including a correlation design called path analysis. the result of the study has shown that the regression model in the first layer is proven insignificant to the independent variable. the total contribution of all variables in the first layer is 2.5%. while the regression model of second layer is proven significant. the total contribution of all variables in the path diagram in the second layer of this study is 44.86%. based on the result, it is suggested for the future research to have a research on other factors such as combining affective and cognitive factors while considering students’ diversity such proficiency level, personality and gender. keywords: metacognitive awareness; self-efficacy; motivation; efl reading comprehension introduction due to the increasing attention to the foreign language acquisition, many researchers have conducted more studies on this field. having specifically on language input as well as language output, researchers found out that there are factors that can affect language learning such as motivation, attitude, anxiety (yokochi, 2003; henter, 2014). one of the key factors contributing the success of second or foreign language learning that has been broadly recognized is motivation (dornyei, 1998; norris; 2001). then, one factor that can affect motivation is also investigated namely self-efficacy bandura (1993). further, for over two decades, researchers such as sternberg (1998), vandergrift (2005) also concerns on a factor affecting second language environment such as metacognition. it can be seen in reading activity when the students are trying to comprehend the text. this metacognition has important role in reading comprehension flavell (1979). in relation to these phenomena, the researcher conducts a research on reading skills related to those important factors such as metacognitive awareness, self-efficacy and motivation. in the context of efl learning, richard and renandya (2002) state that reading receives a special focus in which many foreign language learners often have reading as one of the most important goals. it is important to be mastered by efl learners to achieve their reading ability to read in a foreign language. by reading a written text, the learners have sources to get information and pleasure especially for their academic purposes. as claimed by grabe (1991) reading is one of the important skills for second language learners in academic context. having reading skills will ease students to gain successful in their academic. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.6922 mailto:nuriyatulhamidahlagi@gmail.com mailto:nuriyatulhamidahlagi@gmail.com nuriyatul hamidah 2 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license relevant to the idea of reading, the prior purpose of reading is for comprehension. goldenberg (2001) states the main goal for reading is comprehension. it is the ability to go beyond the words, to understand the ideas in a text and the relationships that exist between those ideas (mcnamara, 2007). in addition, according to torgesen (2000), reading comprehension is thus a cognitive, motivational and affective activity. thus, this present research focuses on the reading comprehension which is related to language learning strategy and other factors such as motivation and self-efficacy. more specifically, the importance of the reading skills in academic contexts has made it imperative for second language researchers to find out how students can be helped to deal with academic reading and writing tasks. however, a study done by snow (2002) found out that many learners have difficulties in understanding what they read especially academic texts. in this case, language teachers have an important role in helping their students in learning. the teachers need to monitor the students’ development such as motivating students to achieve better. some studies such as (young & fry, 2008; li, 2013) revealed that students can be more successful by being aware of their metacognition. metacognition can be defined as the activity of monitoring and controlling one’s cognition ormrod (2004). it is about what we know about our cognitive processes and how we use these processes in order to learn and remember. then, schraw & dennison (1994) classify metacognition into two subcomponents that are metacognitive knowledge and metacognitive regulation. metacognitive knowledge or knowledge about cognition is the knowledge that can be facilitating the reflective aspect of metacognition included declarative knowledge, procedural knowledge and conditional knowledge. furthermore, schraw (1998) mentions that knowledge of cognition refers to what individuals know regarding their own mental processing and includes declarative, procedural and conditional awareness; that are knowing about things, knowing the way to do things, and knowing about the reason why and the opportunity to do things. on the other hand, metacognitive regulation or regulation of condition is a number of sub processes that facilitate the control of aspect learning. regulation of cognition refers to all the actions the learners take in order to control their learning and involves skills in planning, monitoring and assessing their own progress in learning. it is also supported by jacobs & paris (1987) who define metacognitive regulation into three essential skills namely planning, monitoring, and evaluating. according to phan (2006) metacognitive has been understood to play an essential part in achieving comprehension. hence, the students need to be aware with their metacognition that leads students to have metacognitive awareness. as proposed by flavell (1979) metacognitive awareness appears to be particularly useful in many tasks related to language use. the learners’ reflection on how they go about solving learning tasks and their identification of strategies to fulfill a task not only to facilitate learning, but also to make learning better. metacognitive awareness involves the awareness of whether or not comprehension is occurring, and the conscious application of one or more strategies to correct comprehension (baumann, jones, & seifert-kessel, 1993). another factor affecting reading comprehension is self-efficacy. as defined by bandura (1997) self-efficacy can be defined as people’s judgments to determine how people feel, think, motivate themselves and behave. the people can directly motivate themselves because they believe in their abilities. studies found that self-efficacy can contribute to students’ achievement (rahemi, 2007; ghonsooly & elahi, 2011; kargar & zamanian, 2014). rahemi (2007), for instance, explored the humanities students’ english self-efficacy beliefs and examined the contributions they make to their efl achievements. the result shown that the humanities students had a low english self-efficacy, thus, it can affect negatively to their beliefs about their own academic ability as foreign language learners. motivation is also significant element that can influence language learners. an important factor that can affect language learning is motivation (gardner, 1985; dornyei 2001). as proposed by brown (2007) motivation as the extent to which students make choices about goal to pursue and the effort learner will devote to the pursuit. motivation can be classified into two types that are extrinsic and intrinsic motivation. as proposed by brown (2007) extrinsic motivation is the motivation that is http://riset.unisma.ac.id/index.php/jreall/user the relational patterns of selected factors influencing the efl college learners’ reading comprehension 3 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license carried out from outside and beyond the self. by this motivation, the students tend to do something due to rewards such as prizes, grades or money. on the other hand, intrinsic motivation can be described as behaviors that aimed at bringing certain feelings of competence and self-determination. some previous researches such as pintrich (2003) have discussed on how motivational and cognitive processes interact and how those factors affect achievement outcomes. they found that motivational variable such as self-efficacy and intrinsic motivation can predict students’ achievement such as in reading abilities or other language skills. based on the discussion above, the researcher can find the gap from the previous studies. those previous studies have focused on metacognitive strategy use that examined the readers' awareness of strategies during the reading process. in this present research, the researcher investigates students’ awareness of metacognition. in this present research, the researcher concerns on the studies of the metacognitive awareness, motivation and reading comprehension. it investigates the model of relationship between those variables. the general question can be analyzed into two sub-questions that are as follows: 1. how is the path of the correlation between students’ metacognitive awareness, self-efficacy, motivation and their reading comprehension?, 2.how is the path of the correlation between students’ metacognitive awareness, self-efficacy and their motivation? methods this research is intended to examine the model of the relationship between metacognitive awareness, self-efficacy, motivation and students’ reading comprehension. this research also employed correlation design to see the correlation between the variables involving path analysis (gall et. al., 2007). then, a path analysis design is used to see the model of the relationship between the variables. the research is proposed to explain the students’ reading comprehension in relation to their metacognitive awareness, self-efficacy and motivation. moreover, the researcher described the result of this data in from the statistical result of the data to see the relationship between those variables. then, the researcher investigated the modeling relationship between those factors and efl reading comprehension. based on the research problems, the purpose, and the hypothesis, there are three variables used in this present research: three independent or exogenous variables and one dependent or endogenous variable. metacognitive awareness, self-efficacy and motivation are independent variables and students’ reading comprehension is dependent variable. the population consists of eight classes in total. however, the accessible classes that can be observed were five classes with 90 students in total. since the researcher used the classes which were randomly chosen, hence the simple random sampling was required. the students were arranged in group as their original class placement. this study used questionnaires and a test to collect the data. there were three questionnaires and one test. the questionnaires in this study were metacognitive awareness inventory (mai) to elicit the data related to the students’ metacognitive awareness, reading self-efficacy questionnaire and motivation for reading questionnaire (mrq) as the instrument to collect the data related to the students’ motivation. the three questionnaires were adapted from previous research that has been generalized as the research need. the questionnaires were constructed based on the theory used. besides, the researcher also considered and omitted the items of the questionnaire that is not in line with the research objectives. while the test of efl reading comprehension was used to measure the students’ reading comprehension. http://riset.unisma.ac.id/index.php/jreall/user nuriyatul hamidah 4 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license results and discussion based on the result of simultaneous testing, the hypothesis formulated from the two layers of multiple regression of the path model shows that the first layer does not show the significant contribution toward dependent variable. on the other hand, the second layer is proved to have the significant contribution toward dependent variable. additionally, based on the result of the partial analysis testing of the path, it is shown that all independent variables in the first layer do not have significant correlation. then, in the second layer, there is only one significant correlation toward dependent variable. though, the first proposed pattern does not show insignificant, the x2 variable (self-efficacy) shows the biggest contribution of the path diagram toward efl reading comprehension which is mediated by motivation. the result of this study does not have significant empirical contribution evidence to prove the direct correlation of metacognitive awareness (x1) toward efl reading comprehension (y). this finding is also in line with meniado (2016) who found out that there is no significant relationship between the students’ use of metacognitive reading strategies and their reading comprehension performance. it means that the use of metacognitive reading strategies does not positively affect the reading comprehension performance of the students. the next variable is self-efficacy which refers to the individual beliefs about his or her capability to do an action on his or her life. bandura (1997) states that self-efficacy is people’s judgments to determine of how people feel, think, motivate themselves and behave. it is clarified to be influential factor in reading and has a critical influence on reading achievement. however, the result of this study shows that there is insignificant empirical evidence to prove the direct correlation of self-efficacy toward efl reading comprehension. the finding is in contrast with the studies of pajares (1996) and schunk & zimmerman (2007) confirmed that students with high self-efficacy for performing a task work harder, persist longer, participate more readily, and achieve at higher levels. it is also supported by pressley & gaskins (2006) found out that high self-efficacy is important for students’ academic since it becomes a causal factor in future academic success through motivating students in maximizing their strength and minimizing their weakness. furthermore, the findings of musthofiyah (2015) found out that reading self-efficacy was the dominant factor with 39.4% affects efl reading comprehension. those findings show that of self-efficacy can affect efl reading comprehension. moreover, the path correlation between self-efficacy and motivation in second layer is found to be significant. the result of this study shows that there is significant correlation between self-efficacy and motivation. the third factor affecting efl reading comprehension in this research is motivation. it refers to a person’s desire to do a task. it is said to be a powerful factor in facilitating reading comprehension. however, the result of this study does not show the significant empirical evidence to prove the direct correlation of motivation toward efl reading comprehension. the finding is in contrast with the works of guthrie (2008), middleton (2011) found out that personal motivation and interest significantly affects reading comprehension. student’s perception about their reading abilities and their motivation to read correlates with reading comprehension and reading ability (guthrie, 2008). another research by cahya (2015) also found out that efl proficiency is initiated by motivation and mediated by attitude. regarding to the pattern found in this research, the factors that should be maximized are selfefficacy then motivation and metacognitive awareness. though, the results do not show the significant correlation toward students’ comprehension, these three factors also have contribution for their reading. on the other side, reflected from the interview result, the factors that need to be maximized are motivation then metacognitive awareness and self-efficacy. conclusion refers to the research constructed in this study, the result shows that there is no significant correlation between students’ metacognitive awareness, self-efficacy, motivation and their reading comprehension. however, the model of the correlation in the second pattern proposed in this study was proven significant. others, the contribution of students’ metacognitive awareness, self-efficacy http://riset.unisma.ac.id/index.php/jreall/user the relational patterns of selected factors influencing the efl college learners’ reading comprehension 5 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and motivation contribute to efl reading comprehension is 2.5%. for the clear description of the result can be examined as follows. the result of the analysis in this study proves that the regression model derived from the first proposed path is proven insignificant to the independent variable. on the other hand, the result of the regression model of second proposed path in this study is proven to have significant contribution to the independent variable. besides, as the result of individual testing of their partial correlation, it is revealed that some paths of the independent variables to the dependent variables do not show significant correlation. based on the summary of path contribution, it is inferred that the dominant path which contributes the most toward efl reading comprehension is x2 mediated by x3 or the variable of self-efficacy and mediated by motivation. the next dominant contribution in the path is x3 to y or direct path of motivation toward efl reading comprehension. the last dominant contribution is the path x1 and x2 mediated by x3 toward y or metacognitive awareness and selfefficacy mediated by motivation toward efl reading comprehension. the effective path for the efl reading comprehension comes from self-efficacy mediated by motivation. though, it does not show the significant relationship toward efl reading comprehension, this path is proven to have the most contribution in the path diagram. while, in the second layer of the proposed pattern in this study shows that there is significant relationship between self-efficacy and motivation. when it is mediated by motivation, it gives the dominant contribution toward efl reading comprehension in the path diagram. based on this result, the implication towards teaching and learning especially for efl student is that students’ motivation is very important and they should be guided to be self-efficacious student. once they have a high self-efficacious, they will be motivated for their learning due to its effect on their belief and their desire to do the task. hopefully, by emphasizing these two factors, they can do well in reading comprehension. based on the result of the study, it is important to present several suggestions in the present study. theoretically, the result of this study can be considered as the basis for the teacher and lecturer in their teaching of reading. the result shows that the three selected factors in this research do not show the significant contribution towards students’ reading comprehension. in this case, the result is not in line with the theories of those three factors namely metacognitive awareness, self-efficacy and motivation. hence, the findings of this research can be reflected as an additional perspective on the existing theories. in relation to the theories, the reading processes within reading comprehension should be considered behind those three factors influencing reading comprehension. the three factors be triggering factor to increase reading comprehension processes which cover background knowledge, vocabulary and reading strategies as well. further, the findings also figure out that the biggest contribution to efl reading comprehension that comes from self-efficacy which is mediated by motivation. moreover, the result of this study can be used as an additional reference, topic discussion, and research material for the future researchers. references baumann, j. f., jones, l. a., & seifert-kessel, n.1993. using think, a louds to enhance children's comprehension monitoring abilities. the 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(8th edition). new york: pearson. gardner, r. c. 1985. social psychology and second language learning: the role of attitudes and motivation. london: edward arnold publishers. ghonsooly, b. & m, elahi. 2011. learners' self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. journal of english language teaching and learning year, 53 (217). goldenberg, c. 2011. reading instruction for english language learner. handbook for reading research. 4, 684-710. grabe, w. 1991. current developments in second language reading research. tesol quarterly, 25(3), 375-406. guthrie, j. t. 2008. reading motivation and engagement in middle and high school: appraisal and intervention. in j. t. guthrie (eds.), engaging adolescents in reading (pp. 1-16). thousand oaks, ca: corwin press. henter, r. 2014. affective factors involved in learning a foreign language. procedia-social and bihavioral sciences, 127, 373-378. jacobs, j. e. & paris, s. g. 1987. children’s’ 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foreign language: an overview. procedia social and behavioral sciences. 31, 73-81. http://riset.unisma.ac.id/index.php/jreall/user http://www.asian-efl-journal.com/pta_october_06_np.php http://www.asian-efl-journal.com/pta_october_06_np.php the relational patterns of selected factors influencing the efl college learners’ reading comprehension 7 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license schunk, d. h., & zimmerman, b. j. 1997. social origins of self-regulatory competence. educational psychologist, 32(4), 195-208. schraw, g. & dennison, r. s. 1994. assessing metacognitive awareness. contemporary educational psychology. 19, 460-475. schraw, g. 1998. promoting general metacognitive awareness. kluwer academic publishers instructional science 26; 113-125. snow, c. 2002. reading for understanding: toward an r&d program in reading comprehension. santa monica: rand education. sternberg, r. j. 1998. 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research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.7497 volume 2 | number 1 | p. 8-15 published on january 15th, 2021 8 page | 8 “yo, dude! this chick is whack”: english exclamations in romantic films herlianto a linguistics, gadjah mada university, indonesia herlyzalembu@yahoo.com *) correspondence: herlyzalembu@yahoo.com abstract this research investigates the forms and functions of english exclamations. by applaying qualitative and quantitative research methods, this research takes romantic films as the subjects. the result showed that in those films the exclamations functioned in the most frequent intensities are to show wonder, anger, surprise and pleasure. while the most frequent forms used are declarative, interjection + declarative, interjection, directive, and interrogative, respectively. these indicate that romantic films tend to express exclamations by declarative rather than other forms in which the context plays an important role for determining what is an expression as exclamation or not rather than the form itself. keywords: form; function; exclamation introduction an exclamations, so far, formally is distinguished from three other types of sentences: declarative (statement), imperative (command), and interrogative (question), but in daily communication practices the three types can be used as exclamations as well based on the context or with certain intonations. so eventhough they have different forms, all three can express the same thing. for example: 1. susan: i drank five bottles of cooking oil 2. john: you drank cooking oil! 3. erna: did you drink cooking oil! formally, sentence 1 has the same form as sentence 2, which is a declarative, but they have different function. the first expressed a statement, while the second showed an exclamation with a certain intonation or with the presence of an exclamation mark (!). sentence 3 is an interrogative in forms, but in that context of surprise it functions as an exclamation. in this case, functionally, the declarative and interrogative cannot be separated through their form. speakers or english learners, in daily communication practices, are used to making exclamations. when something or behavior touches their emotions and feelings, a spontaneous eject is called out. the question is what is a standard form to mark the exclamation utterance in english so that it can be distinguished from statements, commands and questions? and what is the function of the exclamation form, can it reverselly function as a statement, question, and command? to answer some of these problems, there are several articles that have been written conceptually. some researchers theoretically examined the abstract form of the appeal. they stated that exclamation is a pragmatic expression, so that a context of it had important role while its form can vary (michaelis & lambrecht, 1996; beijer, 2002). jovanovic (2004) investigated the difference between exlamation and interjection utterance, more detail, explained the positions, forms, and meanings of interjection. miro (2008) distinguished between “exclamatives” and exlamation. that the exclamation is pragmatic while the “exclamative” is the syntax issue which is associated with the form of exclamation as so far discussed in english lessons. rett (2011) continued the discussion of the conceptual form of exclamation, he related it to speech acts issue. that the exlamation is one of the speech acts which is occur because there are speakers’ expectations that have been violated. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.7497 mailto:herlyzalembu@yahoo.com the forms and functions of english exclamation in romantic films 9 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license all that conceptual discussions motivated this research to investigate how exclamation used in real communication. so, this is an empirical and not conceptual research. the same research had been conducted by waseleski (2006). he examined the tendency of man and women to use exclamations in a computer-mediated communication. the results showed that women expressed exclamation more often than men. based on conceptual dan empirical study of exclamtion before, this article proposes to investigate exclamations in english romantic film communcations. the investigation differs from waseleski’s which focus on exclamation as expression marker between man and woman. it will focus on two things, namely the form or structure and function of exclamations. methods this study upplied a qualitative method by interpreting the data in the form of words, phrases, and sentences. data sources are short romantic films taken from youtube. there are five short films: can we do the distance, text me, the translator, forever, and career vs love. table 1. lists of romantic film tittle youtube channel produced by year can we do the distance leendadproduction juo prductions 2018 text me dream team directort dolce films 2013 the translator bluedog productions bluedog film 2015 forever omeleto omeleto 2018 career vs love buzzfeedvideo buzzfeed motion picture’s 2017 the five short films were taken based on several criteria, including: the duration of the film between 5 to 15 minutes. this duration assumed that it is enough time to provide the context for an expression spoken to assess whether an expression funtioned as exlamation or not. the short film provides at least four exclamations, it is to find out the different utterance spoken in different circumstances. the data analysis started by watching and observing the five films for two to three times each tittle to obtain a comprehensive understanding. after the data collected, the researcher identified the context and the characteristics of each exclamation function and its form. two kind context of the film, general and special, will be explained as well. general context is related to the general storyline of the film, while the specific context related to the situation, intonation, facial expression and utterances that precede the exlcamation. tabulating the exclamations obtained based on the genre of each film. then, identify the the utterances in the form of words, phrases, sentences or other expressions. finally, determining what functions and forms are the most widely used in that english romantic genre films. results and discussion there are 40 exclamations found in the films which expressed in different forms and functions. the researcher will discuss them starting from the form and then the function. five forms of exclamation are found, they are declarative, interjection + declarative, interjection, imperative and interrogative. table 2. the forms of exclamations no forms number of sentence total 1 declarative 2, 4, 7, 8, 9, 12, 20, 21, 22, 23, 24, 25, 27, 28, 29, 31, 32, 36 18 2 interjection+declarartive 3, 10, 11, 13, 14, 15, 18, 26, 35, 38 10 3 interjection 5, 6, 16, 17, 19, 30, 33, 34, 35 9 4 imperartive 1, 39 2 5 interrogative 33 1 the total of exlamations 40 http://riset.unisma.ac.id/index.php/jreall/user herlianto a 10 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license this table explains that exlamations in the form of declarative are most often used in romantic films, followed by interjection + declarative, interjection, and imperative. this data also states that the exclamations more likely are as a pragmatic than syntactic or grammatical phenomena. while the forms of exclamation in english lesson formulated in what + a / an + noun and how + adjective + s + v are not found at all. this indicates that the form is too formal and rarely used in communication. these data finding showed a corroboration to the research of beijer (2002), mitchaelis & lambrecht (1996), rett (2011), and unger (2016) that context is the influential factor in determining an utterance functioned as exclamation or not than in the form itself. so, exclamation is a matter of language function does not form of language. researcher also classifies the function of exclamations below. table 3. functions of exlamations no functions nomber of sentence total 1 wonder 7, 16, 17, 19, 20, 22, 23, 24, 34 9 2 anger 14, 25, 26, 33, 35, 38, 39 7 3 pleasure 6, 12, 18, 33, 36 5 4 surprise 8, 11, 30, 35 4 5 disgust 10, 13 2 6 disappoinment 2 1 7 symphaty 3 1 8 shame 5 1 9 love 9 1 10 prise 21 1 11 delight 15 1 12 hopeless 27 1 13 respect 28 1 14 pretend 31 1 15 contempt 31 1 16 madness 1 1 17 annoyance 4 1 18 enjoyment 29 1 the total of exclamations 40 this table explaines that the function of exclamation in romantic movies are varies, but the most often uttered is to express wonder, anger, pleasure and surprise. while other functions are very rare and quite complementary. this fact can be accepted because in romance filled with admiration, especially for the couple they love. love and admiration are emotions which usually expressed in the form of certain exclamations. however, the interesting function of the exclamation is to express anger, it was the most often uttered. it is showed, frankly, that in the romance of relationships there is not only admiration but also quarrels and misunderstanding. whatever the reason, two people combined into one will still produce the slightest difference, which is usually expressed in angry outbursts. while other functions of the exclamation are only as color only in various conversations in the flow of the romantic short film. from the result above, the researcher would like to discuss more detail of each exclamation including its context. it is important thing to know why an utterance could be an exlamation and has a certain function. the following will be presented an analysis of each film starting from can we do the distance, text me, the translator, forever, and career vs love, respectively. http://riset.unisma.ac.id/index.php/jreall/user the forms and functions of english exclamation in romantic films 11 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license can we do the distance there are nine utterances in this film. table 4. exlamations in can we do the distance exclamations functions forms 1. call me crazy 2. it was the only job 3. wowowo.. you do it something! 4. are you crazy? 5. owh.. shit 6. yes.owowhhh 7. it’s beautiful 8. it’s crazy 9. she’s really the perfect girl for me madness dissapoinment sympathy annoyance shame pleasure wonder surprise love imperative declarative interjection+declarative interrogative interjection interjection declarative declarative declarative the general context of this film is about two lovers, sophi and peter. they stayed far apart, sophia was in singapore while peter was in voncouver. each had a busy schedule with their daily activities at work. however, they tried to establish good communication to maintain the relationship well, but distance always breeds misunderstanding and jealousy. both are influenced by the people around each other that their relationship is neglected. how love overcame the distance is the main storyline of this film. the specific contexts of each the film’s exclamation namely exclamation 1 is spoken when sophi, the main character, realized that establishing long-distance relationships is not easy. according to her this long-distance relationship is something crazy and even delusional to do, love requires closeness. he said call me crazy to express what was done. exclamation 2 was said when she was not accepted to work in a company. her friend asked about the results of the interview, she answered it was the only job, a statement of disappointment. previously sophi arrived late at the interview so was rejected. exclamation 3 is a response to sophi’s disappointment from her friend who tried to appreciate her efforts by saying wowowo. you do it something, a sympathy expression. exclamation 4 was uttered by peter’s friend, when invited to eat together by a woman and wanted to be promoted at her workplace. peter refused and his friend stated are you crazy, as annoyance. exclamation 5 was said when sophi and her friend talked about a boy in front of them in a cafe. apparently, the boy heard the conversation of them and turned his head. they both felt ashamed and looked down while saying: owh ... shit. exclamation 6 was stated by sophi’s friend when invited to go for a walk, she felt very happy and said yes... owowhhh with very cheerful intonation. exclamation 7 uttered when sophi was talking with her friend at a café, suddenly a man asked for a picture of a building. the man was amazed and expressed it’s beautiful. in addition, the man also expressed another admiration it’s crazy. exclamation 9 was uttered by peter while his friend tried to tease about a long-distance relationship with sophi that was considered difficult and impossible. but peter convinced him that everything could be overcome. he then revealed she’s relly the prfect girl for me. text me nine exclamations are found table 5. exlamations in text me exclamations function forms 10. omg. he is the secum of the earth!! 11. yo dude! this chick is whack 12. she got nice chichi tho 13. omg. is he taking pix of my breasts! 14. wtf!! he totally is!! 15. wow!! that’s good 16. it’s sweet 17. really beautiful 18. noah, it was cool meeting you disgust surprise pleasure disgust anger delight wonder wonder pleasure interjection+declarative interjection+declarative declarative interjection+declarative interjection+declarative interjection+declarative interjection interjection interjection+declarative http://riset.unisma.ac.id/index.php/jreall/user herlianto a 12 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the general context is the meeting of two teenagers who started from chatting on social media. they are noah and jamie. from chatting, they decided to meet at an italian restaurant. the meeting ensued. during the conversation there were several chats that enter to their smartphone respectively. the messages asked about the impression at their first meeting. even though they felt a little bit uncomfortable, but after finishing it, they decided to continue their relationship by watching movie together. the specific context of the exclamation 10 and 11 were revealed by jamie when britany bennett, her friend, asked via sms on her phone about how noah was. she felt noah was rather rude, then replied to the chat omg. he is the secum of the earth !!, that really disgust. at the same time noah got an sms either from zac pearlman, his friend, who inquired about his first impression of meeting jamie. noah was very amazed by jamie’s sexiness, he said yo dude! this chick is whack. jamie’s style is also considered admirable, he then stated the 12 exlamation she got nice chichi tho. jamie then preached with a disgusting expression to bennet that dishonorable act with the exclamation of 13 omg. is he taking pix of my breasts! she also expressed his anger at bennett with the exalamation 14 wtf!! he totally is!! then noah ordered food, exclamation 15 was said by him when the spaghetti ordered was delivered by the waiter wow!! that's good. exclamations 16 and 17 were uttered by jamie, when she listened to the song showed by noah. the 18 exclamation was made by jamie, after she returned home. she felt that it was also fun meeting, then invited to watch and send an sms noah, it was cool meeting you. the translator there are ten exclamations found table 6. exlamations in the translator exclamations functions forms 19. haaaahh.. beautiful 20. she is so hot 21. you’re the best 22. he is cute 23. she is really pretty 24. she has really beautiful eyes 25. the stupid american swine 26. the dirthy, pathetic 27. i am such an ideot 28. sweetheart wonder wonder praise wonder wonder wonder anger anger hopeless respect interjection declarative declarative declarative declarative declarative declarative interjection declarative declarative the general context is the meeting of ben and richo in a library. ben asked richo to become a french translator of him, he wanted to communicate with clara, a french student, in that library. unfortunately, richo was not a good translator, what ben stated deliberately translated otherwise to that girl. this was done because she liked hem, while ben liked clara, so richo sabotaged clara in that translatering communication. in the end, richo realized that her action is bad and betrayed her own friend. finally, richo went to clara to apologize and admit all her mistakes. but apparently, clara was also good at english, only pretending she couldn’t, so she knew everything what ben had said but was translated instead by richo. the special context of exclamation 19 is while ben was talking to richo suddenly there was claras, a beatiful girl behind her. he spontaneously exclaimed haaaahh ... beautiful! an admiration utterance for beauty. exclamation 20 expressed by ben while looking clara turned her head. he wondered and stated she is so hot. ben then needed a help of richo who is fluent in french. she gladly accepted the request. he then praised her with the exclamation 21 you’re the best. exclamation 22 was stated by clara who was also amazed by ben’s good looks, she said he is cute. exclamation 23 is as admiration for ben’s reply to clara she is pretty. he then uttered exclamation 24 to praise clara due to her american accent. he was excited and exclaimed she has really beautiful eyes. exclamation 25 was stated by clara because of richo’s translation which was not true. she was insulted by the translation stated the stupid american swine. the anger continued with the exclamatin 26 http://riset.unisma.ac.id/index.php/jreall/user the forms and functions of english exclamation in romantic films 13 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the dirthy pathetic. ben felt hopeless, because her anger was so high and slapped him. he sat wearily regretfully and declared the exclamation 27 i am such an ideot. after that, richo went to clara to apologize and to tell the truth that she had sabotaged the translation. clara replied to her magnanimity and paid her respects by declaring the exlamation 28 sweetheart. forever there are four exclamations found table 7. exclamations in forever exclamations functions forms 29. it’s delicious 30. owh… oh... my god 31. it’s such pleasure to meet you 32. your hand is so soft enjoyment surprise pretend contempt declarative interjections declarative declarative the general context is about a couple of love, beau and monica. they are different race; beau is white while monica is black. they were on vacation on a beach. the place and time setting of this film was america in the 1940s where black people were still considered inferior. therefore, the relationship between them was insecure and tends to be clandestine. unfortunately, beau’s ex, sarah, came to see them. monica decided to run in to the forest not far from the beach. unfortunately, she was attacked by a stray dog. beau, who was chasing the slowest, found monica hanging on a tree branch. special context, the exclamation 29 was stated by sarah while tasting the apple then exclaimed it’s delicoius. exclamation 30 uttered by beau who was looking for shells and opening them with a knife in front of monica and sarah. the knife tucked into the clam slippe made sarah surprised and said owh ... oh my god. monica was jealous and went away from beau. he tried to get monica, but sarah chased after and persuaded him by saying exclamations 31 it’s such pleasure to meet you. seeing that sarah insulting an exlamation your hand is so soft. monica felt offended and slaped sarah. career vs. love there are eight exclamations table 8. exlamations in career vs love exlamations functions forms 33. why are you throwing like this? 34. ahh. fuck 35. bulshit 36. it’s puki 37. hai dear beautiful 38. okey that’s fine 39. get out 40. aih.ss. what the fuck are you doing pleasure anger anger pleasure wonder anger anger surprise interrogative interjection interjection declarative interjection interjection+declarative imperative interjection+interrogative the general context told the story of a tough choice for a young woman, ann, who choose between a partner or a career. on the one hand she had to work for the future of her career, but at the same time did not have any time to be with her boyfriend. the dilemma became stronger when her boy asked ann to make time for him. in this complicated atmosphere ann tried to divide time for her love and time for work. the special context of exclamation 33 while ann and her boy sat on a couch, the boy holds the food while joking and ate the food by throwing it in ann’s mouth. this warmth made ann happy and said why are you throwing like this. exclamation 34 expressed by the boy while he was cooking in the kitchen alone. the food scoop was used for stirring the bounced vegetables on his boy’s hand and was shocked then said ahh... fuck. exclamation 35 uttered by the boy, he felt disappointed with ann promises to go home soon but returned late. he could not believe the explanation of ann and said bulshit. in the office ann saw a gaping dog head sculpture, she declared the 36 exclamation it’s puki. finally, she and her boyfriend http://riset.unisma.ac.id/index.php/jreall/user herlianto a 14 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license take the time to celebrate halloween, the boy shopped something to the store while ann waited in the car. after returning to the car he called ann lovingly by 37 exclamation hai dear beautiful. exclamation 38 occurred when the two were busy celebrating halloween, ann went out to steal time to open the laptop to send email because of office work. the boy looked everywhere; ann was found in a corner of the room. then the laptop was compared, both had a heated argument. ann finally was angry and assumed the boy had not any understanding. she stopped the debate with a loud tone okay that’s fine. ann asked him to go outside with a burst of emotion of excalamtion 39 get out. exclamation 40 stated when ann was in the room doing office work, suddenly two people came in, and they said ouch ... ass... what the fuck are you doing. conclusion result and discussussion confirmed that exlamation is a pragmatig rather than syntactic phenomenon. it is corresponding with conceptual research conducted by michaelis & lambrecht (1996), beijer (2002). this is clarified by identifying the form and function of the english exclamations in a romantic short film. found as many as five forms used to express an exclamation namely declarartive, interrogative, interjection, imperative, and interjection + sdeclarartive. that reinforced that any form could be an exclamation based on the context. while the function was found as many as eighteen ranging from to express wonder, anger, pleasure, surprise, disgust, disappoinment, symphaty, shame, love, praise, prize, delight, hopeless, respect, pretend, contempt, madness, madness, annoyance, annoyance, and enjoyment. that the functions also correspond to conceptual research conducted by jovanovic (2004) and miro (2008). another identification revealed in this study is that declarative is the form of exclamation most often used in romantic films. while to express wonder, anger, and pleasure are the function most often stated. it cannot be separated from the fact that in romanticism tends to admire his or her love. furthermore, this study only takes romantic genre films, further research can be applied to several other film genres, such as comedy, humor, motivation, etc. acknowledgements big thanks for lpdp (lembaga pengelola dana pendidikan) of financial ministry of indonesia which gave the researcher financial support through scholarship for linguistics study in gadjah mada university. so, i can finish this article well. references beijer, f. (2002). the syntax and pragmatics of exlamations and other expressive/emotional utterances. lund: lund university. retrieved from https://lucris.lub.lu.se/ws/files/5340344/-624533.pdf jovanovic, v. z. (2004). the form, position and meaning of interjections in english. linguistics and literature journal. 3 (1), 7-28. retrieved from http://facta.junis.ni.ac.rs/lal/lal2004/lal200402.pdf michaelis, l.a & lambrecht, knud. (1996). the exclamation sentence type in english. in conceptual structure, discourse and language. edited: adele e. goldberg. colorado: csli. retrieved from https://www.researchgate.net/publication/200052658_the_exclamative_sentence_type_in_english miro, e. c. (2008). deconstructing exclamation. catalan journal of linguistics. (7), 41-90. https://doi.org/10.5565/rev/catjl.132 rett, j. (2011). exclamatives, degrees and speech acts. linguis and philos, (34), 411-442. https://doi.org/10.1007/s10988-011-9103-8 siemund, p. (2015). exclamative clauses in english and their relevance for theories of clause type. studies in language. 39 (3), 697-727. retrieved from https://www.researchgate.net/publication/281624700_exclamative_clauses_in_english_and_their_relevance_for_theories _of_clause_types http://riset.unisma.ac.id/index.php/jreall/user https://lucris.lub.lu.se/ws/files/5340344/-624533.pdf http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-02.pdf http://facta.junis.ni.ac.rs/lal/lal2004/lal2004-02.pdf https://www.researchgate.net/publication/200052658_the_exclamative_sentence_-type_in_english https://www.researchgate.net/publication/200052658_the_exclamative_sentence_-type_in_english https://doi.org/10.5565/rev/catjl.132 https://doi.org/10.1007/s10988-011-9103-8 https://www.researchgate.net/-publication/281624700_exclamative_clauses_in_english_and_their_relevance_for_theories_of_clause_types https://www.researchgate.net/-publication/281624700_exclamative_clauses_in_english_and_their_relevance_for_theories_of_clause_types https://www.researchgate.net/-publication/281624700_exclamative_clauses_in_english_and_their_relevance_for_theories_of_clause_types the forms and functions of english exclamation in romantic films 15 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license unger, c. (2016). exclamatives, exclamations and speaker’s meaning. trodheim: departmen of language and literature norwegian university of science and technology. retrieved from https://www.researchgate.net/publication/307878821_exclamatives_exclamations_and_spe aker's_meaning http://riset.unisma.ac.id/index.php/jreall/user https://www.researchgate.net/publication/307878821_exclamatives_exclamations_and_speaker's_meaning https://www.researchgate.net/publication/307878821_exclamatives_exclamations_and_speaker's_meaning 30 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9323 volume 2 | number 1 | p. 30-35 published on january 18th, 2021 the effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in indramayu indra yoga prawiro1, siska nurhasanah2 1,2english education departement, wiralodra university, indonesia 1yogaprawiro@gmail.com, 2nurhasanahsiska280@gmail.com *) correspondence: yogaprawiro@gmail.com abstract many students have difficulties in writing the text. some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. this study focused on the effectiveness of gist (generating interaction between schemata and text) strategy in improving students’ writing skill at the second grade of smk negeri 1 sindang. the gist is strategy for taking notes while the students are reading and writing good summaries. this strategy works on many levels, this allows students to put concept into their own words. this activity helps teachers and students to identify key concept. by using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. the participants of the research were class xi toi 1 and xi toi 2 of first semester in smk negeri 1 sindang. each class consisted of 33 students. the statistical analysis showed the value of tobs was 2.23 while the value of ttable was 1.669 which means tobs was higher than ttable 2.23>1.669 (tobs>ttable). it means that the gist strategy is effective in teaching and learning writing especially in report text. key words: gist strategy; writing skill; report text introduction in learning english, there are four english skills that should be mastered by the students, there are speaking, listening, reading and writing skill. nunan (2003) defined that writing is the process of thinking to invent ideas, thinking about how to express into good writing and arraging the ideas into statement and paragraph clearly. writing is one of language skill that are required by students in teaching learning process. there are several definitions given by linguists about writing. informed by flynn and rhona (2006) writing is used by writers to translate their ideas into words on the page so they can communicate their ideas to other people. in addition, brown (2001), demonstrates that written language is simply the graphic representation of spoken language, and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. it means that writing is a way of communicating and sharing one’s idea to other people through a written language. in addition, yule (2010) shows that writing as define as the symbolic representation of language through the use of graphic signs. it mean that writing is represntation of language through a text using sign or symbol. informed by graham (2016) improving students’ writing skills helps them succed inside and outside the classroom. effective writing is a vital component of students’ literacy achivement. based on the explanation above, the writers get the conclusion that writing is the way to show the communicating and sharing the ideas. and writing is representation of language through text or symbol. and also, writing is importance skill that the students must master it. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9323 mailto:yogaprawiro@gmail.com mailto:nurhasanahsiska280@gmail.com the effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in indramayu 31 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in this study, the writers choose report text as a text to be learnt and improved by the students. according to gerot and wignell (1994) stated that report is a text which functions to describe the way things are, with references to a range of natural, manmade and social phenomenna in our environment. report means a text which describe things in general. it’s a little bit different from descriptive text which describe specific thing. to tell the facts of the things described, the writer usually uses simple present tense. except, the things are extinct, simple past tense is used in report. report text contains the class or subclass of the topic describe, and them followed by telling the shape, parts, behavior, etc in details. however, the previous research showed some problems faced by students in writing. first, utami, h., raja, d., & nainggolan, f (2017) showed that the students often get difficulties to express their ideas into words or sentences. and then the second, tristy (2010) showed that students felt boring and they less want to increase their ability on writing. the third, purwasih (2018) indicated that lack of vocabularies is also a problem for students to write, particulary for the beginner writer. then, the students try to avoid writing because it needs a long process to create a good writing and it is too complicated. in addition, it is pirangelo and giuliani (2006) stated that students in educational system feel that writing process takes a long time, so they are common to dislike or avoid writing activity. to solve the problem above, the writers applied the generating interaction between schemata and text (gist) strategy to help the students in writing. the acronym 'gist' stands for generating interaction between schemata and text. the interaction is supposed to happen between the schemata, that is the past experiences and background knowledge of the learners and the text they will read. gist is a strategy used for supporting reading comprehension, reading informational text, and summarization. cunningham (in herrel:2000) found that gist can improve students‘ reading comprehension and summary writing. since it is successful in increasing reading comprehension, in this research gist was modified to improve students writing skill. it can facilitate students writing because in writing process students are required to generate interaction between schemata and text likewise in reading process. herrel (2000) says that gist has some advantages. the gist is especially helpful when students are required to read long texts containing a significant amount of new information. in addition it is also developed to help students learn to write organized. it assists readers as they organize their thoughts for class discussion, research, and writing. moreover, he also mentions that implementing gist in classroom can support comprehensible input for the students, give opportunities to increase verbal interaction, encourages active involvement, support contextualizing language, and reduces anxiety. in conclusion, gist is beneficial for every students in classroom. it is not for english language learner only, but it had been implemented to science students too. according to brummitt and yale (2007) students become better writers when they read extensively. reading a variety of genres helps students learn text structures and language that they can then transfer to their own writing. in addition, reading provides students with prior knowledge that they can use in their stories. one of the primary reasons that students read is to learn. especially while they are still in college, a major portion of what they know comes from the texts they read. since writing is the act of transmitting knowledge in print, they must have information to share before they can write it. therefore reading plays a major role in writing. generating interaction between schemata and text (gist) is summarizing strategy to help students pull out the most important information. according to cunningham (1982), there are some explicitly teaching procedures that help the teacher to present gist strategy as follows: 1. choose an informational paragraph from a science, history, etc. textbook. scan the text pulling out any key ideas from the text features. read the text. (pick a textbook piece that contains some trivia, as well as several ideas). put the text on the overhead or board. 2. continue reading and demonstrate picking out the who, what, when, where, why of the paragraph and related important information. 3. demonstrate pulling together the above information into a 10/20-word ‘gist’ or summary. http://riset.unisma.ac.id/index.php/jreall/user indra yoga prawiro, siska nurhasanah 32 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 4. in pairs, guide students in completing a ‘gist’ sheet. support students in creating summaries until they can do them independently. the number of words in a ‘gist’ summary can vary. this teacher should observe and guide students with these summaries. these can be done individually or in small groups. student can share their summaries with the whole class. students should be given opportunities to practice and use the gist summary strategy. summarization can be tricky and on going practice that can help reinforce this skill. therefore, based on the background of the study above, the writers formulated the question as follows: “is generating interaction between schemata and text (gist) strategy effective to improve students writing skill?” methods this research used the quasi-experimental design with non-equivalent control group, pre-test – posttest design. informed by creswell (2012) quasi-experiments include assignment, but not random assignment of participant to groups. the writers used two classes in which one of them is experimental class and another is as controlled class. experiment class is class which get treatment or being taught by using the gist strategy and control class is taught by using conventional technique. the participants of the research were class xi toi 1 and xi toi 2 of first semester in smk negeri 1 sindang. the class consisted of 33 students. in this research, the writers applied test as instrument to get data that support the research. pre-test and post-test were conducted to get the data about the students’ achivement in writing. creswell (2012) informs that a pre-test provides a measure on some attribute or characteristic that you assess for participants in an experiment before they receive a treatment. a pre-test was used to know the students’ capability before the writers gave treatment. the writers give the pre-test in the first meeting before the treatment applied. and for post-test, cresswell (2012) argues that a post-test is a measure on some attribute or characteristic that is assessed for participant in an experiment after a treatment. after the last meeting of the treatment the post-test was administrated to the class. the purpose of post-test is almost the same with the pre-test, the difference is post-test given after the treatment. results and discussion the result of the pre-test showed that there were many students got difficulties when they started writing. most of them did not know what they would write about. they did not how to write report text and also had no understand what content would they write. then, did not know about generic structure of report text. as gerot and wignell (1994: 196-197) explained that the organization of report text is general classification and description, and sometimes is has a conclusion that summarizes the information and signals the end of the report. in the second meeting at the experimental class, the writers explained about a report text and the gist strategy. by using this strategy, the students were more active (in the class, the students who has lower ability can ask and discuss their weakness to the students who has higher ability in learning english and also with the teachers who taught the material), and try to write what they have read or summarize. while in the control class, the writers explain about report text conventionally or without the gist strategy. in the last meeting, the writers gave the post-test in experimental class and control class. the purpose of post-test was to identify the students achievement after the treatment. it was used to know students’ writing skill after learning report text through the gist strategy. the writers distribute the post-test and explained some the unique building in indramayu. the result of the study showed that the pre-test average in experimental class was 58,24, with the lowest score was 44 and the highest score was 82. the pre-test average in control class was 57,51, with the lowest score was 47 and the highest score was 87. the post-test average in experimental class was 77,78 with the lowest score was 50 and the highest score was 92. the post-test average in control class was 72, with the lowest score was 48 and the highest score was 87. http://riset.unisma.ac.id/index.php/jreall/user the effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in indramayu 33 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the average of post-test score in both experiment class and control class are different: the average of the post-test score in experimental class was higher than control class. referring to statistical analysis, the value of tobs was 2,23 while the value of ttable is 1.66. then, the value tobs was higher than ttable and alternative hypothesis (ha) was accepted while null hypothesis (ho) was rejected. so, the gist strategy is effective to improve students writing skill especially in report text. referring to the pre-test in control class, the student s only got 53. it was the middle score in pre-test. the students got that score because there were some mistakes in language use and mechanics. based on the pre-test the students s only got 17 point in content, because in her content was limited and did not show more knowledge of subject. it can be seen in her result text that just wrote 1 sentence 1 paragraph, that is “the center where young people from indramayu hang out to families here, provides a variety of foods and drinks that vary around the area.” and the organization got 14 point, because she loosely organized, that is no relation to the paragraph, there is no cohension (not showing a clear relationship between them), she did not organize the text properly, unsystematically, and there was no relation between one sentence to another it can be seen on the text above, but she still tried to explain her main idea from the theme or title that she used. then, his vocabularies and frequent errors of word from choice usage. then, she got 11 point in language use because when she tried to show her idea her contractions were still so simple, its mean that, she still wrote just 1 sentence, that was not thoroughly. and the last, she got 2 point in mecanics, because his punctuantion and errors or spelling “family” to be “families” and she did not pay attention to the capitalization, she wrote “provides a variety of foods and drinks”. however, in his post-test s got a score og 86 a lot of improvement from her pretest. the post-test s got 27 in content, because she could show the knowledge of subject and substansively, its mean that she knew knowledge about writing a report text, it can be seen from the post-test that is consist of three paragraph, for the first paragraph contain of general classification. beside that, she wrote “indramayu islamic center mosque which is touted as the grandest and largest mosque, ... is located at simpang lima pekandangan...” and in second paragraph contain of description. she wrote “the mosque bulding is decorated with 3 domes. the largest dome is located in the middle of the building and flanked by two smaller domes, located on either side.”. in her vocabulary got 17 point, because she could put a suitable vocabulary in her written. and in her language use got significant improvement 20 point, because she tried to make good contruction. then, in her mecanics got 4 point, because she occasionally error. and the last, organization she got 18 point, because her ideas clearly and fluent expression. reffering to the pre-test in experiment class, the writer found ka got score of 63 and her score in post-test was 87. the student ka showed significant improvement from pre-test to post-test, and she also got high gain of 24. in pre-test she made some mistakes including limited vocabulary, language use and mechanics such as punctuation and capitalization. she wrote “tirtamaya beach is a beach tourism park located in the city of indramayu.” in that text, she did not pay attention to the capitalization. and the next sentence, she wrote “this beach is a mainstay destination that is often a lot of visitors when the holidays arrive.” besides that there were some mistakes from that sentence, such as “arrived” to be“arrive”. in short she did not know how to write report text. she did not even write in paraghraps but rather simple sentence into points. in post-test ka got a score of 87 a huge improvement from her score of 63 from pre-test. based on pre-test and post-test result, the writers found the students who obtained the highest score was das, who had a pre-test score of 72 and post-test she gets score 92. the report text that she wrote in pre-test and post-test were both good, and she was given the highest score because some aspects of her text demonstrated considerable skill, such as content of text, good vocabulary, and structured organization of her text. even though she made some mistakes, nevertheless she showed improvement in writing report text under the influence of the gist strategy. from pre-test to posttest, her gained 20 point. the data showed that the students got a low score because the students did not know about report writing clearly, how to write report text with a generic structure, they lacked vocabulary, lacked ideas and lack of language use in good paraghraph skills. however, when the writers gave the treatment, their writing skill of report text were influenced positively. so, the data has shown the http://riset.unisma.ac.id/index.php/jreall/user indra yoga prawiro, siska nurhasanah 34 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students are good in writing report text, even though there are some students does not improve in their writing skill. the teacher needs some method to improve students’ potential in writing skill. the average of post-test in both experiment class and control class are different: the average of the post-test score in experimental class was higher than control class. referring to statistical analysis, the value of tobs was 2.230 while the value of table is 1669. then, the value tobs was higher than ttable and alternative hypothesis (ha) was accepted while null hypothesis (ho) was rejected. so, the gist strategy effective in teaching writing skill especially in report text. from the discussion above, it can be concluded that there were some improvement in pre-test and post-test. the results can be seen from the table as follows: table 1. the test result class instrument criteria score experiment class (xi toi 1) pre-test high score 82 lowest score 44 mean 58,24 post-test high score 92 lowest score 50 mean 77,78 control class (xi toi 2) pre-test high score 87 lowest score 47 mean 57,51 post-test high score 87 lowest score 48 mean 72 the statistical calculation showed that the pre-test average in experimental class was 58,24, with the lowest score was 44, and the highest score was 82. the pre-test average in control class was 57,51, with the lowest score was 47 and the highest score was 87. the post-test average in experimental class was 77,78, with the lowest score was 50, and the highest score was 92. the post-test average in control class was 72, with the lowest score was 48 and the highest score was 87. from the table, it is clearly seen the experimental class scored higher than control class, this is because the experimental class had been treated with gist strategy while control class had not. therefore, the writers concluded that the gist strategy was effective to improve students writing skill especially in report text. conclusion through process analyzed data of pre-test and post-test score from control class and experiment class by statistical package for the social science (spss), the writers can measure whether any significant differences or not both of two classes. after analyzed the data from pre-test and post-test. the writers knew that the experimental class who taught by the gist strategy showed significant achievement from pre-test to post-test, in the other hand the class who taugh by conventional strategy not showed significant differences from pre-test to post-test. it also showed that the gist strategy is effective in teaching and learning writing skill especially in report text. based on the data that have been collected and analyzed, it can be inferred that the gist strategy is effective to use in teaching writing skill especially in report text. it can be seen from the mean of gained score of experimental class, which is taught by the gist strategy, and from controlled class, which is taught without the gist strategy. the mean of gained score from experimental class is higher http://riset.unisma.ac.id/index.php/jreall/user the effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in indramayu 35 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license than that of the controlled class. it is also proved from the result of t-test which showed that the value of to (2.230) is higher than the value og t-t from the df (64) in significance degree 5% (1,66) 2.23 > 1,68. it indicates that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. therefore, it can be concluded that the gist strategy is effective to apply in teaching and learning writing skill especially in report text. references brown, h. d. (2001). teaching by principles. london: longman. brummitt, j., & yale, c. (2007). the relationship between reading and writing. retrieved from http://www.k12reader.com creswell, j. (2012). educational research. boston: pearson. cunningham, j. (1982). generating interaction between schemata and text. in national behavior support services. flynn, n., & rhona, s. (2006). the learning and teaching of reading and writing. west sussex: whurr publishers limited. gerot, l., & wignell, p. (1994). making sense of functional grammar. sydney: aee (antipodean education enterprises). graham, s. (2016). teaching secondary students to write effectively. washington, dc: ies. herrel, a. (2000). fifty strategies for teaching english language learners. new jersey: prentice hall, inc. nunan, d. (2003). practical english language teaching new york. the mcgraw hill companies, inc. pierangelo, r., & giuliani, g. (2006). assesment in special education: a practical approach (2rd ed). boston: allyn and bacon. purwasih, d. (2018). the use of personal letter material to improve students' writing skill in recount text. salatiga: iain salatiga. tristy, r. t. (2010). improving students' skill in writing report text with all about animal vcd. semarang: perpustakaan unnes. utami, h., raja, d., & nainggolan, f. (2017). the effectiveness of teaching recount text through clustering technique. bandar lampung: university lampung. yule, g. (2010). the study of language. cambridge: cambridge university press. http://riset.unisma.ac.id/index.php/jreall/user 45 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: 10.33474/j-reall.v2i1.9517 volume 2 | number 1 | p. 45-53 published on january 19th, 2021 blended learning to enhance english writing assignments without using online tools parichart charernwiwatthanasri prince of songkla university, phuket, thailand parichart.c@phuket.psu.ac.th *) correspondence: parichart.c@phuket.psu.ac.th abstract from face-to-face to online teaching an english for reading and writing course is challenging to provide learning strategies and assessments that fit the pedagogical style of the online environment since there are many online tools (e.g. translation machine, grammar check software, and websites) for assistance in english writing. this study aims to investigate students’ learning strategies in taking an online writing assignment, with an emphasis on using authentic assessments to encourage students to avoid using online tools and plagiarism in their writing. the findings show that during online learning, students made use of online tools, and they searched for the information on the internet as an assistance in writing an assignment. however, using blended learning and four different types of writing tasks significantly reduces the use of online tools, and it enhances students’ active participation in the assessment process. the guided instructions of each task also help students to improve their writing skills, and most of the students preferred to work in small groups to complete the activities online which enhanced interaction and the sense of an online learning community. keywords: blended learning; writing assignment; online tools introduction as in many countries worldwide, the covid-19 pandemic situation has posed unprecedented challenges in thailand, which requires teachers to adapt from face-to-face to online teaching. the delivery of online lessons is served as a channel for teaching and learning interaction, especially to facilitate whole-class assignments during covid-19 closures. in teaching english writing online, the teachers may confront some of the challenges to find out some practical ways to help students improve their writing skills since writing in a foreign or second language is intricate, and it is a courageous experience for students whose native language is not of the same origin as the target language. also, nowadays there are various online tools, which in this study are defined as translation machine software and grammar checker software, that can facilitate students to write english sentences and paragraphs, and also websites that allow students to take the work or ideas of other people. machine translation are popular both inside and outside the classroom, but among the growing number of students who are using it, a small number of them know how to use machine translation as a pedagogical tool in the efl classroom (lee, 2020). according to the study of lee (2020), it found that translation machine software can be useful to language learning as a teaching guide, but teachers must be aware of its limitations and provide enough guidance to students for learning benefits. with assistance of online tools and information taken from the websites, the students may not pay attention to improve their writing skills, especially when they are taking the assignments online asynchronously without any monitoring or facilitation of teachers. in order to manage learning and teaching english writing skills during a pandemic of covid19, blended learning is a good choice that allows the students to be able to get some helps or facilitation through a variety of learning activities to enhance and improve students’ writing skills. blended learning (bl) is defined as a combination of online learning and a face-to-face learning that http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.6922 parichart charernwiwatthanasri 46 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license should be a seamless, personalized integration of all components of a course (wickham, 2014). the survey report of i. elaine allen, jeff seaman and reichard garnette (2007) shows that the definition of blended learning is that one where between 30 and 79 percent of the program content is delivered online whereas an online program is on where at least 80 percent of the course content is conducted online. figure 1 displays the system of blended learning that presents the integration of a face-toface learning and online learning. figure 1. blended learning system graham (2006) states that bl systems are designed intentionally to promote learning by facilitating the combination of visual cues and educational concepts. virtual environments acts are used to capture the attention of the learners while having augment interactions between others. according to bryan and volchenko (2016), bl is one of efficient method being widely used that integrates controlled and guided experiences by the instructor in the form of a face-to-face communication with electronic environments and resources. also, bryan and volchenko (2016) pointed out that bl can be adopted and used for the higher education courses in russia, especially the foreign language training. there are several studies show the effectiveness of bl in teaching language, like english. the first one is the study of oweis (2018) revealing that using blended learning method on students’ achievement and motivation to learn english in jordan was effective because the students who studied through bl performed better, and they had higher motivation than the students who were taught with traditional methods. the second one is the study of klimova (2017), which found that the students were satisfied with the bl strategy although the use of bl approach was not much effective in teaching business english. with the benefits of bl; therefore, the present study aims 1) to investigate students’ learning strategies in taking an online writing assignment, and 2) to investigate if learning english writing via bl reduces the use of online tools and enhances their writing skills. methods in this study, the subjects were 62 students who were taking an english for reading and writing course as a compulsory course in the first semester of the 2020 academic year at the faculty of international studies, prince of songkla university phuket campus. research instruments in this study consisted of teaching materials of four units using a commercial coursebook titled q: skills for success reading and writing, level a2, 2rd edition (mcveigh and bixby, 2015), four writing assignments, the questionnaire and a group interview. the steps of data collection were described as follows. 1. the study was conducted over a period of 15 weeks: a total of 15 class periods of 100 minutes using bl with the combination of 73.33% of online learning via the platform zoom, and asynchronous learning materials posted on the lms (learning management system), and 26.66% of a face-to-face learning in traditional classroom. examples of bl activities employed during a semester consisted of 1) small group http://riset.unisma.ac.id/index.php/jreall/user blended learning to enhance english writing assignments without using online tools 47 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license discussion online, 2) class discussion, 3) discussion board, 4) writing tutor, and 5) flipped classroom. the management of teaching and learning over a period of 15 weeks is displayed in figure 2 below. figure 2. teaching and learning management over a period of 15 weeks the main materials were studied online synchronously, and some lessons of reading skills were learned asynchronously. all materials were posted on the lms available at https://lms2.psu.ac.th, which allowed students to study autonomously. after each unit, the recorded videos of the lessons were posted on the lms for students to review the lessons. see the example of the materials posted on the lms as illustrated in figure 3. figure 3. examples of materials posted on the lms the students were asked to meet up with the teacher (face-to-face learning) in order to give realtime feedback and correction of the writing assignments. 2. writing assignments were administered to the students after they have finished study each unit. the writing assignments were designed based on the contents of each unit adapted from q: skills for success reading and writing a2. in each writing assignment, the students were asked to write a paragraph with guided instructions. authentic topics that students are familiar in their daily life were provided. each task has multiple choices that allowed students to choose based on their interest. the students were asked to submit each writing assignment on the lms. see the details of four assignments in table 1. http://riset.unisma.ac.id/index.php/jreall/user parichart charernwiwatthanasri 48 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 1. details of writing assignments guided instructions writing assignment 1 1. write a five-sentence descriptive paragraph. choose one of the trends below and answer the question. a. tik tok b. kerry c. fitness d. netflix 2. in your writing, use the present continuous tense and choose two words below. reviewers recommend influence purchase writing assignment 2 1. choose one of businesses below, and write a proposal for a new business (a descriptive paragraph of 5-7 sentences). in your proposal, you will choose the colors for the business and explain why you chose these colors. a coffee shop at psu a hotel at psu a restaurant at psu 2. use the simple future tense. 3. use the vocabulary from the unit (3-5 words). writing assignment 3 1. discuss in a group of 3-4 students about manners of one country. 2. write a descriptive paragraph (5-7 sentences) to answer the questions below: what do you know about manners in (name of the country)? what tips do you have about being polite in that country? 3. use the phrases 'for example' and 'for instance' to introduce examples. 4. use the present simple tense in your writing to tell facts, truth or habits. writing assignment 4 1. work in a group of 3 students. 2. write an opinion paragraph (7-10 sentences) on one of the given topics: an online learning (is an online learning effective?) an international program at fis (is an international program at fis successful?) life during covid-19 (is life during covid-19 stressful?) for the rubric of writing assignments, students were graded on: content (3 points) appropriate vocabulary, verb tenses (3 points) used correctly, sentence structure (3 points) subject and verb; appropriate conjunctions, grammar accuracy, punctuation & spelling (3 points), and following of the instructions (3 points). the scores of each assignment will be calculated to 5%. 3. after the first writing assignment, the students were asked to do the questionnaire on making use of the internet and online tools. 4. at the end of the semester, the students were asked to reflect teaching and learning management over a semester in a group interview. the data in this study were analyzed using the following methods. 1. to response to the first objective of the study, the responses of the students to the questionnaire were calculated for the percentage of the use of each online tool which was used to interpret students’ learning strategies in taking an online writing assignment. 2. to response to the second objective of the study, the scores on writing assignments were compared, and the observation of the researcher was used to determine the reduction of the use of online tools and plagiarism in their writing. 3. the reflection of students to teaching and learning management were brought out to determine their preference. results and discussion the use of online tools in writing english paragraphs the first objective of the study put forward for investigation students’ learning strategies in taking an online writing assignment. the findings show that while doing writing assignment, the overwhelming majority of the students make use of the internet and online tools in writing english sentences and/or paragraphs. based on the data gathered from the questionnaire, it reveals that 71% of the students made use of the internet by searching for the information of the topics given on the websites to http://riset.unisma.ac.id/index.php/jreall/user blended learning to enhance english writing assignments without using online tools 49 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license complete the assignments, and they copied or took some pieces of information to compose their paragraphs. to help complete the assignment, they also used some tools as illustrated in figure 4 below. figure 4. distributions of tools used as an assistance in english writing according to figure 4, students preferred to use online dictionaries, online grammar checker tools, machine translation software, and paper dictionaries respectively. it can be seen by the fact that half of the students consulted two different types of online tools, which were online grammar checker software and machine translation software even though these software function differently. from the survey, it is interesting to see that online grammar checker tool named grammarly is very popular among students. the finding shows that 85% of students used it in their paragraph writing to reduce the grammatical mistakes. only very few of them has never used this kind of tool. the distribution of online grammar checker tools is displayed in figure 5. figure 5. distributions of online grammar checker tools figure 6 shows the distribution of translation machine software that students used while they were going writing assignment. among various translation machine software, google translation is greatly preferred to use while they were completing their writing. 17% 72,61% 50% 51,60% 1. paper dictionaries 2. online dictionaries 3. machine translation software 4. online grammar checker tools 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% http://riset.unisma.ac.id/index.php/jreall/user parichart charernwiwatthanasri 50 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license figure 6. distributions of machine translation machine software the finding also shows that the students used translation machine software to translate their l1 writing to l2 into three different levels: word level (69.40%), sentence level (59.70%), and paragraph level (24.20%). the enhancement of english writing skills achievement of four writing assignments in the study, bl was employed over 15 weeks that the course contents were delivered online, and there were face-to-face meetings. the students were asked to do four writing assignment at the end of each unit. the mean scores on four writing assignments were compared to examine if bl enhances students to be able to write english paragraphs effectively. the findings show that the mean scores of 4 writing assignments increased as shown in figure 7. figure 7. an increase of mean scores of four writing assignments although the mean scores of four writing assignments slightly increased, there was a great increase in students’ english writing skills when the mean scores on the first writing assignment and the fourth writing assignment were compared. table 2 presents a comparison of the mean scores of the two assignments. table 2. comparison of mean scores of writing assignment 1 and 4 mean s.d t sig.(1-tailed) assignment 1 1.52 0.79 1.52 0.94 12.76 *0.000 n=62 assignment 4 3.04 0.55 **significant at 0.05 level 90,30% 21% 8,10% 6,50% 6,50% 6,50% 1,60% 1,60% 1,60% google translation microsoft translation yandex amazon bing translator ibm watson language translato addnine dict box none d .d..sd d . d .. s http://riset.unisma.ac.id/index.php/jreall/user blended learning to enhance english writing assignments without using online tools 51 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license data in table 2 show a significant difference in achievement of students’ writing skills when the mean scores of the first writing assignment, which students did in the third week of the semester, were compared with the mean scores of the fourth writing assignment, which students did in the fifteenth week. this indicates that the students did significantly better in the fourth writing assignment, and their english writing skills improved significantly at 0.05 level. an increase of the mean scores of writing assignments proves that bl enhances students’ english writing skills. this is because an integration of a face-to-face learning and online learning allows students to study how to write and practice writing through a wide range of activities. students can review the materials such as writing models, paragraph structures, and sentence types, many times at the time and place that is most convenient to them. with help of visual cues and controlled visual settings of computers, students were more encouraged and enhanced to supervise their learning initiatives. this is similar with the study of graham (2006) saying that while learning having augment interactions between others via virtual environments, the learners’ attention is captured. also, when having a face-to-face discussion, it is easier to have students to negotiate and co-construct an understanding of the discussion topic. face-to-face meetings allow teachers to give real-time feedback to the students. reduction of the use of online tools in writing english paragraphs according to the results of the survey shown in section 1, half of the students used online grammar checker software and machine translation software as an assistance in writing english paragraphs. based on the observation of the researcher, after learning english writing with bl over a semester, the http://riset.unisma.ac.id/index.php/jreall/user parichart charernwiwatthanasri 52 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license students reduced significantly the use of online tools and information taken from the website in their writing. to present the findings of the study in detail, only three writing tasks (pre-assignment, assignment 1 and assignment 4) of only one student were selected in order to illustrate the reduction of the use of online tools and plagiarism in their writing. see examples below: based on the observation of the researcher on pre-writing assignment, which the student was asked to write a paragraph in class, and the first writing assignment, that the student was asked to write a paragraph on their own time, it was found that the student produced a lot of ungrammatical correct sentences in the pre-writing assignment while grammatical mistakes cannot be found in the first writing assignment. the comparison between the pre-writing assignment and the first writing assignment reveals that there was a totally difference of language used such as word choices, grammatical elements and capitalization in the two assignments. the student had a reflection in a group interview that she didn’t use any online tools and/or dictionaries when doing the preassignment, but she used grammar checker software to help decrease grammatical errors in the first writing assignment. this student also used many words suggested by the software, and translation machine. after the treatment of bl and guided instructions in each writing assignment, the student did better in the fourth writing assignment. a small number of grammatical errors can be found, and the student used her own words in the task. it can be seen from the observation of four writing assignments that the overwhelming majority of students have a reduction of the use of online tools in their writing. this can be explained by the fact that the students had time to more carefully write english sentences and paragraphs, and they provided more thoughtful reflections of guided instructions of each assignment. an authentic topic they chose encouraged them to have critical thinking based on real situations or their preferred topics. also, when they worked in small groups, they were able to exchanged ideas with classmates, and they had confidence to discuss in breakout rooms on the platform zoom with the facilitation and guidance of the teacher. conclusion blended learning plays an important role in improving students’ english writing skills during the covid-19 pandemic situation through a wide range of learning activities (e.g. small group discussion, writing tutor, flipped classroom, computerized activities and face-to-face meetings). the results of the study demonstrate that the students performed gradually better in their writing assignments. the students reduced using online tools, and they put effort to writing english paragraphs without any assistance of online tools. using authentic assessments, guided instructions of each assignment and blended learning activities enhance students’ writing skills and encourage them to participate in the assessment process. the advantages of blended learning activities using computerized materials, which are attractively interesting designed allowed the students enjoy lessons that contains visual and sound features that make learning activities more fun. also, blended learning activities provided the learner-computer interactions that gave the feedback immediately and encourage students to have many tries if the answers are incorrect. blended learning does not only provide computerized materials, but it also gives the opportunities to have face-to-face meetings that the teachers are able to reach more students to interact with individual or small groups of students and check on their progress. from the findings of the present study, it can be claimed that blended learning is one of effective strategies in english classes that the teachers can successfully implement to engage and benefit students during online teaching and learning in post-pandemic era. acknowledgements i would like to express my sincere gratitude and appreciation to the faculty of international studies, prince of songkla university phuket campus for the financial support. also, my grateful appreciation goes to miss napacha prapawadee, my colleague, who encouraged and supported me to produce the present article, and mr. philip galloway, who devoted his time to proofread this article. the errors are my own. http://riset.unisma.ac.id/index.php/jreall/user blended learning to enhance english writing assignments without using online tools 53 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license references allen i. e., seaman j. & garnette r. (2007). blended in the extent and promise of blended education in the united state. sloan consortium. available at https://www.onlinelearningsurvey.com/reports/blending-in.pdf bryan a. & volchenko k.n. (2016). blended learning: definition, models, implication for higher education, bulletin of the south ural state university series. education sciences", 8(2), 24-30. doi: 10.14529/ped160204 available at https://www.researchgate.net/publication/303815166_blended_learning_definition_model s_implications_for_higher_education graham c. r. (2006). blended learning systems. the handbook of blended learning, san francisco: pfeiffer publisher klimova b. (2017). evaluation of the blended learning approach in the course of business english–a case study. in: huang tc., lau r., huang ym., spaniol m., yuen ch. (eds) emerging technologies for education. sete 2017. lecture notes in computer science, vol 10676, 326-335. springer, cham. https://doi.org/10.1007/978-3-319-71084-6_37 lee s. (2020). the impact of using machine translation on efl students’ writing, computer assisted language learning, 33(3), 157-175, doi: 10.1080/09588221.2018.1553186 oweis t. i. (2018). effects of using a blended learning method on students’ achievement and motivation to learn english in jordan: a pilot case study, education research international, 1-8. https://doi.org/10.1155/2018/7425924 wickham a. (2014). blended learning: where are we? modern english teacher, 23(3), 44-46. available at https://www.modernenglishteacher.com/media/7083/met_july_23 3_4547.pdf http://riset.unisma.ac.id/index.php/jreall/user https://www.onlinelearningsurvey.com/reports/blending-in.pdf https://www.researchgate.net/publication/303815166_blended_learning_definition_models_implications_for_higher_education https://www.researchgate.net/publication/303815166_blended_learning_definition_models_implications_for_higher_education https://www.researchgate.net/publication/303815166_blended_learning_definition_models_implications_for_higher_education https://doi.org/10.1007/978-3-319-71084-6_37 https://doi.org/10.1155/2018/7425924 https://www.modernenglishteacher.com/media/7083/met_july_23-%20%20%203_45-47.pdf https://www.modernenglishteacher.com/media/7083/met_july_23-%20%20%203_45-47.pdf 16 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.7497 volume 2 | number 1 | p. 16-21 published on january 16th, 2021 students’ perception toward the use of tiktok video in learning writing descriptive text at man 1 gresik syaifuddin1, wiwik muyassaroh abdi2, alfufatin nabilah3, dewi larassati m.p4, fairuz lazuwardiyyah5 1,2,3,4,5universitas islam negri sunan ampel surabaya, man 1 gresik 1syaifuddin_mr@yahoo.co.id, 2wiwikabdi@ymail.com, 3alfufatinbilla@gmail.com, 4dewilarassat63@gmail.com, 5fairuzzlazuwardiyyah@gmail.com *) correspondence: alfufatinbilla@gmail.com abstract the purpose of this study was to explain the students’ perception towards the use of tiktok in learning writing descriptive text. this analysis was a descriptive quantitative with a survey approach through questionnaire. the total of sample was 85 students at islamic senior high school of 1 gresik especially from x mipa 3, x mipa 4, and x mipa 5 in the 2020/2021 academic year. the information of this study was obtained through 15 questions adapted from ilmiyah et al. & ilmi. the researchers analyzed the data from questionnaire using spss 16 program to find out the descriptive statistical analysis. the finding captured that the interpretation of students regarding the use of tiktok in descriptive text of learning writing was positive. the students said they agreed with the use of tiktok in learning writing descriptive text due to it contributes positively and can foster the motivation of students. furthermore, it makes the learners pay attention and participate in the learning process. therefore, it is also recommended to students and teachers to use tiktok in order to create a contextual, relevant, and meaningful learning process, especially in writing descriptive text. they also allow students to participate in the learning process actively. keywords: tiktok; video; descriptive text introduction writing is one of the abilities in english that must be taught by the students. to acquire it, the students should get enough writing practices such procedures are intended to stimulate the abilities of the students in writing a good passage, without rehearse, it is impossible to write well and effectively. writing is a productive skill that considered as the most difficult skill in learning language (khoii, 2011). writing is widely considered to be the most important role in language learning as it is needed for academic purposes. it has been used as a strategy by teachers to improve conceptual learning and to help students organize their thoughts. as hiew (2005) argues flowing ideas are required for students to write without difficulty. often the teacher's interpretation of the material is difficult to understand for most students when teaching writing in english. to fill in the teacher void explanations and the capacity of students to understand, the presence of the media is very important. teaching aids are important tutoring instruments that can make learning possible more efficient and interesting. in teaching and learning process, teachers' obligation is to support their students by when using the selection of varieties, essential customers become sources in the media. every student is surrounded by different media, such as books, magazines, internet, and many others. harmer (2007) stated that there are several items, images, and other items that can be used to display as instructional media language manipulation and the involvement of students. in addition, mayer (2012) stated as cited in hadi et. al. (2020) that the media moving image-based learning (animation / video) can http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.7497 mailto:syaifuddin_mr@yahoo.co.id mailto:wiwikabdi@ymail.com mailto:alfufatinbilla@gmail.com mailto:dewilarassat63@gmail.com mailto:fairuzzlazuwardiyyah@gmail.com mailto:alfufatinbilla@gmail.com students’ perception toward the use of tiktok video in learning writing descriptive text at man 1 gresik 17 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license encourage learners understanding when it used in a manner consistent with multimedia learning theory. multimedia is the use of devices to represent and present integrate text, audio, linked video and tooling tools that enabling users to browse, chat, create and create communication. there are many various videos that can use in teaching and learning process, such as tiktok video. tiktok is a video sharing short app that enables users to build and share 60-second videos on any subject.1 according to demmy and fathul (2018) tik tok is the latest social media application that allows users to create interesting videos and interact with them in comments and private chats. this application presents interesting and easy to use special effects. so that everyone can create an impressive video, this is what makes tik-tok an application with many users. though it may come as a surprise for many of the readers, there are already tiktok clubs in some schools in the usa, and teachers are using tiktok for student interaction. one of the reasons they strongly offer is that students already have a platform account, and it is easier to use the technology's tools to engage them in innovative learning using video.2 the tiktok platform allows users to create and upload video content, including music videos, and includes editing tools that allow near-professional results for anyone to make. in the education arena, maybe the most powerful use of tiktok is teacher-made videos that students can watch repeatedly. some teachers have developed their own clips to illustrate complicated concepts or share specific task instructions in the spirit of flipped classrooms. students benefit from this process, since they do not have the distraction of trying to catch each word in their notes. instead, they have unrestricted access to the most relevant points in the video version. using tiktok in this way also removes possible problems that come with student use. in this study, the researchers use tiktok video to teach writing, especially in writing a descriptive text. according to gerot and wignell (1994), “descriptive text is a text type we use when we want to tell how something looks, smells, feels, acts, tastes, sound etc”. essentially, it provides details about characteristics of people, places, and things. the details are used to help the reader in creating a mental image. moreover, abisamra (2001) has similar opinion about descriptive text. he adds that “descriptive is the text picturing the person, place and thing with clear detail to help the readers visualize an object which is described” so, by writing a descriptive text, the researcher will create their feel of impression and get a clear image of the object which is describe. furthermore, description activity is used to describe an object and the readers become easily to be understood, so that they can imagine the object which is described clearly like the real one. in addition, the construction of the text must be known before writing the descriptive text. the generic structure of descriptive text are identification and description. introduction tells about the introduction of the object that will be described such as what, when, who, and what question. while, description tells about the specific information or features of the object, it can be characteristics, parts, qualities, size, and many others. in this research, the research needs to be conducted in order to know how useful and intensive the use of tiktok in developing the students’ writing skill especially in writing descriptive text. therefore, this study will point out whether the use of tiktok gives any contribution in learning writing descriptive text or in the other way. the purpose of the research is to find out students’ perceptions toward the use of tiktok video in learning writing descriptive text at man 1 gresik. methods this research using descriptive quantitative as the method. this study was conducted at man 1 gresik with the subjects were students of class x mipa 3, x mipa 4, and x mipa 5 who were in the academic year 2020/2021. the total number of subjects was 85 participants. to collect the data of this study, the researcher used questionnaire. the questionnaire consisted of fifteen items. the items of questionnaire were classified into three categories such the following list: http://riset.unisma.ac.id/index.php/jreall/user syaifuddin, wiwik muyassaroh abdi, alfufatin nabilah, dewi larassati m.p, fairuz lazuwardiyyah 18 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 1. question 1-5 deal with students’ perception toward the use of tiktok in learning writing descriptive text 2. question number 6-10 deal with the specific contribution of tiktok 3. question number 11-15 deal with the criteria of using tiktok in teaching and learning activity in this study, the researchers analyzed the data from questionnaire filled by participants by using spss 16 program to find out the descriptive statistical analysis. descriptive statistics such as means, frequency, standard deviation, and percentage were used to find out the students’ perception toward the use of tiktok in learning writing descriptive text. results and discussion to know the reliability of the test of learning writing descriptive text using tiktok, first it was tested out to 85 students. the following table presents the reliability statistics for the test. the value of cronbach’s alpha was .969 which means that the test was reliable. table 1. reliability statistics cronbach’s alpha cronbach’s alpha based on standardized items n of items .929 .969 18 the result of the questionnaire was converted into numerical values based on hadiyanto & arif, (2012)'s analysis. table 2. interpretation of mean score no. mean score interpretation 1. 1.00 – 1.80 very low 2. 1.81 – 2.60 low 3. 2.61 – 3.40 medium 4. 3.41 – 4.20 high 5. 4.21 – 5.00 very high the table below is the questionnaire answered by the respondents with the frequency, percentage, mean, standard deviation, and level interpretation. table 3. frequency, percentage, mean, standard deviation and level interpretation no perception toward the use of tik tok in learning writing descriptive text frequency & percentage mean s.td level interpretation sa a qa d sd 1 i am happy to learn desciptive text by watching videos through tik tok 25 (29.4%) 30 (35.3%) 23 (27.1%) 5 (5.9%) 2 (2.4%) 3.84 .998 high 2 tik tok makes it easier for me to imagine certain objects in specific or in more detail 21 (24.7%) 34 (40.0%) 21 (24.7%) 7 (8.2%) 2 (2.4%) 3.76 .996 high 3 i can identify the characteristics of the object in the image displayed through the tik tok video 15 (17.6%) 41 (48.2%) 21 (24.7%) 6 (7.1%) 2 (2.4%) 3.72 .921 high 4 i was able to understand the object description from the tik tok video that was displayed by the teacher 18 (21.2%) 47 (55.3%) 15 (17.6%) 2 (2.4%) 3 (3.5%) 3.88 .892 high 5 the use of tik tok videos improves my ability to understand and describe an object 23 (27.1%) 29 (34.1%) 23 (27.1%) 7 (8.2%) 3 (3.5%) 3.73 1.062 high 6 by watching the tik tok video, i became interested in learning to write text descriptive 11 (12.9%) 32 (37.6%) 32 (37.6%) 9 (10.6%) 1 (1.2 %) 3.51 .895 high http://riset.unisma.ac.id/index.php/jreall/user students’ perception toward the use of tiktok video in learning writing descriptive text at man 1 gresik 19 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 7 i am motivated to learn to write descriptive text if you see the tik tok video 11 (12.9%) 33 (38.8%) 30 (35.3%) 11 (12.9%) 0 (0%) 3.52 .881 high 8 by viewing the tik tok video, process learning becomes more contextual (relates to or corresponds to circumstances) 19 (22.4%) 37 (43.5%) 24 (28.2%) 4 (4.7%) 1 (1.2%) 3.82 .880 high 9 tik tok videos are stimulating or stimulating my imagination in describing an object. 19 (22.4%) 41 (48.2%) 18 (21.2%) 6 (7.1%) 1 (1.2%) 3.84 .898 high 10 the use of the tik tok video encouraged me to participate in learning write descriptive text 14 (16.5%) 36 (42.4%) 30 (35.3%) 5 (5.9%) 0 (0%) 3.69 .817 high 11 learn to write descriptive text with seeing the tik tok video has an appeal alone 20 (23.5%) 39 (45.9%) 19 (22.4%) 6 (7.1%) 1 (1.2%) 3.84 .911 high 12 by watching the tik tok video, learning activities writing descriptive text becomes more meaningful and valuable 14 (16.5%) 34 (40.0%) 32 (37.6%) 4 (4.7%) 1 (1.2%) 3.66 .853 high 13 by watching the tik tok video, i became happy and comfortable learning to write text descriptive 21 (24.7%) 28 (32.9%) 27 (31.8%) 7 (8.2%) 2 (2.4%) 3.69 1.012 high 14 the use of the tik tok video gave me progress or improvement in learning write descriptive text 10 (11.8%) 37 (43.5%) 27 (31.8%) 10 (11.8%) 1 (1.2%) 3.53 .894 high 15 by watching the tik tok video i learned write descriptive text effectively and efficient 16 (18.8%) 30 (35.3%) 28 (32.9%) 10 (11.8%) 1 (1.2%) 3.59 .967 high based on the findings above shows that most of the students' perception toward the use of tiktok video in learning writing descriptive text is positive. as we can see from the questionnaire that have been collected from the students, the result is high. furthermore, the researcher also found that most of the students agree that the use of tiktok video gives positive contribution in teaching and learning process especially learning writing descriptive text. there are many positive roles of video in the teaching process especially tiktok video such as help students to understand the content of the video. according to sherin (2017) today's video is used to explain and analyze, yet we agree that using video to enable video support is a more effective solution the willingness of teachers to notice and perceive experiences in the classroom. in the other words, tiktok video can help the students understanding the descriptive text through video that have shown in tiktok. it is line with the fouth statement in the questionnaire which is "i was able to understand the object description from the tik tok video that was displayed by the teacher". this statement gets positive perception from the learners with the 3.88 mean score and .892 of standard deviation, it means that this statement positive in high level. in addition, the fifth statement in the questionnaire which is "the use of tik tok videos improve my ability to understand and describe an object". this statement get positive in high level perception from the learners with the 3.73 mean score and 1.062 of standard deviation, it means learners agree that tiktok video gives them motivation in learning writing descriptive text. in line with this, commonwealth of learning's website stated that video presents many pedagogical possibilities, including: the provision of practical interactions, the power of inspiration, the opportunity to monitor and review and the participation of students as creators. tiktok video are used as a medium in teaching and learning process especially in writing. according to harmer (2007), music and pictures are very good stimuli for writing and speaking. it is supported by the ninth statement of the questionnaire where tik tok videos are stimulating or stimulating students’ imagination in describing an object. this statement gets positive perception from http://riset.unisma.ac.id/index.php/jreall/user syaifuddin, wiwik muyassaroh abdi, alfufatin nabilah, dewi larassati m.p, fairuz lazuwardiyyah 20 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the studens. the mean score of this statement is 3.84 with .898 of standard deviation. tiktok videos are enriched of variety activities which are possibly designed to make the students write as they want in an engaging way. it is in line with the tenth statement of the questionnaire where the use of the tik tok video encouraged students to participate in learning write descriptive text. it gets positive perception from them with the number of mean score 3.69 and .817 of standard deviation. in other words, it is in high level. furthermore, wright (1989) notes that one of the conditions for using photographs is that they should be easy to plan and arrange. if it takes a long time for the photographs to be prepared or are difficult to arrange in the classroom, then it will be questioned whether it will be effective and efficient or not. based on the result of this study, it is found that tiktok are easy to prepare and organize. it is supported by the fifteenth statement of the questionnaire whereby watching the tik tok video, the students learned write descriptive text effectively and efficient. it gets positive perception from them. this statement is in very high level with 3.59 of mean score and .967 of standard deviation. based on the result of this study, it is found that the use of tiktok grows the student’s interest in learning writing descriptive text. wright (1989) states that one of the criteria in using pictures is they should be interesting and attractive for the students. if the activity is considered unlikely to interest the students, then it will be questioned whether it is worth doing or not. it is supported by sixth and eleventh statement in the questionnaire. the sixth statement states that by watching the tik tok video, students became interested to learn writing text descriptive. it gets positive perception with 3.51of mean score, .895 of standard deviation, and it is in high level. beside that, the eleventh statement states that students motivated to learn writing descriptive text if they see the tik tok video. it gets positive perception with the number of mean score 3.52 and standard deviation .881 it indicates that it is in very high level. it means that thetiktok video which are used by students in learning writing descriptive text fill one of the criteria. the other criteria in using tiktok that is explained by wright (1989) is they should be meaningful and authentic. what students learn at this stage should be enough for the real context or circumstance in which they use the language with native speakers and should reflect on the meaning as well. based on the result of this study, it is found that the use of tiktok makes the learning of writing descriptive text become meaningful and valuable for the students. the fifteen declaration in the questionnaire confirms it. the twelfth assertion notes that by watching the tik tok video, learning activities writing descriptive text becomes more meaningful and valuable. it gets positive perception with the number of mean score 3.66 and standard deviation .853. it is also in very high level. beside that, most of students agree that they feel happy and comfortable in learning writing descriptive text by watching tiktok video. the result of this study indicates that tiktok video are effective to be applied as media in learning writing descriptive text since they get positive perception from the students. it is indicated by the average level of mean scores which is very high. this study shares the same result as what have been investigated by some previous research such as fitriani (2008). based on the result, the teaching writing through pictures was successful to improve students’ descriptive writing skill. in the other words, pictures are effective as media in improving descriptive writing skill. moreover, the result of this study is also similar with the other study done by sari (2014). the findings revealed that the teaching writing through tiktok was successful to improve students’ descriptive writing skill. specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. conclusions results of the research indicates that perception of the students toward the use of tik tok in learning writing descriptive text is positive. students have positive response about it. fifteen questionnaire items were in high level. there was no questionnaire item in medium, low, or very low level. it means that the use of tik tok give benefits and positive effect for the students in learning writing descriptive text. http://riset.unisma.ac.id/index.php/jreall/user students’ perception toward the use of tiktok video in learning writing descriptive text at man 1 gresik 21 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the use of tik tok contributes positively to learning writing descriptive text. the photos add to the context where the language is used. pictures put the world into the classroom, in other words. the use of tik tok in learning process can grow the motivation and make the students pay attention and engage. tik tok are enriched of variety activities which are possibly designed to make the students write as they want in an engaging way. to create the effective and efficient learning process, there are some criteria in using tik tok that should be seriously considered. the suggestion of the research are students in this study have positive perception toward the use of tik tok in learning writing descriptive text. many students agree that the use of tik tok in learning writing descriptive text give benefits and positive effect in their learning. it can be an alternative for the other teachers to use tik tok for teaching the students in order to create a contextual, meaningful, and attractive learning activities and promote the students being engaged in the learning activities. it is suggested for teachers that use or want to use tik tok in teaching the students writing descriptive text to concern with the criteria of using tik tok such as considering the time in preparing the material, thinking how to organize it, designing it attractively, questioning whether it is meaningful and authentic or not, and so on. if those criteria are fulfilled, the effective learning process will run. references fauziati, e., ariatmi, s, z., laila, m., srijono, d., wijayanto, a., fatmawati, r., et al. (2014). modul plpg 2014. kendari: universitas halu uleo. fitriani, s. w. n. (2008). the effectiveness of using pictures in writing descriptive text to the eight grade students of junior high school in the academic year of 2008/2009. unpublished s1 thesis. semarang: semarang state university. harmer, j. (2004). how to teach writing. england: pearson education limited. harmer, j. (2007). how to teach english. england: pearson education limited. hyland, k. (2003). second language writing. new york: cambridge university press. ilmi, i. k. (2014). the use of picture prompts to improve students’ writing in descriptive texts. unpublished s1 thesis. semarang: semarang state university. ilmiyah, n. h., sulistyaningsih., & musyarofah, l. (2014). teaching writing descriptive text by using pictures to the eighth-grade students of smp negeri 2 buduran sidoarjo. sidoarjo: lppm stkip pgri sidoarjo. khoii, r. (2011). a solution to the dilemma of writing in a foreign language: adaptive mentorship. international journal for cross-disciplinary subjects in education (ijcdse), 2(4). 493-494. ministry of education and culture. (2014). konsep dan implementasi kurikulum 2013. jakarta: ministry of education and culture. sari, r. m. (2014). the use of pictures to improve students’ ability in writing descriptive texts. unpublished s1 thesis. bandung: universitas pendidikan indonesia. wright, a. (1989). pictures for language learning. cambridge: cambridge university press. khoii, r. (2011). a solution to the dilemma of writing in a foreign language: adaptive mentorship. international journal for cross-disciplinary subjects in education (ijcdse), 2(4). 493-494 jeremy harmer, the practice of language teaching, (cambridge: ashford colour press, (2007), 177. prayitno, hadi, et.al. (2020). rancang bangun media pembelajaran radio theory i berbasis multimedia animasi. riset dan e-jurnal manajemen informatika komputer, 4(2). https://doi.org/10.33395/remik.v4i2.10560 deriyanto, demmy, and qorib, fathul. (2018). persepsi mahasiswa universitas tribhuwana tunggadewi malang terhadap penggunaan aplikasi tik tok. jisip: jurnal ilmu sosial dan ilmu politik. 7(2) hiew, a. (2005). introduxtion to academic writing. new york, ny: pearson education inc.. https://www.col.org/news/col-blog/importance-tiktok-type-videos-learning accessed 17th october 2020 at 11.40 a.m http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.33395/remik.v4i2.10560 https://www.col.org/news/col-blog/importance-tiktok-type-videos-learning 68 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9524 volume 2 | number 1 | p. 68-75 published on january 19th, 2021 the elimination of anticipated written errors from l1 interference through flipped classrooms napacha prapawadee prince of songkla university, phuket campus, thailand napacha.p@phuket.psu.ac.th *) correspondence: napacha.p@phuket.psu.ac.th abstract several studies have been conducted on written errors discovered in an efl classroom, and the findings are similar, and that common errors have been discovered in thai students’ written work, so these studies conclude that the main cause of errors is l1 interference. in addition, other related studies reveal that flipped classrooms can support students’ learning process. it is due to the fact that these days, efl students still have problems with some grammatical aspects due to their mother tongue, and the class time provided is limited. therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly in class; the study looks to develop online lessons on lms to encourage the students to learn at their own pace and to engage students with class activities. the online lessons and class activities are currently being implemented, and 25 freshmen participate in this study. the questionnaire will be completed at the end of the semester to discover their attitudes towards the flipped classroom covering online lessons and class activities. also, a pre-test and post-test on simple sentences are used to investigate the students’ learning outcomes via the flipped classroom. the findings from the preand post-tests confirm the results of the former studies that the students produce the anticipated errors such as articles, capitalization, punctuation, nouns, and subject-verb agreement. also, synchronous and asynchronous learning can help eliminate those mentioned errors and the students have positive attitudes towards the flipped classroom. keywords: written errors; l1 interference; flipped classroom introduction english is considered as a significant foreign language in thailand since it is compulsorily taught in school at all three education levels: primary, secondary, and tertiary levels. all thai university students have been studying english for more than 10 years; however, their english proficiency is very low. according to the ministry of education in thailand, it reveals that the english proficiency of thai students has been dropping since 2017: 49.7 in 2017, 48.54 in 2018, and 47.61 in 2019 based on the annual english proficiency index presented by the global education company ef (education first). the score of 47.61 is regarded “very low proficiency”, and thailand ranked the sixth in southeast asian countries with singapore at the top (moe, 2019). in thailand, students are required to have basic education for nine years: six years in primary school and the first three years in lower-secondary school. also, students can further their study for another three years to complete upper-secondary school or vocational college. based on basic education in thailand, all students start studying english in prathom 1 (grade 1). to promote english in education, the thai ministry of education sets the targets for thai students’ english proficiency in line with the common european framework of reference for languages or cefr levels (a1 c2: a1 and a2 levels are basic users, b1 and b2 levels are independent users, and c1 and c2 levels are proficient users). consequently, by the end of prathom 6 (grade 6), students should reach an a1 http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9524 coping with large multi-level class in english language learning 69 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license level. in addition, for those students who complete junior high school (grade 9), they should reach an a2 level. besides, students who graduate from high school (grade 12) or vocational college should reach at least a b1 level (british council, 2016 cited in kanchai, 2019 and kaewwichian and jaturapitakkul, 2018). at a tertiary level, consequently, freshmen’s english proficiency should be at a b1 level or above. in fact, at a university level, waluyo (2019) found that the majority of freshmen were basic users (at a1 and a2 levels); however, these levels were for those students of primary and junior high school in the thai education system. in short, not all of the university students in thailand achieve cefr level b1 or higher as expected although they have been studying english for at least 12 years on average. written errors due to l1 interference in an efl classroom which primarily aims to develop students’ writing ability, written errors from students’ work are useful for teachers to identify the causes of errors and to assist teachers to prepare teaching materials and class activities. several studies have been conducted on written errors discovered in an efl classroom in thailand, and the findings are similar, and that common errors have been found repeatedly in thai students’ written work. prapawadee (2005: 8-9) analyzed the studies related to students’ written errors and she found that the most frequent errors were grammatical ones such as articles, tenses, prepositions, and subject-verb agreement. in addition, the main causes of errors are language transfer and overgeneralization. in addition, bennui (2008) studied students’ errors focusing on l1 interference at word, sentence, and discourse levels. he found that thai words were used in english written work due to literal translation, and these reflected l1 lexical interference. furthermore, errors about word order, subject-verb agreement, and noun determiners were discovered, and these errors were also due to l1 syntactic interference. moreover, sittirak (2015) applied the grammar-translation method to study the students’ work and to analyze the difficulties in the students’ translation at sentence level. she also found that students made errors at both word and sentence levels such as preposition, pronoun, adverb, and noun. besides, the current studies focusing on written errors from students’ written work conducted by roongsitthichai et al. (2019), they also revealed that errors made by the students at the sentential level were capital letter, punctuation, subject-verb agreement, run-on, fragment, word order, and tense. at the word level, the errors covered word choice, preposition, noun, and article. in the initial stage of language learning process, patterns from the first language are borrowed and used in the learned foreign language. l1 patterns or rules which lead to errors or inappropriate forms in the target language are negative transfer or l1 interference (richards and schmidt, 2010: 322-323). flipped classrooms flipped classrooms can be another way to support students’ learning process. it is due to the fact that these days, efl students in thailand still have problems with some grammatical aspects due to their mother tongue although they have been learning the target language for over 10 years, and the class time provided is also limited. a flipped classroom is the combination of synchronous learning and asynchronous independent study. in real time of synchronous learning, students can learn either in class or in a virtual classroom online. they can interact with their classmates and a teacher and get instant feedback. in addition to synchronous learning, asynchronous learning is also provided via digital platform so that content can be accessed from anywhere at any time, so students can learn independently at their own pace (peachey, 2020). additionally, in the 21st century, as for the concept of a flipped classroom, it is for students to study lessons through various means, especially via technology at home and then students have more time to do homework or participate activities in class (sitsungnern, 2017). as for research related to flipped classrooms in thailand, thaichay and sitthitikul (2016) investigated the effects of flipped classroom instruction on language accuracy and active learning environment. they found that the flipped classroom can help improve students’ english language accuracy in the efl classroom, and can help promote an active learning environment in teaching english grammar. also, students have positive attitude towards the flipped classroom. besides, srichailard and srichailard (2019) conducted their research to investigate the effectiveness of flipped http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 70 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license classrooms with think-pair-share and project-based learning, and they found that the model of the flipped classrooms they developed was effective that the students performed more effectively after the semester. therefore, to ascertain that the flipped classroom can help eliminate the anticipated grammatical problems repeatedly due to l1 interference in an efl class; the study looks to develop online lessons on lms to encourage the students to learn asynchronously at their own pace and to engage students with class activities synchronously. this study aims to investigate whether the flipped classroom applied in an efl classroom can help eliminate written errors from l1 interference, and whether it affects students’ attitudes towards the flipped classroom. the study attempts to answer the following research questions: 1. does the flipped classroom help eliminate anticipated written errors from l1 interference? 2. what are students’ attitudes towards the flipped classroom? it is expected that the students might have a more positive attitudes towards the flipped classroom involving both classroom activities and online lessons, and their attitudes might lead to better learning outcomes with less written errors from l1 interference. methods this study has been conducted both quantitatively and qualitatively. the design and procedures of the study for research methodology are divided into four sections: subjects of the study, research instruments, data collection, and data analyses and statistical devices. the subjects participating in this study were 25 freshmen taking english for fundamental reading and writing due to a curriculum requirement of the faculty of international studies, prince of songkla university, phuket campus in the first semester of the academic year 2020. according to the placement test, this group of students is considered as a basic user (a1 and a2 levels) showing that their english proficiency does not reach the curriculum requirements, so they have to brush up on their english in order to get ready for an international curriculum in their first semester of their study in the university. as for a synchronous study, the students participate in class activities two hours a week on mondays throughout the semester. also, they learn the content on their own through learning management system or lms asynchronously. in order to obtain information for the study, the pre and posttests, online lessons, class activities, and questionnaire were used. pre-test and post-test are identical. they were designed in accordance with the objectives of the lesson “simple sentence with verb to be”. they were controlled writing tests with grammartranslation method to check students’ grammatical patterns, sentence structure, punctuation, and word order. the tests were used to determine the students’ performance in sentence writing; to see if they produce less anticipated written errors such as capitalization, punctuation, articles, and subject-verb agreement. the tests have been reviewed and developed by five thai lecturers of english. the objectives of the lessons are set in line with the anticipated written errors due to l1 interference, so by the end of the lessons, the students will be able to… 1. form a simple sentence with the structure s+be [is/am/are]+… 2. capitalize the first word of the sentences and all proper nouns. 3. use correct punctuation focusing on a period at the end of the sentence. 4. apply subject-verb agreement rules. 5. understand the usage of ‘be’ in english. 6. use correct determiners with nouns. the following are three examples of 30 test items that the students have to translate thai simple sentences into english ones with verb to be. table 1. thai simple sentence เขาป่วย เขา ป่วย /kʰǎw/ /pùaj/ http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 71 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 3-sg-m sick he is sick. the anticipated written errors can be predicted from the above sentence เขาป่วย from l1 interference that a capital letter in the first word of the sentence and a period at the end of the sentence might be ignored. in addition, ‘be’ might be omitted because ป่วย functions as a verb in thai, but an adjective in english. table 2. language interference 1 เธอเป็นเลขาฯ เธอ เป็น เลขาฯ /tʰɤ̄ː/ /pe ̄n/ /lē.kʰa ̌ː.nú.ka ̄ːn/ 3-sg-f cop secretary she is a secretary. from the above test item, the article ‘a’ before a noun ‘secretary’ might be omitted because there are no articles in thai. table 3. language interfence 2 เล็กและใหญเ่ป็นเพือ่นกนั เล็ก และ ใหญ ่ เป็น เพือ่น กนั /lék/ /lɛ́/ /jàj/ /pe ̄n/ /pʰu ̂an/ /ka ̄n/ name-lek and name-yai cop friend rec lek and yai are friends. possible errors from เล็กและใหญเ่ป็นเพือ่นกนั can be about subject-verb agreement and singular-plural forms of nouns since thai is an isolating language, so the forms of thai words are never changed: unlike english ones. online lessons on simple sentences with ‘be’, capitalization, punctuation, pronouns, and articles are posted on lms platform so that the students can learn at their own pace anywhere and anytime. the students are supposed to spend at least four hours a week for their independent study. a variety of class activities are organized in order to give the students more opportunities in writing with the emphasis on accuracy and to increase student engagements with fun activities in pairs or in groups. copying activities, parallel writing, jumbled sentences, error recognition and correction, writing for fun (describing photos, lost and found, jigsaw stories, etc.) and online games such as kahoot are applied in class. the questionnaire is used to find out students’ attitudes towards the flipped classroom. there are two parts: personal data and students’ attitudes which were five scales in the questionnaire together with short answers. the students were asked to complete the questionnaire after completing the posttest. the data collection procedures were summarized in figure 1 below. figure 1. research design flipped classroom synchronous study + asynchronous independent study via lms http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 72 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in this study, the data was analyzed quantitatively and qualitatively. some statistics were analyzed using spss program. a paired t-test was used to compare the mean scores of the pre-test and post-test in order to determine the students’ achievement in their sentence writing. results and discussion the elimination of anticipated written errors from l1 interference with the flipped classroom. to determine if the flipped classroom helps eliminate anticipated written errors from l1 interference, the means of the pre-test and post-test were analyzed quantitatively. before the commencement of the study, all of the students completed the pre-test on simple sentence with ‘be’. each student produced 30 simple sentences, so 750 sentences in total. however, in the pre-test, 212 test items went blank; only 538 sentences were produced. the possible reasons for this phenomenon are ‘a lack of vocabulary’ and ‘being afraid of making mistakes’. in the post-test, on the other hand, only 36 test items went blank; 714 sentences were produced. it can be implied that the students’ vocabulary was improved and expanded, and they were more willing to take risks in writing sentences. in accordance to the simple sentences from preand post-tests, 5 of the most common written errors from l1 interference at a sentence level are 1) articles, 2) capital letter, 3) punctuation, 4) nouns, and 5) subject-verb agreement respectively as shown in table 1. the finding is similar to the previous studies investigated by prapawadee (2005), bennui, (2008), sittirak (2015) and roongsitthichai et al. (2019). it might be slightly different due to objectives of writing (to write a simple sentence with verb to be, for instance), levels of writing (word, sentence, paragraph, or essay), genres of writing, etc. table 4. 5 common written errors from l1 interference at a sentence level error types frequency & percentage examples pre-test post-test articles [omission of a, an, the] 113 (21%) 105 (14.71%) • ^ puppy is 5 months old. • we are interested in ^ chinese language. • ^ weather is good. • ^ cat is under ^ table. • ^ orange is sweet. capital letters 44 (8.18%) 50 (7%) • my name is khajorsak singjanusong. • that flower is white. • an english test is on sunday. • ^ movie i like is low season. • they are chinese people. punctuation [no period] 28 (5.20%) 17 (2.38%) • he is sick • my mum is kind • my favorite movie is the nun nouns [singular-plural forms] 19 (3.53%) 15 (2.10%) • a puppy is five month old. • two bicycle are under the tree. • lek and yai are friend. subject-verb agreement 5 (0.93%) 3 (0.42%) • they is chinese. • lek and yai is friend. • there is two bicycles under tree. total number of sentences produced 538 714 http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 73 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in order to discover whether the written errors were reduced, the percentage of the occurrences of five error types were compared by using a paired sample t-test as shown in table 2. the results demonstrate that the percentage of written errors in the post-test was lower than that obtained from the pre-test. it indicates that the errors were reduced after learning with the flipped classroom. table 5. a comparison of the percentage of the occurrences of errors between the preand post-tests n s.d. t sig pre-test 5 7.77 7.85 2.37* .0384 post-test 5 5.32 5.79 regarding the mean scores of the preand post-tests, they were compared by using a paired sample t-test. table 6 presents that the mean score of the post-test was higher than that of the pretest. as evidenced by the significant difference at the level of .001. it clearly illustrates that the flipped classroom covering online lessons and class activities was effective. table 6. a comparison of the scores between the preand post-tests n s.d. t sig pre-test 25 32.48 11.37 9.57* .0000 post-test 25 50.14 5.38 students’ attitudes towards the flipped classroom to examine the students’ attitudes towards the flipped classroom, the data from the questionnaire was used. 24 students completed the questionnaire. 87.5% of the students was female, and 12.5% of them was male. also, 75% of them has been studying english for more than 10 years. as shown in the bar graph below more than half of the students agree that they need more class time, so two-hour session per week is not enough. as for the class activities, the majority of the students (95.9%) love participating in class activities, and all of the students participate in class activities. they prefer to work in groups (91.6%), in pair (83.3%), and own their own (37.5%) respectively. in addition, 95.9% of the students like the lecture in class. the most favorite class activity is competitive games that the students do exercises in groups and then discuss the answers with the whole class to find out the winner team. concerning asynchronous independent study, the majority of the students (95.9%) agree that the online lessons are useful for them to do class activities. 58.3% of the students spend 1-2 hours a week for their self-study, and 33.3% spend 3-4 hours a week as planned while only two students never do. as a whole, 75% of students like the flipped classroom. it can be concluded that students had positive attitudes towards the flipped classroom because of a variety of class activities promoting cooperative learning and self-study lessons that they can learn at their own pace reducing anxiety or affective filter. http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 74 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license furthermore, the results are in harmony with the previous studies examined by thaichay and sitthitikul (2016) that flipped classrooms can help improve students’ english accuracy and promote learning environment. conclusion the findings of the study support the use of flipped classrooms due to their benefits that students’ english proficiency can be improved with positive attitudes. teachers need to pay more attention on a variety of class activities in order to support students’ learning styles, and the teachers should emphasize on interesting lessons to promote students’ enthusiasm for autonomous learning. acknowledgements my appreciation extends to the faculty of international studies, prince of songkla university, phuket campus for the financial support which allows me to participate in this paper presentation. also, i would like to extend my appreciation to the lecturers and students whose cooperation made my study possible. additionally, my special thanks are extended to mr. philip john galloway, a lecturer in the department of foreign languages, the faculty of international studies, prince of songkla university in helping proofread my paper and to universitas islam malang in giving me a good opportunity to join this event: the first international conference on english language teaching. references bennui, pairote. (2008). a study of l1 intereference in the writing of thai efl students. malaysian journal of elt research, 4, 72-102 kaewwichian, d. and jaturapitakkul, n. (2018). self-perception of english proficiency of thai lower secondary efl teachers. reflections, 25, 21-41. kanchai, thebporn. (2019). thai efl university lecturers’ viewpoints towards impacts of the cefr on their english language curricula and teaching practice. nida journal of language and communication, 24 (35), 23–47. peachey, nik. (2020). the flipped classroom for english language teaching. retrieved september 15, 2020, from https://elt.oup.com/elt/teachers/generalcontent/focus-papers/oup-focusflipped-classroom.pdf?cc=th&sellanguage=th&mode=hub. prapawadee, napacha. (2005). the effects of formal and conversational thai explanations in grammatical computer-assisted language learning (call) packages on students’ attitudes and learning outcomes. (unpublished master thesis). prince of songkla university, hat yai campus, songkhla, thailand. richards, jack and schmidt, richard. (2010). longman dictionary of language teaching and applied linguistics. malaysia: pearson education. roongsitthichai, atthaporn et al. (2019). error analysis in english abstracts written by veterinary students in northeast thailand. chophayom journal, 30(3), 21-30. sitsungnern, chonnasit. (2017). flipped classroom: learning skill in century 21st. journal of mcu social science review. 6(2), 171-182. sittirak, nantana. (2015). grammar-translation method in an efl class in thailand: a glance at an english song’s lyrics. journal of education thaksin university, 15(2), 30-47. srichailard, uraiwan and srichailard, panuwat. (2019). the development of a flipped classroom teaching model using think-pair-share and project-based learning. journal of industrial education, 18(1), 50-58. thaichay, thanachok and sitthitikul, pragasit. (2010). effects of the flipped classroom instruction on language accuracy and learning environment: a case study of thai efl uppersecondary school students. rangsit journal of educational studies, 3(2), 35-64. thai english skills dip for third year. (2019, november). retrieved september 15, 2020, from http://www.en.moe.go.th/enmoe2017/index.php/articles/488-thai-english-skills-dip-forthird-year. http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 75 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license waluyo, budi. (2019). examining thai first-year university students’ english proficiency on cefr levels. the new english teacher, 13 (2), 51-71. http://riset.unisma.ac.id/index.php/jreall/user http://www.assumptionjournal.au.edu/index.php/newenglishteacher/article/view/3651 http://www.assumptionjournal.au.edu/index.php/newenglishteacher/article/view/3651 54 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9518 volume 2 | number 1 | p. 54-60 published on january 18th, 2021 the effectiveness of google classroom in teaching english during covid-19 at sma n 1 m. payed irma dewi isda1, imran imran2, purwati purwati3, rahmiati rahmiati4 1,2,3,4english department, faculty of teachers and education, universitas samudra, langsa, nad 1irmaisda.fkip@unsam.ac.id, 2 imran@gmail.co.id, 3 purwati@gmail.co.id, 4 rahmiati@gmail.co.id *) correspondence: irmaisda.fkip@unsam.ac.id abstract this research aimed to find out google classroom effectiveness, which was used to enhance students’ speaking skill. this research used a quasi-experimental with a pre-experimental research design. the subject of this study is the eleventh grade of senior high school at sma n 1 m. payed. it involved 25 students as a sample of this study. in the process of data collection, the researcher used a pre-test and post-test. the researcher analyzed the data using wilcoxon ranks test to test the hypothesis. this study found the value of significance (2-tailed) was lower than the significance level (0.000 < 0.05), then the ha was accepted. it means there was a significant value on students’ achievement of the speaking skill by using google classroom. finding obtained of pretest 71,20 and posttest 78,16. in conclusion, the mean pretest and posttest scores differ significantly, or there is an effect of using google classroom enhancing students speaking skill at sma n 1 manyak payed. however, it can be concluded that google classroom significantly affects students’ speaking skill and helps them finish and collect the assignment without any bound by time and space. keywords: google classroom; teaching english; covid-19 introduction teaching and learning process are really important for students’ exactly at the second grade of students in senior high school. they need the teacher to teach them about their teaching materials that related to their major, but since the beginning of march in 2020 the students cannot learn in the class their material like before because of the coronavirus or covid-19. coronavirus is a virus that attacks the respiratory system. it is due to infection with this virus and it is called covid-19, coronavirus can cause mild disorders of the respiratory system, severe lung infection, and even death (huang et al., 2019). anyone can be infected with the corona virus like infants and young children, as well as people with weak immunity, are more vulnerable to this virus attack (holshue et al., 2019). coronavirus infection is caused by the coronavirus itself. most coronaviruses spread like other viruses in general, such as sprinkling saliva (swollen and sneezing), touch the hand or face of an infected person, touching the eyes, nose, or mouth after handling an item that is affected by saliva sprinkling with coronavirus. (yulandari.,2020) because this virus is really easy to spread from one person to another, the government of the republic of indonesia has given a command to stop the teaching and learning process in every level of education in indonesia especially in aceh in order to minimize the people from infection of this virus. although the government command is for the better for every people the students also got the disadvantages from this command. the students should study from home. how the way they can learn effective if they did not used technology. they can used technology to apply teaching learning process such as e-learning. rodrigues et al. (2019) defined e-learning as an innovative web-based system based on digital technologies and other forms of educational materials whose primary goal is to provide students with a personalized, learner-centered, open, enjoyable, and interactive learning environment supporting http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9518 mailto:irmaisda.fkip@unsam.ac.id mailto:imran@gmail.co.id mailto:purwati@gmail.co.id mailto:rahmiati@gmail.co.id mailto:irmaisda.fkip@unsam.ac.id coping with large multi-level class in english language learning 55 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license and enhancing the learning processes. dawley (2007) found that e-learning encouraged learners to seek information, evaluate it, share it collaboratively and, ultimately, transform it into their own knowledge. it can be stated that e-learning as the technology that really influences for teaching learning process in searching educational material. the world today has been getting into the new era called industry 4.0, in which all things are conducted by people using digital technology (kerzik et al., 2018. it means that the industrial revolution 4.0 era, technological has important role in this country. no exception in the field of education. the younger generation is now more interested in learning using gadgets, smartphones, laptops, androids, and so on. they can easily open google search, you tube, google play store, etc., to access various kinds of information connected to the internet. now days, be an english teacher should communicative and active in using teaching model. as we seen that teaching learning process easier to access through internet as online learning. it can be introduced with using google classroom as media in teaching learning process. there are many embodiments of technology that can be applied in the education sector, such as google classroom, zoom cloud meeting, and duo lingo (genova, 2019). those are online applications that help teachers and students in learning. google classroom is an online application promoted by google for schools intended to facilitate teachers in assorting, creating, and valuing the task in a paperless way (negara, 2018). zoom cloud meeting is a perfect tool for those who are on the way and still need to have a meeting. it has a special group service of massages in the real-time and secure recording sessions (archibald, ambagtsheer, casey, & lawless, 2019). duo lingo is a useful language application that gives learners the systematic and practical steps to know a new language independently. based on the preliminary of this research, the researcher done the observation to the sma n 1 manyak payed aceh tamiang, the process of teaching learning english at that school not running well as the pandemi. they should learn from home using their mobile phone. so, the teacher should think harder to overcome this situation. as we know that google classroom is easier media to teach them and can be used as an alternative to train students' especially in speaking where they can change their smartphones by learning anytime and anywhere by looking at video speaking shared by the teacher. with google classroom the teacher uses computer technology with internet access to provide information, reading material, videos and learning materials for students. related to those condition, students can learn best when they have attractive model in the teaching learning process. in fact, teaching speaking through google classroom can be very useful for the effective and joyful learning. the researcher aims to find out "the effectiveness of google classroom in teaching speaking skill at sma n 1 manyak payed aceh tamiang". based on the background above, two research questions were formulated to this study, both are; is there an effect of google classroom on the english-speaking skills at sma n 1 m. payed aceh tamiang? and are there differences in the level of english-speaking skills of sma n 1 m. payed students at aceh tamiang, before and after used google classroom as media in teaching learning process. speaking speaking is the ability to communicate in issuing ideas and messages orally. the ability of students to communicate requires language delivery in real communication. based on gert and hans (2008: 207), speaking is the ability to speak or utterance that has a specific purpose and purpose that is known to the speaker and listener. hafizah (in the 2016 pandapotan) stated that so far teaching the skills of speaking and listening (especially speaking) has not gotten the maximum results as expected. the students did not fully have the communicative skills. they are still afraid, ashamed, and hesitant when it comes to speaking in public and conveying their ideas. the speaking learning material to be taught in school is speaking activities without speaking theories. kundharu saddhono and st. y. slamet (2012: 59) notes that the speaking learning material listed in the curriculum includes activities, (1) lecturing, (2) debating, (3) conversing, (4) preaching, (5) telephone, (6) telling stories, (7) giving speeches, (8) exchanging ideas, (9) asking questions, (10) playing roles, (11) interviewing, (12) discussing, (13) campaigning, (14) delivering remarks, http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 56 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license congratulations, messages, ( 15) reporting, (16) responding, (17) refuting opinions, (18) rejecting requests, offers, invitations, (19) answering questions, (20) expressing attitudes, (21) informing, (22) speaking, (23) describe the contents of the drama, (24) describe how to make something, (25) offer something, (26) apologize, (27) give directions, (28) introduce oneself, (29) greet, (30) invite, (31) invite , (32) warned, (33) corrected, and (34) question and answer. tarigan in isnani 2013 speaking is the ability to pronounce articulated sounds or words to express, express or convey thoughts, ideas and feelings. speaking is also defined as a tool for communicating ideas that are structured and developed according to needs. talking basically has a general purpose to convey. there are three general purposes in speaking, namely: (a) inform and report (toinform), (b) entertain and entertain (to entertain), and (c) persuade, invite, urge, and convincing (to persuade) (henry guntur tarigan, 2008: 16-17). according to mudini salamat purba (2009: 4-5), in general the objectives of the conversation are: (1) encouraging or stimulating, (2) convincing, (3) moving, (4) informing, and (5) entertaining. the following are steps that must be mastered by a good speaker, namely: (a) selecting topics, speaker interests, speaking skills, listener interests, listening skills, time provided, (b) understanding and testing topics, understanding listeners, situations , the listener's background, level of ability, facilities, and (c) formulating the framework of the conversation, introduction, content and closing (kundharu saddhono and slamet, 2012: 6) google classroom google classroom is considered one of google's web's best features for improving teachers’ and students’ performance in teaching and learning activities. (nurlaili 2020) it can be stated as one place to share all activities in teaching learning process. iftakhar,2016 (stated in nur laili 2020) explained that google classroom is the best feature provided by the google platform that can be used by the scholar to get information about the class material with the use of many times saved. it means we can access and save the material whenever and wherever, no limitation time. nur laili (2020) stated google classroom is completely simple to be used. here are all available features integrated and correlated between one and others. the teachers facilitated to keep all files in google drive. using this device, they can give rank and level, attach pdf, photo, video, voice note, document, or any links for instructional purposes. from google classroom, the teacher can send the assignment to all learners’ at the same time and more focused on explaining the material during the class (iftakhar, 2016 in nur laili 2020). it means google classroom is effective flatform to teach speaking because we can share the materials like file, video that’s connect to you tube, ppt, pdf and we can do the assignment, quiz at that flatform but there is one disadvantage we can not make direct interaction as face to face with our students like zoom. methods this research refers to a quantitative research approach. according to nana s. sukmadinata (2010), quantitative research is based on the philosophy of positivism which emphasizes objective phenomena that are studied quantitatively or carried out using numbers, statistical processing, structure, and controlled experiments. while the type of research used in this study is a quasi-experimental design research. sugiyono (2007) defines that experimental research is research that is used to find the effect of certain treatments on others under controlled conditions this research uses quasi-experimental (quasi-experimental). the design of this study is a preexperimental design (non design) by one group pretest post-test design. the dependent variable of this study is the blended learning model, while the independent variable is speaking skills. the instrument used was an oral test with a likert scale of 0-4. the students' scores of speaking in the pre test and post-test were compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 57 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license table 1. research design pretest experiment posttest o1 x1 o2 information: x1 = using the blended learning o1 = pretest observation in model class before blended learning o2 = posttest observation in the model class after blended learning the populations of this study were the students of sma n 1 manyak payed. the sample was used eleven grade students. the total of students as many as 25 students of eleven class. the research sample was selected based on purposive sampling technique. the instruments used in this study were observation and test. the observation guidelines used in this study are the observation guidelines made by students during the learning of speaking skills using google classroom. at the test researcher used instrument for recording the students' performances during the action given, such as talk about offering/ suggestion, giving opinion and inviting someone. there were two kinds of test used in this research, such as pre-test (test 1) for the preliminary observation in speaking, post-test (test 2) after the treatment for the final performance in speaking. the speaking tests in pre-test and post-test were scored based on oral proficiency scoring categories (brown and abeywickrama, 2004). the description of the students’ speaking scores was a modified form of scale 0-100 which included five speaking components, namely grammar, vocabulary, comprehension, fluency, and pronunciation. table 1. the criterion of speaking scores no the indicator of assessments scores 1 grammar 04 2 vocabulary 0-4 3 comprehension 0-4 4 fluency 0-4 5 pronunciation 0-4 results and discussion before the testing of hypothesis using the t test, the result of data about the effectiveness of google classroom in teaching speaking skill at sma n 1 manyak payed aceh tamiang especially the test data normality as a t-test requirement. based on the normality test the data was obtained that the data on student learning outcomes students speaking skill using google classroom distributed media with unnormal (table 2). this is shown from test results using the kolmogorov-smirnov where sig of pretest (0.327) > α , (0.05) distributed with normal but sig in posttest ( 0,013) < α (0,05) not distributed with normal, that is why the researcher cannot used t-test but used wilcoxon test. table 2. test of normality kolmogorov – smirnov shapirowilk statistic df sig statistic df sig pretest ,147 25 ,170 ,955 25 ,327 posttest ,236 25 ,001 ,894 25 ,013 http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 58 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license tabel 3. paired sampel statistic dan corelation experiment mean n std. deviation sig pre-test 71,20 25 3,697 ,327 post-test 78,16 25 2,672 ,013 table 4. wilcoxon signed ranks test post test-pretest z -4.377b asymp. sig. (2-tailed) .000 table 4, shown that sig. 2-tailed = 0.000 < α (0.05), it means reject h0. in conclusion, the mean pretest and posttest scores differ significantly, or there is an effectiveness of using google classroom in teaching students speaking skill of sma n 1 m. payed. figure 1. the result of pretest and posttest the figure 1, shown that the mean score in pretest is lower than in the post-test. however, it can be concluded that there were highly significant differences between teaching not using google classroom and using google classroom media. the application of this learning is in line with the philosophical essence of e-learning that e-learning itself doesn't mean to replace totally the conventional learning model in the class, but it can strengthen the model of learning through diversifying the learning content and utilizing the educational technology.based on the results of data analysis shown that there was a significant enhancement of speaking skill between pretest and posttest using the google classroom media in enhancing students speaking skill. the differences of pretest 71,20 and posttest 78,16. based on the result of the preliminary observation, the researcher was started for the next instruction by applying the treatment. in the planning step the researcher concerned on enhance the students' speaking skill on the english subject through google classroom in the experimental group. the teacher used three topics in teaching learning, that titles are offering something, giving opinion and inviting someone. the researcher chooses that topic based on appropriate curriculum from eleven grade students with seeing the syllabus at that class. at the first online meeting, the teacher posted material about offering something. at that google classroom the teacher sent her video recording about material explanation and give them ppt as adding source. after that the teacher make discussion via comment column, the students can ask anything related the material at the column. at the second online meeting, the teacher posted material about giving opinion. she used video recording to record the material, she explained about how to create conversation using that expressions than sent the explanation about giving the opinion via youtube channel to the students, after that the teacher open the session of asking and answering question related to the topic at the 66 68 70 72 74 76 78 80 pretest posttest the result of pretest and posttest means http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 59 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license comment column , than the teacher ask the students to create the conversation related to the topics that already given. at the third online meeting, the teacher posted the material of how to invite someone, she explained the kinds of expression used at the dialog, then shared video from the native that attached from youtube to google classroom. the students really interested followed the class it can be proved by their assignment at the video recording, any improvement at the vocabulary, grammar, performance, pronunciation, intention and fluency. it can be seen based on the posttest given by the teacher at the last online meeting using google classroom media. from the result of the pre-test to the result of the post-test after the treatment using google classroom, it showed rather an effectiveness. this significant difference between the students' speaking skill in the pre-test and post-test is the effectiveness using google classroom in teaching speaking. by using google classroom platform the students easier to understand the explanation because they learned speaking by some expert video. the teacher sent all of the material as file, ppt and video from youtube. they can access whenever and wherever. based on this study's results in the previous section, the table of wilcoxon signed ranks test statistics showed the significance level was 0.000. as a hypothesis requirement, when the significance level smaller than significance (0.05), which indicates that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. in contrast, if the significance value is higher than (0.05), it indicates that the null hypothesis (ho) is accepted, and the alternative hypothesis (ha) is rejected. based on the statement above, it can be inferred that the alternative hypothesis (ha) was accepted, while the null hypothesis (ho) was rejected based on the result of the significant value 0.000 < 0.05. this study's result was in line with (negara 2018 in nurlaili 2020) that google classroom is an online medium generated to help teachers or lecturers create a task, share teaching material, collect paperless assignments, assess student duty, and be attributed by automatic document storage. it can be stated as awesome media that completely available in teaching learning process because so many items paperless we can share at that platform. conclusion based on the result of the findings and discussion stated earlier, it can be concluded that the effectiveness of google classroom in teaching english during covid 19 especially in speaking skill at sma n 1 manyak payed differ significantly or there is an effect of google classroom on enhancing students speaking skill at that school. it can be shown that there was a significant enhancement of speaking skill between pretest and posttest using google classroom media in enhancing students speaking skill. the differences of pretest 71,20 and posttest 78,16. considering the conclusion formulated above, google classroom can be used as an alternative model or activities in english class. the implementation of google classroom as a medium in teaching speaking has a significant effect on the students’ in speaking english. in other words, google classroom also assists teachers and students in communicating the material and assignment between them. furthermore, it might need more time, more effort, and more spirit for teachers and additional techniques to enhance students’ speaking skill. acknowledgements the researcher realized that the accomplishment of this article would not run well without any help from the others. therefore, here she wishes to give her sincerest gratitude and appreciation to her dean and colleagues who have support and valuable comments in any part of this manuscript. finally, this article is still far from being perfect. hence, any criticisms or suggestions from the readers and users are welcome to the researcher in order to make improvement. in the same time, the researcher hopes that this article can be useful for other writers, teachers, and students. http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 60 journal of research on english and language learning is licensed under a creative commons attribution 4.0 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(2004). language assessment. principles and classroom practices. white plains, ny: pearson education carman, j. m. (2005). blended learning design: five key ingredients. blended learning design: 5 key ingredients. https://doi.org/10.1109/csse.2008.198 dawley, l. (2007) the tools for successful online teaching, london: information science publishing. hengki, t, p (2014). implementasi model pembelajaran blended learning untuk meningkatkan aktifitas belajar multimedia siswa kelas xi multimedia 1 smk muhammadiah 2 klaten utara tahun ajaran 2013/2014. yogyakarta (id): uny ginaya. g, rezeki. m, astuti.s (2018). the effects of blended learning to students' speaking ability: a study of utilizing technology to strengthen the conventional instruction. ijllc (international journal of linguistics, literature and culture),4(3), 1-14. http://dx.doi.org/10.21744/ijllc.v0i0.000 garrison, d. r. (2011). e-learning in the 21st century: a framework for research and practice. taylor & francis. maryam. s, (2020). utilizing communicative language games to improve students’ speaking ability. jollt (journal of languages and language teaching), 8(3), 251-263. http://ojs.ikipmataram.ac.id/index.php/jollt/index masie, e. (2002) blended learning: the magic is in the mix, the astd e-learning handbook, new york: mc graw-hill. ni’matul qariah, munoto & lilik a (2017). pengaruh model pembelajaran blended learning dan motivasi belajar terhadap hasil belajar siswa. jurnal penelitian ilmu pendidikan. 2(10),97-110 nurlaili, e. muflihah t. (2020). the effectiveness of google classroom in teaching writing or recount text for senior high schools. jollt journal of languages and language teaching.4(8),348359 pramila, k & thomas, j (2019). impact of blended learning on the speaking skills of english as a foreign language (efl) learners at sohar university. anthropologist, 35(1-3), 47-56. http://doi: 10.31901/24566802.2019/35.1-3.2039 sarah, b (2015). efektivitas model blended learning terhadap motivasi dan tingkat pemahaman mahasiswa mata kuliah algoritma dan pemrograman. jurnal pendidikan vocasi.1(5),74-87 setyoko, indriaty (2018). implementasi pembelajaran blended learning berbasis media google classrom terhadap hasil belajar mahasiswa pendidikan fisika. jpfs (jurnal pendidikan fisika dan sains universitas samudra). 1(1), 5-10 sofiana, n (2015). implementasi blended learning pada mata kuliah extensive listening. jurnal tarbawi .1(12), 59-70. suryaningsih. 2017. pengaruh metode pembelajaran show and tell terhadap keterampilan berbicara siswa kelas iv tema 6 daerah tempat tinggalku di sd muhammadiah condongcatur. yogyakarta (id): uin sunankalijaga yogyakarta. yulandari safitri, e (2020). english students’ perception about daring learning while quarantine: a qualitative case study. jollt journal of languages and language teaching. 3(8),312-322 wahyuni. s, elfita f. (2018). pengaruh blended learning model dan sikap berbahasa terhadap kemampuan menulis bahasa inggris siswa sekolah menengah negeri di pekan baru. jurnal geram.1(6),1-9 http://riset.unisma.ac.id/index.php/jreall/user https://doi.org/10.1109/csse.2008.198 http://dx.doi.org/10.21744/ijllc.v0i0.000 http://ojs.ikipmataram.ac.id/index.php/jollt/index 61 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: 10.33474/j-reall.v2i1.9519 volume 2 | number 1 | p. 61-67 published on january 19th, 2021 the effectiveness of using metacognitive strategy to teach online reading comprehension for english young learners nur jamilah university of islam malang, indonesia missmeela3@gmail.com *) correspondence: missmeela3@gmail.com abstract this research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. fifty students of the second year at ma al-istiqomah, mojokerto were involved in this study. this research is one-group pretest-posttest design. students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. the present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. this showed the significant improvement of the students’ reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. the finding of the present study is expected to be applicable in the online based class during this pandemic covid -19. keywords: online reading comprehension; descriptive texts; metacognitive strategy introduction in fact, for some students, reading is not a favorite subject. for those who cannot enjoy reading, this activity may be a boring one. they are not able to easily understand and get the deeper comprehension of reading activity. some teachers tend to only give the students a passage and ask them to read then translate the text. this is exactly causing the stagnant and flat activity in the classroom. more time is needed to encourage the students relishing reading as an attractive activity instead of being the repulsive one (etfita, 2014). reading comprehension takes an important part in efl learning process. the 2013 curriculum stated that several types of text must be taught intensively to the students in senior high school level. some of them are four types of texts, they are narrative, procedural, recount and descriptive passage (antoni, 2010). for that purpose, the readers need deeper thinking process about the words that may just have read or seen on the text for the first time (setiyadi et al., 2019). not only reading but the students must try to derive the meaning of each word then correlate the meaning into the whole perception of the comprehensible sentence also. in easier term, reading comprehension is the ability to read, comprehend, process, and recall what was just read (ganie et al., 2019). this needs a higher reading and thinking activity level. while cornoldi (2013) declares that comprehend in reading means the students should understand of all the aspect of the text fully. in this pandemic covid-19 era, most teaching learning process is taken in online-based class, as well as reading comprehension learning. thus coiro (2014) states that young learners are increasingly becoming disclosed to web-based reading activity and electronic books (e-books), the readers are becoming more interested in both sources which have been found to encourage their language and literacy skills such as word recognition, phonological awareness and fluency. the twenty-first century era brings the literacy today not only as the traditional print texts but also the proficiency in the digital ones (ciampa, 2012). thus, the students need specific strategy in comprehending online based texts. metacognitive strategy is one of the solutions in comprehending online reading passage. the metacognition terminology comes with the definition as the ability of someone to know how well the cognitive http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.6922 mailto:missmeela3@gmail.com mailto:missmeela3@gmail.com nur jamilah 62 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license functions work together with monitoring ability while reading text and those must be controlled and adjusted based on the needs of the learning treatment, process and goal (mitsea, 2019). thinking process of thinking is also the definition of metacognition based on pavel doulik (doulík et al., 2015). planning, monitoring, and evaluation are the steps of metacognition regulation and this is regarded as “self-management” of cognition implying contemplative “self-appraisal” that corroborates awareness and has been considered as executive control (mitsea, 2019). mitsea (2019) in learning process, the correlation between the levels of self-confidence and the metacognitive strategy is focusing on three fundamental skills (planning, monitoring and evaluation) with the pursuing metacognitive strategies: 1. make a note 2. summing up 3. drag a draft 4. contemplating 5. retelling 6. reexamining the results of the study showed that strategies as making a note, summing up, dragging a draft and contemplating were mostly used, while retelling and reexamining means were averages indicating that the students prefer less retelling and reexamining. this study proved that the use of metacognitive strategies created higher level of students’ confidence. the previous study towards metacognitive strategy concerned on the implementation of metacognitive strategies in learning teaching process especially reading comprehension class. the study used experimental research design which is conducted at smp unggul pidie jaya, 50 students were involved as the participant. the two classes that were randomly chosen were divided into two categories, they were experimental group (eg) and the rest is control group (cg). the result was computed statistically to know the significant difference between experimental group (eg) and control group (cg) mean score after applying metacognitive strategy. in addition, after applying metacognitive strategies, the students’ motivation was increasing up to 72% and their knowledge was rising up to 64%. after comparing the mean score of each category, the t-value showed that there was significant increasing score of the experimental group in comprehending reading text after implementing metacognitive strategy. this study proved that metacognitive strategy was the overall solution in teaching and learning process (usman et al., 2017). hapsari (2019) focused on the training of metacognitive strategies in teaching reading comprehension. this study was conducted under experimental research design, especially randomized matched subjects pre-test post test design. the study was conducted at universitas islam darul ‘ulum lamongan with the participants was from the 3rd and the 5th semester at 2018/2019 academic year. the instrument was reading comprehension on english proficiency test (ept/toefl like). based on paired sample t-test, the significance value was 0.008, that was lower than 0.05. this proved that the students who are trained by metacognitive strategies on their reading process achieved better score than those who were only applying conventional strategy when they were doing reading process. while jaleel & premachandran (2016) indicated that the secondary school students are identically distributed among each group in the metacognitive awareness. the researchers stated that “when teachers make aspects of learning and problem-solving visible, and help students identify their own strengths and strategies, they can have a lasting impact on how their students learn once they leave their classrooms. in addition concerning to this topic, misa (2014) focused on the implementation of metacognitive strategy on the students’ reading comprehension on analytical exposition text at university of timor using collaborative action research (car). the second semester students were the subject of the research, they consisted of 29 students. to collect the data, the three steps of metacognitive strategy, planning-monitoring-evaluating, were employed. the students could more easily find the main topic, supporting idea and topic sentence using metacognitive strategy. it was http://riset.unisma.ac.id/index.php/jreall/user the effectiveness of using metacognitive strategy to teach online reading comprehension for english young learners 63 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license obviously turned out that the students’ average score was significantly increasing up to 68.51% after enforcing metacognitive strategy. based on the researcher’s observation, and the previous study plus the above account, the goal of teaching and learning process specifically online descriptive text would be more comprehensively achieved by implementing the metacognitive strategy. hence, the researcher carried on one-group pretest-posttest design by holding metacognitive strategies in teaching descriptive online reading comprehension to second grade students at a senior high school, ma al-istiqomah, mojokerto. the important focus of the study was riveted on the effectiveness of using metacognitive strategy to teach online reading using descriptive text to second year students at a senior high school, ma al-istiqomah, mojokerto by comparing the result of pretest and posttest results. this study goes with the alternative hypothesis that the second-grade students of ma al-istiqomah, mojokerto will get better score by implementing the metacognitive strategy on their online descriptive text comprehension. whereas the null hypothesis states that there is no significant better achievement of the second-grade students of ma al-istiqomah after implementing the metacognitive strategy on their reading process. hence, the study goes with the research problem as follows; do the second-year students of ma alistiqomah have better score in comprehending online descriptive text using metacognitive strategy? methods this present research focalized on detecting the effectiveness of employing metacognitive strategies in teaching online descriptive text. for this aim, the researcher expended one-group pretest-posttest design. another name for this is pre-experimental research design (latief, a.m. 2016). the significance of the strategy is measured by comparing the mean score of the pretest and the posttest phase. however, when the posttest mean score is higher than the pretest mean score, this can be reasoned out that the treatment or the strategy implementation is becoming effective. table 1: one grouppretest-posttest design pretest treatment posttest o1 x o2 this study was conducted at ma al-istiqomah, mojokerto. the participant of the existing research was fifty second year students of ma al-istiqomah at the academic year 2020/2021 from the three classes of all. the researcher, as well as the english teacher of ma al-istiqomah, used tests as the instrument to get the data. the tests were compiled to identify more deeply about the students’ capability in comprehending and identifying the main idea, topic sentence as well as the supporting sentence of the online descriptive passage before and after implementing the steps constructed as metacognitive strategy. in this research, the researcher took 45-minute long for each meeting per day and lasted for four meetings in two weeks based on the students’ timetable. the first meeting was used for the pretest phase. then the second and the third ones were for training the metacognitive strategies with an interesting practical phase. and the last meeting, the fourth day, was used to conduct the posttest. the pretest and posttest are in form of an online descriptive text which is categorized as hots (high order thinking of skill) reading taken from web resource. there are three stage of questions that are now becoming more popular on 2013 curriculum (k-13). they are lots (lower order thinking skill), mots (medium order thinking of skill) and the last is hots (high order thinking of skill). (ahmad et al., 2018) explained that metacognitive, reflective, logical, critical, and creative thinking skills are the important processes at hots stage. they are triggered when the readers come across uncertainties, dilemmas, unacquainted problems, or questions. it can be seen that hots is the highest stage of all. the pretest-posttest passage entitled “what’s so great about the jasmine flower?”. 45 minutes were given then the students could click the link and comprehend the linked-online descriptive passage. after the passage, there were ten questions to answer relating to the comprehensions. the questions are in form of objective and subjective types. the first five objective questions are in form of multiplechoice test, consists of a, b, c, d, and e options to select. hence, the subjective questions are in http://riset.unisma.ac.id/index.php/jreall/user nur jamilah 64 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license form of essay, this type of question stimulate the students’ ability to answer and state their idea more freely. they covered the main idea together with the supporting idea and the topic sentence. the intension of subjective question is seeking the response or answer by reflecting the reader’s experience, prior knowledge, preferences, advices, and opinion. whilst, the objective question is focusing on the reader’s response or answer relating to some common experiences or factual knowledge (liu & jansen, 2015) the effectiveness of the metacognitive strategy is measured by comparing the average score of the pretest and the posttest. the minimum passing score for english is 75, based on the 2013 curriculum for senior high school from mojokerto ministry of religion. in term of gaining the effectiveness of learning goals, the researcher added the “three-time repeating” phase in evaluation session. this was the researcher’s improvement idea. the students had to repeat the strategies at least three times, with different three passages, to have deeper comprehension and more applicable metacognitive strategies to obtain. the researcher (as the english teacher) intended to make the students get used to apply this strategy on their online reading process. and so, the researcher calculated the data by utilizing paired t-test. in this step, the researcher used ibm spss statistic version 20. spss is the abbreviation of statistical package for the social sciences. this program can work to analyze data collected from observations, surveys, tests, etc. it can effectively show the data analysis variation and the presentation functions, including graphical presentation of data and statistical analysis results and discussion the implementation of metacognitive strategy in an online descriptive text was done in an attempt to seek the significant improvement on teaching and learning process specifically on english reading class of the second-year students of ma al-istiqomah, mojokerto. the results showed that the students who were trained with metacognitive strategies turned into more riveted on the reading stuff and more interested in comprehending the passage fully. the planning and monitoring stage were really helpful for the students to build their preliminary thought. moreover, the students also hardly tried to foretell the answers correctly and made a clear outline with note-taking rule, placed the structure of the text, and so forth. however, (usman et al., 2017) have indicated that students who intensively use and learn metacognitive strategy succeeded the reading process and obtained satisfying reading goal. their nature sense of reading such as problem-solving skill is much better germinated and they much learned to coordinate better knowledge. this automatically affected their academic success. the three fundamental skills of metacognition (planning, monitoring and evaluation) became the focus of this study, and the metacognitive strategies as follows: 1. make a note; this beginning step is recording every points or main ideas when reading the passage. the readers may write information which they considered as the important one. 2. summing up; the second step of metacognition process is writing some brief statements which are symbolizing the main and supporting ideas. 3. drag a draft; this focuses on the main points of the important information in a hierarchical format. 4. contemplating; the readers are asked to relate the existing information they had with their prior knowledge. 5. retelling; the readers are loudly stating the points with asking and answering sessions. 6. reexamining; the readers are doing self-questions and repeating learning process. table 2. the metacognitive treatment pretest metacognitive strategy posttest the mean score metacognitive process the mean score 71.96 1. make a note 84.12 2. summing up 3. drag a draft http://riset.unisma.ac.id/index.php/jreall/user the effectiveness of using metacognitive strategy to teach online reading comprehension for english young learners 65 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 4. contemplating 5. retelling 6. reexamining table 2 showed that there was an increasing on the mean of the students’ score after applying the metacognitive strategies. at the pretest set, the students’ mean score was below the minimum passing score. whilst at the posttest, the students’ average score was above the minimum passing score. for english, the minimum passing score is 75. table 3. paired samples statistics mean n std. deviation std. error mean pair 1 pretest 71.96 50 8.903 1.259 posttest 84.12 50 8.035 1.136 table 3 discussed the output of paired samples t-test. statistics distributed the mean score of pretest set was 71.96 and mean score of posttest set was 84.12, whilst the value of n for both pretest and posttest are 50. and so, the deviation of posttest means score and pretest mean score was 12.16. meantime, the standard deviation of pretest score was 8.903 and standard deviation of posttest score was 8.035. the standard error of pretest mean was 1.259, whilst the standard error of posttest mean was 1.136. table 4. paired samples correlations n correlation sig. pair 1 pretest & posttest 50 .783 .000 table 4 above showed the output of paired samples correlations between the pretest and the posttest score. that table told the numeric of both samples’ correlations were 0.783 and the numeric of significance value was 0.000. it clearly intended the large numeric significance 0.000 was lower than 0.05. based on this data, the hypothesis was understandably accepted that the metacognitive strategy was significantly influencing the students’ learning process and was better affecting the students’ achievement. table 5. paired samples test paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest -12.160 5.640 .798 -13.763 -10.557 -15.245 49 .000 based on the computation of paired samples test as seen at table 5 above, the difference mean between pretest and posttest score was 12.160 or 84.12 minus 71.96 equals with 12.16. the standard deviation of both samples was 5.640 while the standard error mean was 0.798 and the dispute of difference ranged over 13.763 to 10.557 (95% confidence interval of the difference). the significance (2-tailed) of paired samples test was 0.000, this was lower than 0.05. it implies the significance difference between the students’ pretest and posttest score. in addition, based on this data, it can be concluded that the implementation of metacognitive strategy on the students’ reading process is greatly influencing the students’ score. metacognitive strategy is good at encouraging the students’ motivation to be more independent reader and avoiding the anxiety. metacognitive strategy also guides the students to kindly be able to modulate her or his learning process and thinking. the students who are aware of metacognitive strategy more enjoying their learning process and easily identifying what and how the most relevant approaches trick to fulfill their task. the students are able to see how to effectively and operatively fulfill the certain assignment with no more worries but more happiness in comprehending the instruction and the passage as well. http://riset.unisma.ac.id/index.php/jreall/user nur jamilah 66 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license metacognitive strategy is one of the applicable theories that serve much more effective solutions to be ready with various challenges in the twentieth digital era, especially for those who find it quiet difficult and hard to understand the online passage or regain the correct answers thoroughly. this strategy actually supplies a coercive effective and alternative way for the students to answer the questions aright. thence, the usefulness of metacognitive strategy helps the students comprehends the passage in deeper way. lastly, after applying the metacognitive strategy, the students are also capable of relating their prior knowledge, experience and memory to the reading material. it is suggested to implement this strategy in their forthcoming reading process not only for learning english online reading comprehension but also for the other subjects. finally, it can be stated that metacognitive strategies cover all the students’ problem with the effective solutions to ameliorate their learning skills. the goal of the study proved that metacognitive strategy brought intensive and effective changes on the students’ trick and comprehension toward the online reading material. as the result, the students could achieve better score and better self-confidence to solve challenges in their learning process to surely obtain better progress. the result of the present study is harmonious with the previous studies’ conclusion. in general, the metacognitive is an effective and operative way assisting the students to comprehend the reading passage. (e.g., anita, 2019; usman & aziz, 2017; jaleel, 2016; misa, 2014). conclusion the computation of paired sample t-test demonstrated that the significance (2-tailed) value was 0.000, it was significance at 0.05 level. this result clearly showed the difference between the students’ average mean pretest score and the students’ average mean posttest score after implementing the metacognitive strategy is significant. the researcher reasons out that the second-year students of ma al-istiqomah who taught online reading comprehension using metacognitive strategy accomplish better score and comprehension. this can be inferred that metacognitive strategy is an effective way to ameliorate the students’ ability in online reading process. afterward, the researcher proposes some suggestions to the efl teachers and learners as well as further researchers. for efl teachers, metacognitive strategy is one of effective, applicable and operative glide path which can fully assist the students in online english reading comprehension material. the teacher can imply the metacognitive strategy into the lesson plans then formulating the appropriate materials. for the learners, metacognitive strategy is one of an effective and comprehensive way in obtaining the points of passages. the learners could apply it to get the better grade of english proficiency indeed. lastly, for further researchers, this present study is one of decorous acknowledgement to the upcoming researchers who are interested in metacognitive strategy with more variables and more varieties to be practiced in english teaching learning process. references ahmad, s., prahmana, r. c. i., kenedi, a. k., helsa, y., arianil, y., & zainil, m. (2018). the instruments of higher order thinking skills. journal of physics: conference series, 943(1). https://doi.org/10.1088/1742-6596/943/1/012053 antoni, n. (2010). an analysis of teacher’s strategies in teaching reading comprehension. jurnal penelitian pendidikan, 11(2). ciampa, k. (2012). the effects of an online reading program on grade 1 students’ engagement and comprehension strategy use. journal of research on technology in education, 45(1), 27–59. https://doi.org/10.1080/15391523.2012.10782596 coiro, j. (2014). research on the effectiveness of online learning a compilation of research on online learning. texto livre: linguagem e tecnologia, 7, 30–43. https://doi.org/http://dx.doi.org/10.17851/1983-3652.7.2.30-43 doulík, p., iří, š., & říčan, j. (2015). metacognitive strategies: asset to efficient learning and education. dies journal, 2015, vol. 4, no. 1, p. 62-81. issn 1339-8660., 4, 62–81. http://riset.unisma.ac.id/index.php/jreall/user the effectiveness of using metacognitive strategy to teach online reading comprehension for english young learners 67 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license eleni mitsea, a. d. (2019). a journey into the metacognitive learning strategies. ijoe, 14, 18. etfita, f. (2014). improving students ’ reading comprehension of descriptive texts through cognitive strategy at grade vii-2 of smpn 1 indra praja tembilahan. lingua didaktika, 7(2), 75–86. ganie, r., . d., & rangkuti, r. (2019). reading comprehension problems on english texts faced by high school students in medan. kne social sciences, 2019, 684–694. https://doi.org/10.18502/kss.v3i19.4896 hapsari, a. d. (2019). metacognitive strategy training in the teaching of reading comprehension: is it effective in efl classroom? langedu journal, 14. jaleel, s., & premachandran. (2016). a study on the metacognitive awareness of secondary school students. universal journal of educational research, 4, 165–172. https://doi.org/doi: 10.13189/ujer.2016.040121 latief, a. m. (2016). research methods on language learning: an introduction. malang. universitas negeri malang. liu, z. l., & jansen, b. (2015). subjective versus objective questions: perception of question subjectivity in social q&a. springer international publishing switzerland, 131–140. https://doi.org/doi: 10.1007/978-3-319-16268-3_14 misa, m. (2014). the use of guided metacognitive strategy to improve students’ reading comprehension. jurnal pendidikan humaniora, 4, 304–310. setiyadi, r., kuswendi, u., & ristiyana, g. m. (2019). learning of reading comprehension through reading workshop in the industry 4.0. mimbar sekolah dasar, 6, 160–173. https://doi.org/10.17509/mimbarsd.v6i2.17397. usman, b., aziz, z., & riska, n. (2017). improving readng comprehension using metacognitive strategies. english education journal (eej), 8, 425–438. http://riset.unisma.ac.id/index.php/jreall/user 101 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6895 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6895 vol. 1 | no. 2 | agustus 2020 | hal. 101-112 redirecting efl writing instruction through mind mapping technique in senior high school besral1, sari yustina2luli, yola veranita putri3 1,2,3english tadris department, state islamic university (uin) imam bonjol padang, indonesia 1besral@uinib.ac.id, 2lulisariyustina@uinib.ac.id, 3yollaveranitadrajat@gmail.com *) correspondence: besral@uinib.ac.id abstract the purpose of this research was to see the effects of mind mapping technique toward students’ writing ability especially in writing descriptive text. the results of post-test experiment and control class were used to confirm the hypothesis. the population of this research was all of the students at x grade of senior high school 3 padang panjang, consisting of 96 students who spread in 3 classes. two classes were taken as sample by using cluster random sampling. writing test was used to collect the data. the treatments were done in six meetings. the data of this research were analyzed by using statistical product and service solution (spss) program. the result showed that the mean score of students’ post-test at experimental class was (65.94) higher than those of control class (58.16). the calculation of the test showed that t-calculate was (8.27) higher than t-table (1.67) at the significant level of .05 meaning that students who were taught through mind mapping technique produced better writing skills in descriptive text. it can be concluded that teaching writing by using mind mapping technique gave significant difference on students’ writing ability at x grade of senior high school 3 padang panjang. therefore it is recommended that english teachers should use this technique to improve students’ writing ability. keywords: writing ability; mind mapping technique introduction teaching and learning process of efl writing in both junior and senior high schools in indonesia today may have been a lip service in the parts of english teachers, the business that is only to satisfy the curriculum designers at the top level and the school principals at the lower one. countless evidences show that students have not been taught to write well and there were no satisfying products of such writing were validated or considered. in fact, efl learning to write has been an ongoing process which may have been exclusively stand alone, as graham et.al. (2013:19) point that successful process of writing is influenced by several factors such as ‘context in which writing takes place and changes in students’ writing skills, strategies, knowledge, and motivation’. the issue may have been burnt from teaching that is not based on research that gives insights to the current teaching practices. although ‘writing’ is the most complicated skill to be acquired by the learners in english learning, because it requires the writers to involve higher cognitive competence such as the capability to analyze, construct, edit and revise ideas to produce a qualified writing, continuous efforts must be initiated to help such novice writers to propose their ideas on papers. writing stimulates thinking, compels students to concentrate and organize their ideas, and cultivates their abilities to summarize, analyze, and criticize (scane, guy & wenstrom, 1991). on the other hand, it reinforces learning, thinking, and reflecting on the english language (harmer, 2001). grab students’ products of writing, and one will easily find ungrammatically correct sentences. english teachers probably claim that students did not know the correct words, less vocabulary, and they did not understand punctuation mark as well as the correct spelling. harmer (2004) confirms that teaching writing is not just dealing with the mechanics aspects but it is about helping students to communicate real messages in an appropriate manner. in addition, hyland (2003) contends that the http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6895 http://dx.doi.org/10.33474/j-reall.v1i2.6895 mailto:besral@uinib.ac.id; mailto:3yollaveranitadrajat@gmail.com mailto:besral@uinib.ac.id; besral., luli, s. y., putri, y., v. 102 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license teaching writing is not only about planning and making a course but it needs some orientations based on the aspects of writing. the orientations on teaching are focusing on language structures, text functions, theme, creative expression, composing process, content, or genre. richards and renandya (2002: 303) state that writing is the most difficult skill for second language and foreign language learners. they define that writing is generating, organizing, and translating ideas into a readable text. their statements show that learners are getting more than one process in writing. it becomes a problem when learners cannot process their ideas into a text, even sometimes they do not know what to do in the beginning of writing. there are many techniques applied by multiple teachers around the world. one technique that has proven and is capable of optimizing learning outcomes is the mapping technique called mind maps (mind mapping). bukhari (2016) found that when mind mapping are applied in the pre-writing stage of the writing process, they help the learners to not only organize their idea in a hierarchical structure but also enable them to produce linked and better connected concept. recent research show that mind mapping is the most effective and efficient way to enter, store and retrieve data from or to the brain (edward, 2009: 64). mind mapping does not only show facts, but also the overall structure of a subject and the relative importance of individual part of it. it helps students to associate ideas, think creatively, and make connections that might not otherwise make (buzan, 2010). alamsyah (2009) explained that mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to groups, since the discussion this engenders aids the production of ideas, and makes the tasks livelier and more enjoyable. the mind mapping technique can be used to explore almost any topics in writing, students can improve their ideas and lend themselves to discussing ideas groups. since mind mapping techniques explore students’ higher cognitive skills, it is relevant with the scientific approach in curriculum 2013 that required the implement of students higher order thinking. the curriculum of senior high school expects the students to be able to master the writing ability particularly writing the text types such as narrative, analytical exposition, hortatory exposition, descriptive, recount, persuasive, argumentative, essay etc. those texts are the texts that they can find in their life both inside and outside the class. mind mapping technique is a concept invented by buzan which mainly develops information in a human mind and take information from out of brain. it is a creative and effective way that map our ideas (buzan, 2002). accordingly, the concept of mind mapping is based on how the brain stores information. a credible research shows that the brain is a collection of nerve cell branches that can store the information. it has so many branches. the brain has the ability to store information that is very much from word to word even columns. to recall rapidly, the brain needs a way so that the parts that have been saved can be expressed back into diverse forms. mind mapping is a visual record that helps a person to distinguish words or ideas, often with colors and symbols. it generally takes a hierarchical or tree branch format, with branching into their subsections. mind mapping allows greater creativity when recording ideas and information, as well as enabling a note taker words related to visual representation. it has the method to facilitate someone to write and recall information that has been stored. in other words, it is an effort to develop the activity of thinking in all directions, capturing thoughts in different angles and develop divergent thinking and creative thinking. the technique is quite simple in which the students only need some materials, such as blank paper, pens and colored pencils, and imagination. buzan (2008: 21-23) suggests the following seven steps to make mind mapping challenging to every students. putting the main idea in the center. placing the main idea or topic in the middle of page will give maximum space for other ideas to radiate out from the center. it gives freedom to expand the ideas to any direction which is a perfect example of radiant thinking in action. using a picture or photo for the central idea. pictures have a strong impact on imagination and memory. it also pleases sight and keeps attention focused. using colors. the use of color is a very good memory marker. colors on mind mapping are not only to engage the right brain active, but also to help the grouping information. connecting main branches to the center picture and connect the second and third branches to the first and second. trying to connect main branches to the center picture and connect the second and third branches to the first and second, and so on because http://riset.unisma.ac.id/index.php/jreall/user redirecting efl writing instruction through mind mapping technique in senior high school 103 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the brain works according to the association. making a curve line connector, not a straight line. draw a connector curve line in each branch to make it more attractive and beautiful. using one key word for each line. a single key word gives more energy and flexibility for mind mapping. using pictures. an image has a lot of meanings because it can replace a keyword or simply reinforce key words that have been written previously. mind-maps help teachers not only to teach the students, but also to think, learn, and make meaningful connections between prior knowledge and new knowledge. the maps project ideas, as it is done during brainstorming, show a hierarchical structure and interconnect the major components with the minor details. gardner identifies eight different types of intelligence (gardner, 1985, 1999) and mind-mapping can tap these intelligence of larger number of learners. all level students can be provided with appropriate structures through mind maps to help them to make sense, organize thoughts, and create connections. besides, mind maps work similar to human brain and include keywords which are easy to remember. use of lines, arrows, color-coding, pictures, and symbols in mind maps not only makes the process of writing interesting but also suits the learning profile of individual learner. there are several types of mind mapping that are generally used such as network tree, event chain, cycle, and spider (buzan, 2002). a network tree mind map is something similar to the overall structure of a number of tree branches. generally, the shape of such type can go either left or righthand side direction. tree mind map can be used in many different fields like business analysis or language learning. the events chain concept map can be used to give a sequence of events, steps in a procedure, or stages in a process. in a cycle mind map, a series of events does not produce a final result. the last event in this cycle links back to the first/main event. because there is no result and the last event connect back to the first/main event, the cycle repeats itself. spider mapping which is sometimes called semantic map is a graphic organizer that can be used for brainstorming ideas, aspects, and thoughts of normally a single theme or topic. it gets its name because of the way it looks when drawn out. in this study, we preferred to use the second type of mind mapping, namely event chain mind mapping. the researcher applied event chain mind mapping because it was in accordance with was needed in the field, besides that genre of this technique was descriptive text and to make outline of descriptive text using mind mapping technique was suitable for use in this research. picture 1: min mapping concept the main problem of this study was “does mind mapping technique give significant effect to students’ writing ability? based on the above problem, then, the purpose of this research was to find http://riset.unisma.ac.id/index.php/jreall/user https://en.wikipedia.org/wiki/brainstorming besral., luli, s. y., putri, y., v. 104 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license out the effect of mind mapping technique towards students’ writing ability. methods using simple random sampling technique, the researchers prepared the materials and instruments to be experimented. the treatments were to determine the effect of mind mapping in writing. after the groups received treatment, the next step was providing the same post-test to both groups. in this process, it is known whether the experimental group experienced a greater improvement and significance than the control group. in this research, the population is students in class x ipa at senior high school 3 padang panjang. the total number of the population is 96 students. table 3.1 population of the research no class total students 1 x ipa1 32 2 x ipa2 32 3 x ipa3 32 total 96 source: english teacher at senior high school 3 padang panjang the normality and homogeneous data were obtained from kolmogorov-smirnov table 3.2 test of normality and test of normality v ar00002 kolmogorov-smirnova shapiro-wilk s tatistic d f s ig. s tatistic d f s ig. v ar00001 m ipa 1 . 107 2 8 . 200* . 955 2 8 . 266 m ipa 2 . 081 2 7 . 200* . 961 2 7 . 386 m ipa 3 . 106 2 8 . 200 . 973 2 8 . 675 *. this is a lower bound of the true significance. a. lilliefors significance correction table 3.3 homogenity test and test of homogeneity of variances levene statistic f1 df2 ig. 1.149 1 62 288 based on spss output above, the value of the variable significance of english students of all classes is variable based of 0.245 and greater than 0.05, the means have the same variant or homogeneous, based on the graphics q-q plot (see in appendix) if the data around and near with the line, it means the data was normal. after getting population, researcher continues the next step to find the sample of this research. the instrument of this research was writing test. the test was made by researcher and it aimed to obtain the data of students’ writing ability. the instruments used to achieve the accuracy of the data and they can indicate the success research. in this research, the researcher apply a test model. so, the instrument that use here is a test to measure the students’ skill in writing. in this research, the instrument that the researcher used in collecting the data was writing test. it was used to know whether http://riset.unisma.ac.id/index.php/jreall/user redirecting efl writing instruction through mind mapping technique in senior high school 105 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license mind mapping gave significant effect on students writing ability or not, especially to build the idea, content, organization, vocabulary, and so on. the researcher uses jacob's criteria (1981:90) in scoring the students' paragraph because it would be easy for researcher to score the students paragraph. the researcher used two classes to collect the data, the researcher taught the students by using mind mapping technique for experimental class, and used conventional technique for control class. however, the material of this research was the same writing material. in short, the researcher implements this procedure. first, giving the students some topic and asked them to choose the topic. next, the students write the main idea about the topic with mind mapping technique with follow buzan steps (2008) such as putting the main idea in the center, after that the students should draw or put the photo or picture and using color for each branches. next steps, the students should connect every branches by using curve line and each branch must have one key word. while for control class, they were taught the same topic but with conventional technique. the data was collected through a posttest score. researcher gives both of group’s different treatment for writing test. data of this research was used the students’ posttest score. the posttest score was taken in the last meeting after giving the treatment, and the students’ writing would be scored by the researcher and english teacher at senior high school 3 padang panjang. after giving treatment to the students, the researcher taught both the experiment group and control group. finally, both groups would be given the post test. the post – test is administered to get final result of the research. to analyze the students’ score in post-test, the researcher use ttest formula taken from (sudjana, 1996). in this case, t-test mean a statistical procedure use to determine whether both of groups are in the same ability or not. results and discussion actually, there are 64 students who are involved in the post test. those students were divided into two classes, 32 students for experimental class and 32 students for control class. the writing test was evaluated by considering five components based on jacob theory; content, organization, vocabulary, language use, and mechanics. all of the data were analyzed to find out the maximum and minimum scores, mean scores and standard deviation of post test of experimental and control class. the post-test data of experimental and control classes were shown as follow: table 4.3 the score of writing test of experimental group and control group no component experimental control difference 1 content 19,75 18,06 1,69 2 organization 15,53 13,59 1,94 3 vocabulary 13,91 12,16 1,75 4 language use 13,78 11,53 2,25 5 mechanics 2,97 2,94 0,03 based on the explanation above showed the students’ writing competence in aspects of content, organization, vocabulary, language use and mechanic has really developed and the use of mind mapping technique for experimental have higher performance than conventional technique. it means that the hypothesis of this research was accepted. class n highest score lowest score mean (x) total score standard deviation control 3 2 86 35 58.16 1861 15.1 experimental 3 2 90 46 65.94 2110 13 http://riset.unisma.ac.id/index.php/jreall/user besral., luli, s. y., putri, y., v. 106 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the total score of writing test of both groups was significantly different. the total score of control group was 1861 the highest score was 86, the lowest score was 35 and standard deviation was 15.1. on the contrary, the total score of experimental group was 2110 the highest score was 90 the lowest score was 46 and standard deviation was 13. the analysis used this formula: a) control class based on the data above, the data shows that the mean of control class is 58.16 and standard deviation 15.1. xmax : 86 n : 32 r : xmax xmin xmin : 35 i : r/k k : 1+3.3 log n note : i = interval r = range k = number of classes r : xmax xmin = 86-35 = 51 k : 1+3,3 log n = 1+3,3 log 32 = 1+4,96 = 5,96 i : r/k = 51/5,96 = 8,6 = 9 from the table above, it was found that most of students’ writing descriptive text scores of posttest in the control class was about 35-43, there was 5 or 15,6% student got score at that interval, while the interval 44-52 there were 10 or 31,2% students, at interval 53-61 there were 6 or 18,7% students who got score at that interval, at interval 62-70 there were 2 or 6,2% students, at interval 71-79 there were 6 or 18,7% students, at interval 80-88 there were 3 or 9,3% students, besides that, based on the table about students’ writing scores of posttest control class, the result of writing descriptive score in post-test there were 5 students who standard score (kkm) or higher: 2 students who got score 78, a student who got score 81, 1 students who got score 83, and the last students got score 86, and the rest of students got lower that standard score (kkm). the result of post-test in control class could be seen in the table below: table 4.6 post-test scores of control class at senior high school 3 padang panjang class n highest score lowest score mean (x) total score standard deviation control 3 2 86 35 58. 16 1 861 15.1 based on the table above, we know that the highest scores of students’ writing skill in control class after taught by using conventional technique was 86 while the lowest score was 35, the mean score was 58.16 and standard deviation was 15.1. b) experiment class based on the data above, the data shows that the mean of experimental class was 65.78 and standard deviation 12.90. xmax : 90 n : 32 r : xmax xmin xmin : 46 i : r/k k : 1+3.3 log n note : i = interval r = range k = number of classes r : xmax xmin http://riset.unisma.ac.id/index.php/jreall/user redirecting efl writing instruction through mind mapping technique in senior high school 107 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license = 90-46 = 44 k : 1+3,3 log n = 1+3,3 log 32 = 1+4.96 = 5,96 i : r/k = 44/5.96 = 7.3 = 7 from the table above, it was found that most of students’ writing descriptive text scores of posttest in the experimental class was increased. the interval between 46-52, there was 6 or 18.75% student got score at that interval, while the interval 53-59 there were 6 or 18.75% students, then at interval 60-66 there were 5 or 15.62% students who got score at that interval, at interval 67-72 there were 5 or 15.62% students, at interval 73-79 there were 4 or 12.5% students, at interval 80-86 there were 3 or 9.3% students, at interval 87-93 there were 3 or 9.3% students. besides that, based on the table about students’ writing scores of post-test experimental class, the result of writing descriptive score in post-test there were 20 students who get higher than standard score (kkm): 2 students who got score 75, a student who got score 76, 2 students who got score 77, 2 students who got score 82, 2 students who got score 84, 5 students who got score 86, a student who got score 88, a student who got score 89, 2 students who got score 92, 2 students who got score 98. 7 students who got lower that standard score (kkm). in conclusion most of students who got higher score than lower score. the result of post-test in experimental class could be seen in the table below: table 4.9 post-test scores of experiment class at senior high school 3 padang panjang class n highest score lowest score mean (x) total score standard deviation experimental 3 2 90 46 65,78 2105 12,9 based on the table above, we know that the highest scores of students’ writing descriptive text in experimental class after taught by using mind mapping technique was 90, while the lowest score was 46, the mean score was 65,78 and standard deviation was 12.9. inferential data analysis the prerequisite is necessary to determine whether the analysis of data for hypothesis testing can be continued or not. some data analysis techniques demanding test prerequisite analysis. analysis of variance requisite that data come from a population with normal distribution and group compared to homogeneous data. the normality of distribution test test of normality english speaking class sample was done by using test liliefors). it was intended to see whether the data normal or not based on steps in chapter iii. based on that step, so the researcher got the test of normality as the table below: table 4.10 the result of testing normality writing post-test tests of normality kelas kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. nilai kelas kontrol .171 32 .018 .935 32 .054 kelas eksperimental .084 32 .200* .959 32 .255 a. lilliefors significance correction http://riset.unisma.ac.id/index.php/jreall/user besral., luli, s. y., putri, y., v. 108 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license kelas kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. nilai kelas kontrol .171 32 .018 .935 32 .054 kelas eksperimental .084 32 .200* .959 32 .255 *. this is a lower bound of the true significance. the table above was obtained a significance value of experimental class 0.274 and control class 0.054. the significance score > 0.05 and in accordance with the testing criteria that the data was normally distributed if the significance score > 0.05. it can be concluded that the experimental class and control class score normally distributed. the homogenity of variance test variant test of homogeneity experimental and control classes was done by using spss. based on the result, it was got result test of variance homogeneity sample class. it can be seen in the table below: 4.11 the result of testing homogenity writing post-test test of homogeneity of variances levene statistic df1 df2 sig. 1.270 1 62 .264 based on the table above, obtained a significant score based on the mean 0.264. according to the criteria of testing that the data had homogeneous variances if significant based on the mean score > 0.05, it can be concluded that the data in the research had homogeneous variance. after the scoring posttest of experiment and control class had been analyzed, the value of tcalculated was obtained. then the values of t-calculate compared with the value of t-table. if the value of t-calculated less or equal than t-table at the level of significant 0.05, it could be concluded there was no significant difference towards the students writing ability in both experiment and control class. it means the hypothesis was rejected. meanwhile if t-calculated is bigger than t-table at level significant 0.05. it can be concluded that there is the significant difference in students writing between these classes. it means that the hypothesis was accepted. the calculation could be seen as follow: s nn xx t 21 21 11    1 x = 65.68 1n = 32 2 1 s = 15.24 2 x = 59.75 2n = 32 2 2 s = 34.91 where: x1̅̅ ̅ : mean score of experimental group x2̅̅ ̅: mean score of control group 2 1 s : standard deviation of experimental group 2 2 s : standard deviation of control group : the number of subject of experimental group 1 n http://riset.unisma.ac.id/index.php/jreall/user redirecting efl writing instruction through mind mapping technique in senior high school 109 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license : the number of subject of control group 2 )1()1( 21 2 22 2 112    nn snsn s = (32-1) 15.24 + (32-1) 34.92 32+32-2 = (31) 15.24 + (31) 34.92 62 = 472.44 + 1082.52 62 = 1554.96 62 s2 = 25.08 s = 08.25 s = 5.0079 21 21 11 nn s xx t    32 1 32 1 0079.5 75.5968.65    32 2 0079.5 93.5  0625.00079.5 93.5   25.00079.5 93.5  25.1 87.6  49.5  2 21  nndf 62)23232(  α = 0.05 ttable = t (1α ) (df) = t (1-0,05) (62) = t (0,95) (62) = 1.66980 ttable = 1.66980 tcalculate > ttable 5.49 >1.66980 2 n tcalculate http://riset.unisma.ac.id/index.php/jreall/user besral., luli, s. y., putri, y., v. 110 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license from the result above, it can be seen that t-calculate in this research is 5.49 while t-table is 1.66980 and the level of significance is 0.05. in conclusion, the value of t-calculated was bigger than the value of t-table. it meaning that mind mapping technique significantly affects students' writing ability. mind mapping technique is a concept invented by buzan but has been widely used for teaching various subject matters. it mainly teaches students to develop information in a human mind and take information from out of brain. the implementation of this strategy in teaching writing has been very significant to develop and organize their ideas. according to buzan (2009: 12), mind mapping is a storage system, with draw data, and exceptional access to giant library, which actually exist in the amazing brain, because mind mapping helps collate and store as much information as desired, and group with a natural way. related to the purpose of the research, that is to know whether there is significant effect of students’ writing ability by using mind mapping technique of x grade of senior high school 3 padang panjang, it was found that there was significant effect on students’ writing ability in which the mean score of experimental class (82.51) was higher than control class (75.27). generally, the students were provided the chance to organize, construct vocabulary, and use the language and mechanic. however, the significant effect on students’ writing ability was found in content and language use. great opportunity provided by mind mapping technique to construct the text have enabled students to open up their minds and connect them with current issues dealing with social development. this is line with graham (2013) that ‘the purposes and meaning of writing are shaped by cultural, societal, and historical factors’ (p.19). mind mapping technique also helped the students in developing and organizing ideas clearly in writing. by connecting each branch with the other branches and using a curve line helped them to organize the text more clearly. the third is vocabulary, the differences score was 1.75 it means that mind mapping technique helped the students highly in mastering vocabulary and the students developed their knowledge of vocabulary. by using one key word for each branches its help the students to master in vocabulary and make the ideas clearly. next is language use. in constructing the text, the students consider whether the language or grammar is best suited for the purpose of the paper or the type of assignment. the differences score between control and experimental class is 2.25, it shows that students are better in language use component. language use is related to the third steps of mind mapping using colors, because using color is a very good memory, not only to engage the right brain active, but also help the grouping information. last is mechanics, with the differences was 0.03 it showed that students had sufficient capability in using appropriate mechanics such as punctuation mark, spelling and capitalization. it is related to the last steps of mind mapping using picture for each branches. an image a lot of meaning because it can replace a simply reinforce especially in punctuation mark and capitalization. buzan (2008: 21-23), suggests seven steps to make mind mapping such as: putting the main idea in the center, then using photo or picture, using color, next connect the main branch with the another branch after that making a curve line to connect each branches and the last one is using just one key word for each branches. the seven steps above can be applied in writing process such as putting the main idea in the center it is part of content, after that using photo or picture, using a curve line it is include in organization in writing. next, make one keyword it is part of organization and last is using colors. based on the procedures above, it can be said that mind mapping technique can be started by putting the main idea about the text at the center. then, the writer needs to using a picture or photo about the topic and using the color to make the mapping more interesting, after that the writers need to connect the main branches with the another branches by using a curve line. and finally the writes should use just one key word for the each branches. thus, there are the procedures or steps that must be done to apply the technique in classrooms. in summery, this technique helps students in the writing process. conclusion http://riset.unisma.ac.id/index.php/jreall/user redirecting efl writing instruction through mind mapping technique in senior high school 111 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license as has been put earlier that mind mapping technique helps students’ writing skill on descriptive text significantly at senior high school 3 padang panjang. through mind mapping technique, the students are able to write better than the students whom were taught without mind mapping technique. the success of this research can be proved by the result of students’ score on writing testing of both classes. based on the result of the research, it can be concluded that using mind mapping technique affects students’ writing skill. it can be seen from the mean score of experimental class. after post-test, experimental class have mean score (65.94) is higher that the students scores in control class (58.16) that were taught without using mind mapping technique. while, the analyzing of data showed that the value of t-calculated 8.27 is higher than the value of t-table 1.669, at the degree of freedom (32+32-1) = 52. this indicated this hypothesis was accepted. the data shows that all of components of students writing also improve after using mind mapping technique in teaching and learning process than not used it. it is proved by the significance differences of students’ score in the experimental class and control class in term content, organization, vocabulary, language use and mechanics. first, in experimental class, the mean score of post-test of the students’ content was 19.75, while, the mean score of post test of the students’ content in control class was 18.06. with differences 1.69. second, the mean score of post test of the students’ organization was 15.53. meanwhile in control class, the mean score of post-test of students’ organization was 13.59 with differences 1.94. third, the means score post test of students’ vocabulary is 13.91, in the other, the means score post test of students’ vocabulary is 12.16 with differences 1.75. fourth, the means score of post test of students’ language use is 13,78. in the other class, the means score of post test of students’ language use is 11,53, differences are 2.25. fifth, the means score of post test of students’ mechanics is 2.97. in the other class, the means score of post test of students’ mechanics is 2,94. both of the classes differed .03. related to the conclusions above, it is safe to say that teaching writing through mind mapping technique affects students’ writing skill. related to the statements mentioned in conclusion above, the researcher proposes the following recommendations. first, english teacher should consider the implementation of mind mapping technique as an alternative strategy on students’ writing skill because by using this strategy, the students can be more enjoyable in writing and hopeful the students’ score in writing is higher too when mind mapping technique is used. second, for the students, it will make them easier to write and give the students invaluable benefit because it helps them to write more fun and feel comfort in writing. third, for other researcher in similar field of study, it is suggested to carry out further studies about the effect of mind mapping technique on students’ writing skill. the last, to all readers, may this research will bring you into good understanding how to improve the students’ writing skill by using mind mapping technique. references alamsyah, maurizal. (2009). kiat jitu meningkatkan prestasi dengan mind mapping. yogyakarta: mitrapelajar bukhari, syeda. (2016). mind mapping techniques to enchance efl writing skill. 4. (1). american research institute for policy reserved. buzan. (2002). how in mind mapping: the ultimate thinking that will change your life. london. thorson brown, h. douglas. (2000). principle of english language learning and teaching. new jersey: prentice hall regents. edwards, john. (2009). language and identity: an introduction. cambridge: cambridge university press. gardner, howard. (1999). intelligence reframe: multiple intelligences for the 21s century. new york: basic books. graham, steve, charles a. macarthur, jill fitzgerald. (2013). best practices in writing instruction. 2nd edition, london: the guilford press. harmer, jeremy. (2001). the practice of english teaching. london: longman hyland, ken. (2003). second language writing. uk: cambridge university press jacobs. (1981). language assessment principles and classroom practice. longman. http://riset.unisma.ac.id/index.php/jreall/user besral., luli, s. y., putri, y., v. 112 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license khoiriyah. (2014). increasing the students’ writing skill through mind mapping technique. 1. (2). universitas nusantara pgri kediri oshima, alice and ann hogue. (2004). writing academic english. new york: pearson education, inc. richards, j. and renandya w, (2002). methodology in language teaching: an anthology of current practice. new york: cambridge university press. scane, j., guy, a., & wenstrom. l. (1991). think, write, and share: process writing adult els and basic education students. toronto: the ontario institute for studies in education. http://riset.unisma.ac.id/index.php/jreall/user 22 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9212 volume 2 | number 1 | p. 22-29 published on january 18th, 2021 coping with large multi-level class in english language learning benny kurnianto indonesia civil aviation polytechnic benny.kurnianto@ppicurug.ac.id *) correspondence: benny.kurnianto@ppicurug.ac.id abstract to improve students’ english proficiency, indonesian civil aviation institute has placed toefl® preparation in the curriculum of study program. nevertheless, the learning design was not common compared with similar program of toefl® preparation in another institution. icai put a single teacher in class consisted of 24 students with various skills. consequently, the english teacher had to employ a strategy to cope with this large multilevel class. this qualitative research was conducted to analyze the teacher’s strategy. its purpose is to give enlightenment toward the conformity between learning design and learning objectives. a pre-test and post-test were given to a determined class and the grades were compared to see the fulfillment of the objective. an observation and note taking was undertaken during the learning process to explain the strategy. the result shows that the teacher occupy cooperative learning through flexible grouping to cope the class challenge. while the result shows 57% students in the class were able to gain 500 as minimum required score, it has implication in examining the learning design in broader context. keywords: classroom; multilevel; teacher-students ratio introduction in aviation industry, english skill is prominent for any airport personnel (ragan, 1997). to preserve this, pt. angkasa pura, the biggest airport operator in indonesia, employ toefl® as an instrument in recruiting new employee. indonesian civil aviation institute (icai), an aviation vocational college had prepared for this situation. icai had inserted toefl® preparation in the curriculum of all study program including airport electrical engineering (aee). the objective was students gain 500 of toefl score at the end of the program. however, the learning design was quite different compared to the common test preparation program (tpp) in other institutions or private courses. while tpp generally use 1:5 until 1:8 for teacher students ratio, icai only employ one teacher to manage the whole class which could be consisted of 24 students. the other challenge of this tpp was the varied proficiency of those 24 students’ english initial skill since there was no selection or grouping in enrolling the class. khati in manuel (2015) said that determining a class as large multilevel students was depending on the context. aoumeur (2017) also validated that teaching and learning can be altered by class size in various manners. bell (2004) brought up that learner in a multilevel class are not split only by their proficiency of english language. this toefl® preparation in icai could be classified as large multilevel class viewed from the number and the initial skill of students, and also the learning objective. there was same objective for the whole students that is passing 500 on toefl score. they have different initial skills but have the same period of learning in toefl preparation class. to manage this problem, the english teacher had to arrange a strategy to cope with this large multilevel classroom problem. previously, ashton (2019) examined approaches in teaching a multi-level language classroom. this study was undertaken in a school context. it then suggested another study in larger language http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9212 mailto:benny.kurnianto@ppicurug.ac.id mailto:benny.kurnianto@ppicurug.ac.id coping with large multi-level class in english language learning 23 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license learning contexts where greater variability of students commonly exist. hence, this study attempts to analyze strategy in teaching multi-level classroom in university context. this study attempted to investigate the strategy used by a teacher in giving toefl preparation of a class in icai. factors influenced the implementation of the strategy were explained to gain complete understanding toward the issue. hopefully, this study could be a consideration in developing strategy or learning design in coping similar problem of large-multilevel class in english learning. there are various perceptions whether a class classified as large or small relying on from context to context. thus, definition of large class could not be standardized (manuel, 2015). in accordance, ur (2013) stated that “large is of course, a relative term and what a ‘large class’ is will vary from place to place”. regardless of the exact number of the students in it, a class could still be measured as large one. it depends on the teacher recognition toward the explicit condition. though, 40-50 student was large class. when the teacher is no longer acquainted and cope with a number of students, a class was constituted as large. writers had different interpretation about the word multilevel. some writers such as gurgenidze (2012) and ur (2019) explained this kind of class using the term ´´mixed ability classes´´. mathews-aydinli & horne (2006) specified that ´´typically, the label multilevel has come to describe classes where students from various levels, from beginning to advanced, are sited together in a single class”. gurgenidze (2012) concerned mixed ability class on this multi level issue in another way:” mixed ability level teaching is related to working together with students who have different personalities, skills, interests and learning needs”. the ideas were restated in a sole delineation form by khati (2011) appropriately, a large class has many learners and a multilevel class has learners of wide range of levels or differences. students in this type of classes have a lot of differences. for example, there are differences on language learning ability, cultural background, learning style, age, attitude to the language, mother tongue, learning experience, and motivational orientation. entirely, the definitions above became feasible concern to reach at this point and conclude that a large and multilevel class is a classroom estimated with numerous range / abilities of students (from beginner to advanced/skillful with less skillful) who have the opportunity to learn together in that single class. the entire descriptions above are valuables to comprehend understanding about the problem being examined. nevertheless, to attain the purpose of the research, the explanation presented by khati (2011)was the most suitable with this study. the complete aspects related to the term/definition being discussed was embodied in this definition. on the other hand, a great deal of strategies from the teacher are needed to teach this kind of classes. hence, the challenges evolved throughout the learning process may be dealt entirely. bell (2004) brought up that learner in a multilevel class are not split only by their proficiency of english language. the learners’ past involvement in training should be counted also. their nation and culture of source, their individual contrasts, for example, age, knowledge and inspiration, and their specific learning circumstances are example of these factors. teacher may use many kinds of approach to cope with these diverse and significant aspects. exploring the issues that teacher may confront would be motivating and demanding report. grouping strategies jong et al. (2006) affirmed that opportunity for observing learners’ condition was hardly had in classroom environments with huge number of learners. consequently, learners who learn fast systematically comprehend the subject, while learners who absorb slowly drop further and further behind until, in some cases, the learning system yield on them completely. jong then proposed a grouping scheme that are further explained: while learning is ongoing, learners’ improvement is checked, just like the state of the groups. thus, before learning finish, the most recent state of the whole groups must be inspected intermittently, and groups with difficulties must be accommodated. the inactive groups are then rearranged and, at the same time, proper groups are preserved. methods this study attempted to explore the strategy used by english teacher in icai in managing toefl preparation. the challenge occurred when there was an objective that each student who had various http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 24 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license initial skills/level had to gain 500 of toefl score at the end of the program. the teacher needed to develop strategy to manage this kind of program which normally undertaken phase by phase for each level. to gain precise exploration, this study took a class in icai carrying out toefl preparation in two semester, tbl 17. this class could represent general condition of toefl preparation which put in the curriculum and had course name advanced english 1 and advanced english 2. the study was begun by giving the students a pre-test to measure each student initial level. the form of pre-test was similar to real toefl test which consist of listening, structure and reading. the result of this pre-test would later also be used to measure the improvement of each students and the whole class. consequently, this study also prepared a post-test. both tests would then be compared at later stage. from the result of the pre-test, 3 criteria of students were made: 1) students gain score > 500, 2) students gain score 400-499, and 3) students gain score < 400. it was then transferred into a diagram to see the composition of student’s level in the classroom. it was assumed that students who gain below 400 were actually need two phases of tpp to meet the objective of learning. then, students who gain below 500 were assumed that they need one phase of tpp to meet the objective of learning. tlb 17 had 50 hours in 16 meeting in one semester. since, this class had advanced english in 2 semesters, this study had opportunity to have in class observation for 100 hours in 32 meetings. on the first 5 meetings, the observation focuses on finding: 1) the students’ response that show difficulty in understanding the teacher explanation, and 2) the students’ response that show satisfaction in understanding the teacher explanation. the response could be seen from student’s expression after listening to explanation. to validate this expression, students were given further question orally according to the material explained. they were then asked to analyze toefl question according to the latest discussion. while observing, the teacher tag students and make 3 group criteria i.e. slower students students that show difficulty response, faster student students that show easiness in understanding explanation, and average student students that were not belong to two previous group. on the next 5 meetings, grouping strategy observation was began. in the first phase, students were asked to sit in groups of 4. the separation took in traditional manner. observation was taken that focus on considering group performance and each member of the group achievement. another tagging was made to separate inactive and active groups. inactive groups were then given intensive guidance in understanding the material. another observation was made to indicate the individual performance in those groups. it would explore the performance of slower students in inactive group. the active groups were then investigated to explore the faster learner’s performance in the groups. new grouping arrangement were then settled in the rest meetings. a modification was made where students were asked to sit in groups without perimeter. students could sit to any companion, but it was enforced that each group had responsibility to made each member understand the material given in same manner. the students who show difficulty in the groups were given groups guidance. the faster students in that group were enforced to assist the slower ones. when the assistance was not working in a particular group or it was found inactive group, the teacher would rearrange the groups on the following meeting. the slower students in each group were also enforced to utter their analysis. the other member of group was enforced to give comment and improvement. the whole observation was written as accurate as possible. any form of response from both students and teacher became valuable data. the effect occurred toward slower students and faster students during both kind of grouping process were investigated and then interpreted its relation. the performance of slower students was compared when they were in in-perimeter grouping and when they were in non-perimeter grouping. the achievement of faster students who gave assistance were also examined. at the end of program, students were given a post test. the result of post-test was compared to the result of pre-test to see student’s improvement individually and collectively. both the results of pre-test and post test were transferred into table to make easier to interpret. the interpretation was http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 25 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license then made toward the grouping strategy implemented by the teacher and suggestion for another topic to complete research. results and discussion there was an issue brought in this study. most industry that absorbed the graduates of icai, such as pt angkasa pura, required that the candidates had to pass score 500 of toefl. it means that english skill requirement was at least on advanced level. basically, a new curriculum had been applied at stpi since 2016. tlb 17, one of the study programs in this higher education, got a kind of toefl preparation for two semesters. it means that this class learn the material for around 100 hours in a year. the frequency of course was one meeting per week. the effective time was 3 hours per meeting. a teacher attended for each meeting to teach this class which is consisted of 21 students. although the program was started with various level of students, after passing through approximately 100 hours this ‘special’ course, the student gained interesting result. hence, this report was written to explore factors that influenced the course and explain how the teacher coped with them. the study was begun by giving a pre-test to tbl 17. the result of the test showed that 81% of the students in the class obtained score less than 400 and 19% of the students attained score between 400 – 500. it means that no one gained score more than 500. diagram 1. pre-test toefl result from this data, it could be perceived that that skill level of the students was varied and the teacher need strategy to cope with this kind of class. cost effective policy the teacher had to arrange strategy in class since the management had its own decision in concern to the issue. from the program design, the course was treated similar as the other course as usual. 21 varied students in a class was taught by a single english teacher. material was given once week for the whole semester. this identical program was completed for two semesters but interrupted by internship program for one year. therefore, the class gained course 2 x 50 hours intermittently. the management gave no prescription to the material taken in the program. thus, the teacher had adopted and developed material from longman toefl preparation. the goal of this material would be accomplished when students had completely read 687 pages of the book. identified factors and the strategy based on those limitations, a strategy was arranged by the teacher to cope with the situation. several factors had become apprehension in developing strategy. therefore, this study attempted to seeks and analyze the factors identified during the learning process and the conformity to the strategy taken in managing this kind of class. first factor: ratio of teacher and students a teacher stood among 21 students in a class become a cliché condition found in this class. correspondingly, academics argued that learners’ success and performance had a direct correlation with the quantity of students in a classroom. large number of learners in classroom have destructive effect on learners’ attitude, achievement, and voluntary participation (achilles & finn, 2006). on the case study of tlb 17, the teacher identified some challenge in the early meetings: 1. the teacher felt hard to observe the student learning progress individually. with 21 students in the class, the teacher only focused to students who gave direct response along the learning 81% 19% <400 <500 >500 http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 26 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license process. for example, only several motivated students gave question as soon as they were confused with the material delivered. however, the teacher did not give time to check all students’ understanding since there was weekly target of material to be completed. 2. the teacher felt difficult to control the whole students’ activities. there were motivated students that demand a faster learning rhythm. at the same time, there were other slower students. these diverse learning speed made the class management was not trouble-free. when the teacher followed the faster group speed, the slower group looked giving up and did another activity with their own laptop. however, when the teacher kept on the slower group speed, the other motivated students would give a kind of tension. for example, when the teacher gave question to discuss with a slower student, another faster student would take the turn and answer the question quickly. 3. both faster and slower students in this class revealed disruptive behavior, and the teacher got a challenge spending more time on discipline, placing less time for material discussion. i the early meetings, the teachers found difficulty to diagnose and track student learning and finally give the same instruction for the whole students. in this class students spend more time offtask or disengaged from the work of the class. in this class, students were not able to demonstrate their capacity to adjust to academic and educational tasks. 4. second factor: wide range of level. the label multilevel has been regarded differently among researchers. namely, while some call multilevel, others such as gurgenidze (2012), ur (2019) and others tend to call them ´´mixed ability classes´´ when citing to these types of classes. on the case of tlb 17, the class identified as multilevel class where students from a wide range of levels, from beginning to advanced, were placed together in a single classroom. this assumption was validated through the result of the pre-test. it shows that 19% of student gain score in the range 400-499. these students were considered in intermediate level and acceptable to meet the objective passing advance in one phase. however, there were 81 students that were considered in various level below intermediate. a multilevel class condition had become the second challenge for the teacher. cooperative and flexible grouping manitoba education and youth (2003) argued that learning in a multilevel classroom is frequently achieved within a workshop design that employs a variety of groupings and allows the multilevel teacher to teach “individually all at once.” in more comprehensive steps, manitoba education and youth recommends that teachers could employ an “hourglass” model for workshops, following these stages: 1. stage 1: whole-class setting for reflection, planning, and initial instruction 2. stage 2: cooperative and flexible groups to prepare for learning 3. stage 3: flexible group(s) for strategic instruction, guided practice, and/or conferences 4. stage 4: cooperative and flexible groups to practice and apply learning 5. stage 5: whole-class setting for sharing, reflection, goal setting, and further planning dividing the class and adding teacher would not be the first-line option since it would discord the management policy which had difficulty in preparing the classroom and time. however, the teacher had an objective to increase those various initial skill students to gain minimum required score in predetermined time. the first consideration taken was driving all those students to learn in one phase since the teacher had a target to finish the material on schedule. on the early meeting, a lot of students showed difficulty in understanding the teacher’s explanation individually. however, some students looked comfortable with the phase. here, it was found that in this classroom there were much more slower learner than faster learner. on the following meetings, the teacher began to arrange the class into several group consisting of 4-5 students. however, on several meetings most slower students sat with other slower students and faster students sat with faster learner. each group were asked to analyze question and shared the result of their discussion. here, it was found that most group became inactive group. though there were lively speaker in some group representing the analysis, the group discussion did not run well. http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 27 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license here, it was found that there were active and inactive group. to overcome the problem, the teacher modified the groups arrangement. before dividing the students into groups, the teacher enforced students by giving a goal. after explaining the material, teacher asked student to discuss their analysis in solving toefl question. each member of the group should deliver their analysis in front of the group, and the other members should give feedback should there were any inaccuracy. then, in turn a representative of the groups were asked to deliver their analysis to the class. the teacher gave reminder to the groups that the purpose of the task was not choosing answer from multiple option, but it was explaining the steps to get into the answer. then, students were asked to sit in group. this time, the teacher give freedom for student to arrange the groups. there were no more limitation of the number of group and group member. unpredictably, the slower students moved approaching the faster students. afterwards, the group discussion was working lively. inactive group still occurred. however, the teacher could give intensive guidance and trigger this group to have discussion in their own group or even with another group. code mixing the biggest challenge in teaching tlb 17 is that this class consist of students with multilevel initial skill. however, the teacher had an objective to make all student have at least the same level at the end of the toefl preparation program. it means that teacher have to accelerate the lowest level student to complete advanced level in limited time. therefore, the teacher decided to deliver the explanation not entirely in english. this was another strategy that is used by the teacher to transfer the explanation in the book into simpler language that could be understood by all the students. the use of l1 (first language) in efl (english as a foreign language) learning is still debatable. puspawati (2018) argued that codes switching is not an escape for teachers whose language proficiency is low, but it is a teaching and learning facilities when it is used correctly and appropriately can help students learn better and help teachers teach more effectively. since the range of the student’s levels was wide, the teacher chose to frequently switch to l1 in explaining material. this decision was made considering that there were 81% student measured not passing intermediate level (scored below 400). the teacher had another consideration. the explanation in the book was regarded quite difficult for the students in such level. therefore, the teacher developed simpler material suitable with indonesian learner. before discussing the explanation from the book, a foundation of english grammar according the theory of syntax was given. hence, students had focused on the sentence structure that consist of 3 kind of phrase i.e noun phrase, verb phrase and preposition phrase. it was in accordance to the explanation in longman book that the root in analyzing the sentence is finding the set or sets of subject and verb in each sentence. impact of the strategy the outcome of the strategies could be measured in the result of the simulation test. this simulation was conducted under idyllic condition as required by toefl. diagram 2. post test result compared to pretest result, student made significant improvement. on average, the rising score was 133 point. from 21 students in the class, one person did not reach 400, 12 students were able to pass 500, and 8 students gained between 400500. it showed that implementation of the strategy succeeded in assisting 12 students achieved the learning objective. this result could be consideration <400 5% 400-500 38% >500 57% http://riset.unisma.ac.id/index.php/jreall/user benny kurnianto 28 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in changing the learning design. hunt et al. (2013) pronounced that class proportion was a main aspect in learner development. there might some consideration for organization to decide policy in several manner. designating teachers to manage more classes with smaller number of learners in every class does not signify a decrease in workload. if, a lot of student were placed in a single class but did not complete a course, there would be a shifting ratio of class proportion to job assignment. though it needs more examination to recognize the complete consequence of class size, the research shows that only fast learner and highly motivated students were able express their ability. whereas slower learner suffered from the highest-level determination. on the pre-test, multiple choice was mistreated to measured students’ former skills. teacher needs to assess students’ skills in analyzing multiple choice questions of toefl in a written essay. this assessment would be more reliable in grouping the students. the upshots of decreasing class size should be evaluated with several instruments. conclusion though this study had boundary to analyze the capacity of the students and the teacher, the result shows that both factors was quite significant. the teacher considered that 24 students in a single class was too large, thus grouping strategy was taken. since the teacher also recognized that the skill of students was varied, a modification on grouping strategy was taken to overcome multi level skill hindrance. it was found that with consistent enforcement, both slower students and faster students showed positive improvement. though they started the program with various skill, at the end of the program they could demonstrate that both groups make enhancement with slight difference. it could be taken advantage the existence of faster students to give assistance to slower student. conversely, the slower student understanding could be an objective for faster students in explaining precise analysis. thus, required two phases program could be undertaken in one phase. this case study confirmed that only 12 from 21 student succeeded passing 500. though it needed further research, the test result showed that a class with a single english teacher managing 21 students was regarded large. further research could be conducted by minimizing the number of students in class. references achilles, c. m., & finn, j. d. (2006). education administration professor’s role to assure that preparation programs address validity and critique skills. unbridled spirit: best practices in educational administration, 257. aoumeur, h. (2017). the impact of class size on teaching and learning english as a foreign language: the case of the department of english at abdelhamid ibn badis university. arab world english journal, 8(2), 349–361. https://doi.org/10.24093/awej/vol8no2.25 ashton, k. (2019). approaches to teaching in the multi-level language classroom. innovation in language learning and teaching, 13(2), 162–177. https://doi.org/10.1080/17501229.2017.1397158 bell, j. (2004). teaching multilevel classes in esl. pippin pub. gurgenidze, m. (2012). methodology : teaching mixed ability classes. 1(1), 56–63. hunt, t., carper, j., lasley, t., raisch, c., & bowman, c. l. (2013). national council of teachers of english. in encyclopedia of educational reform and dissent. https://doi.org/10.4135/9781412957403.n296 jong, b., wu, y., & chan, t. (2006). dynamic grouping strategies based on a conceptual graph for cooperative learning. ieee transactions on knowledge and data engineering, 18(6), 738–747. khati, a. r. (2011). contribution of teacher to learner motivation in efl. journal of nelta. https://doi.org/10.3126/nelta.v13i1-2.4637 manitoba education and youth. (2003). independent together supporting the multilevel learning http://riset.unisma.ac.id/index.php/jreall/user coping with large multi-level class in english language learning 29 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license community. manuel, j. k. (2015). strategies used to teach a large multilevel class. instituto superior de ciências da educação isced – huíla departamento de letras modernas repartição de inglês. mathews-aydinli, j., & horne, r. van. (2006). promoting success of multilevel esl classes: what teachers and administrators can do. caela brief. peter h. ragan. (1997). aviation english: an introduction. journal of aviation/aerospace education & research, 7(2). puspawati, i. (2018). teachers’ use of code switching in efl classroom and its functions. journal of foreign language teaching and learning, 3(1), 42–51. ur, p. (2013). language-teaching method revisited. elt journal. https://doi.org/10.1093/elt/cct041 ur, p. (2019). theory and practice in language teacher education. language teaching. https://doi.org/10.1017/s0261444819000090 http://riset.unisma.ac.id/index.php/jreall/user 73 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6860 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6860 vol. 1 | no. 2 | agustus 2020 | hal. 73-86 the errors of efl students’ toefl ibt integrated writing task nurhayati irmawan1, rahmi aulia nurdini2 1,2 bina sarana informatika university, indonesia 1nurhayati.nhi@bsi.ac.id, 2rahmi.rau@bsi.ac.id *) correspondence: nurhayati.nhi@bsi.ac.id abstract reading, listening, speaking and writing are four skills tested in toefl ibt. the two types of questions in the writing task of toefl ibt are independent and integrated. focusing on the integrated task in which test-takers require to read a passage, to listen to a lecture related to the topic of the reading and to summarize the listening by explaining how it relates to the points in the reading (peterson, 2007:8). this research analyzed the errors of students' writing production of integrated task. the research samples of the task were taken from 7 (seven) toefl ibt candidates. examining 14 integrated tasks, this study categorized the errors into three major categories: grammar, mechanics, and content errors. this study found that most frequent grammatical errors were in the verb (22%), agreement (20%), and followed by a noun (14%). the findings of mechanic errors are mostly in the use of capitalization at the beginning of a sentence. in the part of punctuation errors, it was found that the omission of a comma as a frequent error. the last results are content errors which consist of plagiarism; own idea addition; question addressing in which if the test takers’ response focuses on one of the two passages and completely ignores the other one; and missed information in which testtakers are unable to absorb key information from reading and listening passage. it is expected that these findings enable toefl ibt tutors to recognize candidates' problems and improve their teaching approach to reach better results. keywords: error analysis; toefl ibt; integrated writing task; summarizing introduction rilcy and wyatt (2009:6) stated that ets launched the “next generation toefl” in 2005. this new version of the test combines all four language skills (reading, listening, speaking, writing) and is internet-based (ibt), which makes it more widely accessible all over the world. there are 4 skills tested in toefl ibt: reading, listening, speaking, and writing. one of the skills is supposed to be the most complicated one is writing tasks as test-takers are expected to equip themselves with some proficient english skills. as it is known that there are two types of questions in the writing task: independent and integrated. focusing on the integrated task, test-takers require to read a passage and listen to a lecture that is related to the topic of the passage. they will be asked to summarize the listening passage and explain how it relates to the points in the reading passage (peterson, 2007:8). it means that test takers are supposed to have 3 skills : reading, listening, and writing. to do writing tasks, they must also have technical skills of writing such as planning, organizing, and revising as well as the mechanics of the writing such as spelling, punctuation, and capitalization (richards and renandya in keyvanfar and khoskhou, 2015:61). considering that many skills are to be equipped to do the integrated writing task, the researchers as the toefl ibt tutors as well, intend to investigate detailed errors made on the participants' integrated writing task. thus, error analysis is used to examine their writing production. http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6860 http://dx.doi.org/10.33474/j-reall.v1i2.6860 mailto:nurhayati.nhi@bsi.ac.id mailto:2rahmi.rau@bsi.ac.id mailto:nurhayati.nhi@bsi.ac.id irmawan, n. and nurdini, r., a. 74 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license toefl and toefl ibt in brief according to rilcy and wyatt (2009:6), toefl is administered by ets (educational testing service), one of the world’s leading organization in the field of educational and psychometric research, based in princeton, new jersey. since it was introduced in 1964, toefl has become a global standard for the assessment of english language proficiency. it aims at measuring non-native speaker’s ability to use english to communicate effectively in college and university settings. as cited in keyvanfar and khoshkhou (2015:62), previously the writing component of the toefl contained only one independent task. however, this task was seriously questioned since it did not reflect the exact genre used in real academic settings (ohkubo, 2009). hamp-lyons and kroll ( in cumming, grant, mulcahy-ernt, & powers, 2005) have censured then administered the writing component of the toefl test because it by no means assessed the types of writing students have to perform in academic settings. cumming, et al. (2005:2) challenged the educational relevance, authenticity, and content validity of the toefl test. the toefl ibt test consists of four sections: reading, listening, speaking, and writing. the entire test is about 4 hours long, and all sections are taken on the same day. the toefl ibt test measures all four language skills that are important for effective communication, emphasizing the test taker's ability to use english effectively in academic settings (educational testing service, 2012). the toefl test complies with ets standards for quality and fairness, ensuring that it is a highly reliable instrument for assessing english proficiency. in addition to the toefl test, ets has designed a wide range of nationally and internationally recognized qualification and aptitude examination. zareva (in keyvanfar and khoshkhou, 2015:62) explains that the new version of the toefl is not only an updated version of the previous one but a test that involves new components, such as integrated speaking and writing sections which assess the test taker's ability to combine information from more than one source and to communicate about it. on ets propell of toefl ibt workshop manual (n.d.:41) mentions that there two types of writing task in toefl ibt : 1. the integrated writing task it displays a 230-to-300 reading passage for 3 minutes and follows with a 2-minutes recording (200 to 300 words) by a speaker who discusses the same topic from a different perspective and contributes additional information. this task also redisplays the reading passage and presents a writing prompt/question. then, it allows 20 minutes for writing and revising the response to the question. test-takers will read and take notes on the first passage, then listen to take notes on the second passage. next, they will respond to a prompt in 150 to 225 words explaining and not be penalized for writing a longer response. fink, l., et al (n.d.. page 10) in how to ace toefl writing, the question of integrated writing task follows one of several formulas such as: a) summarize the points made in the lecture, being sure to explain how they cast doubt on specific points made in the reading passage. b) summarize the points made in the lecture, being sure to explain how they challenge specific claims/arguments made in the reading passage. c) summarize the points made in the lecture, being sure to specifically explain how they answer the problems raised in the reading passage. d) summarize the points made in the lecture, being sure to specifically explain how they support the explanations in the reading passage. e) summarize the points made in the lecture, being sure to specifically explain how they strengthen points made in the reading passage. following rilcy and wyatt ( 2009:135), typical mistakes are found in integrated writing tasks are about (1) incomplete content;(2) text copying, (3) remain neutral, and (4) difficult words. besides, as cited in keyvanfar and khoshkhou (2015:67-68) that the typical errors of this writing are in (1) plagiarism; (2) own idea addition, and (3) question addressing. moreover, http://riset.unisma.ac.id/index.php/jreall/user the errors of efl students’ toefl ibt integrated writing task 75 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license suhartoyo (2017) revealed that the most complicated problem in building writing task was about thinking critically. 2. the independent writing task. as mentioned in the toefl ibt workshop manual (p.42), this task requires writing an essay that states, explains and supports the writer's opinion on a given issue. the writer should write a minimum 300 words. it allows 30 minutes total for preparation, writing, and revision.test takers will develop and organize thoughts thoroughly. they not only provide thoughtful support for opinions and choices buat also write clearly and accurately. another thing which is also important in an independent task is the structure of an essay. as stated in peterson (2007), an essay should have an introduction, a body, and a conclusion. in the introduction, it should get the reader's attention and tell the reader what the essay is about and give the reader any special information that guides the reader to the body of your essay. in the case of a toefl essay, the introduction should be one paragraph containing four to five sentences. the body of the essay should be made up of one to three paragraphs that contain the ideas to be communicated to the reader. the conclusion, which should be one paragraph, summarizes what is written in the body. error analysis according to gorbet (in khansir, 2012:1029), some errors can be attributed to weaknesses or failure of memory. he added that the theory of error analysis proposes that to learn a language, a person creates a system of "rules‟ from the language data to which he is exposed; and this system enables him to use it. based on sharma (in khansir, 2012:1029), "error analysis can thus provide strong support to remedial teaching", he added that during the teaching program, it can reveal both the successes and the failures of the program. dulay et al (1982) mentioned that the term ”error‟ to refer a systematic deviation from a selected norm or set of norms. error analysis is useful in second language learning because this will reveal to usteachers, syllabus designers, and textbook writers and the problem areas. it can be used to design remedial exercises and focus more attention on the trouble spots. corder (1974:125) stated that "the study of errors is part of the investigation of the process of language learning. in this respect, it resembles methodologically the study of the acquisition of the mother tongue. it provides us with a picture of the linguistic development of a learner and may give us indications as to the learning process". besides, errors also can be made by the first language interference (septiana, 2020). richards et al (1992) mentioned the study of errors are used to (1) identify strategies which learners use in language teaching, (2) identify the causes of learners' errors, and finally (3) obtain information on common difficulties in language learning as an aid to teaching or in development of teaching materials ( cited in khansir 2008). as richards (in khansir, 2012:1029) classified errors observed in the acquisition of english as a second language as follows: 1. overgeneralization, covering instances where the learners create a deviant structure on the basis of their experience of other structure of the target language; 2. ignorance of rule restriction, occurring as a result of failure to observe the restrictions or existing structures; 3. incomplete application of rules, arising when the learners fail to fully develop a certain structure required to produce acceptable sentences; 4. false concepts hypothesized, deriving from faulty comprehension of distinctions in the target language. as erdoğan (in keyvanfar and khoshkhou, 2015:64) believes that errors function shows as feedback in the sense that they reflect whether the teaching style of the teacher is effective and what changes it still needs. errors, he adds, can identify the points and areas which need further attention. he concludes that the study targeting ea is aimed at investigating the language learners' strategies, the http://riset.unisma.ac.id/index.php/jreall/user irmawan, n. and nurdini, r., a. 76 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license reason why language learners make errors, and the common difficulties in learning and development of remedial materials. all these are considered for the researchers to do an error analysis of the students’ toefl ibt integrated writing tasks to help language tutors including the reserachers themselves to reach better compehension of the most common typical errors on their wiritng producti on. methods research design this research was carried out by using descriptive qualitative method looking into efl students' errors in their integrated writing task of toefl ibt. nassaji (2015:129) stated that the goal of descriptive research is to describe a phenomenon and its characteristics. qualitative research, however, is more holistic and often involves a rich collection of data from various sources to gain a deeper understanding of individual participants, including their opinions, perspectives, and attitudes. qualitative research collects data qualitatively, and the method of analysis is also primarily qualitative lambert v. and lambert c (2012:255) stated that qualitative descriptive studies are the least “theoretical” of all of the qualitative approaches to research. in other words, a qualitative descriptive study may have grounded theory overtones, because it used constant comparative analysis when examining the data. however, a qualitative descriptive study is not grounded theory, because it does not produce a theory from the data that were generated. in this study, the researchers used the efl students’ writing integreated task of toefl ibt to be analyzed into 3 categories: grammar, mechanics, and content errors. data collection technique according to lambert and lambert c (2012:256), data collection of qualitative descriptive studies focuses on discovering the nature of the specific events under study. thus, data collection involves minimal to moderate, structured, open-ended, individual, or focus group interviews. however, data collection also may include observations, and examination of records, reports, photographs, and documents. data analysis of qualitative descriptive research, unlike other qualitative approaches, does not use a pre-existing set of rules that have been generated from the philosophical or epistemological stance of the discipline that created the specific qualitative research approach. this research was conducted to the efl students of elokuensi, an international language center which is located in west jakarta, indonesia. 7 students were in the advanced level of the course. the two were university students and the others were senior high students. the students as the participants had about several years of english learning experience at school and at elokuensi itself. the samples of the research were taken from all the participants’ toefl ibt integrated writing tasks. the sample was clinically collected as it was specifically collected for research purposes. based on ellis’s (2008) list of factors to be considered when collecting learner language samples, the following table was drawn. table 1. characteristics of learner language sample of the study factors variables description learner 1.proficiency level 2.language learning experience intermediate, using toefl english language classes (8 months) language sample 1.medium 2.genre 3.content written integrated writing task academic production 1.planned the discourse produced allowed for 20-minute-task completion http://riset.unisma.ac.id/index.php/jreall/user the errors of efl students’ toefl ibt integrated writing task 77 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license data analysis the participants took mini tests and complete test of longman student cd-rom for the toefl ibt 2nd edition by deborah phillips (2008) and cambridge preparation for the toefl test, 4th edition by jolene gear and richard gear (2007). there were 14 papers collected as the research samples taken randomly from three types of tests. the writing tasks of the participants were rated using ets’ toefl ibt writing rubrics (see appendix a) and the scores (see appendix b). it is legitimate to conclude that the participants were intermediate in terms of language proficiency level. throughout this study, the writing tasks of these candidates were scored by the toefl ibt tutor who acts as one of the researchers. the analysis of the writing samples was carried out by both of the researchers. the writers here focus on analyzing one of the writing tasks which was the integrated one. at first, grammatical mistakes of the sentences of all the participants were identified. the grammatical errors were then categorized and named based on grammatical rules. investigating the writing tasks for any possible error, the researcher and her colleague investigated the writing tasks in terms of the mechanics of the writing and the content. briefly, the errors of integrated tasks were subsequently placed in three major categories of (1) grammatical errors, (2) mechanical errors, and (3) content errors. results and discussion in the previous study, keyvanfar and khoshkou (2015) investigated the errors of the toefl ibt candidates’ writing tasks, integrated and independent task. in addition, the writers also have conducted the same study but only focused on the independent task. in this study, the analysis still concerns with the errors of integrated writing tasks that were classified into three: grammar, mechanics, and content errors. grammar errors table 2 provides the grammar errors of the efl students’ toefl ibt integrated writing task. it contains definitions and the error results for each identified error category at the grammatical level. the errors include verb, agreement, noun, sentence structure, article or determiner preposition, connectives, wrong word, parallelism structure, and word choice. table 2. grammar errors no. grammatical errors definition error result 1 verb errors in passive/active, infinitive, modals, tense, gerund, modals 1. beck steven is fulfill fulfills this criteria too… 2. the head of faculty did not does not agree … 3. he is prepare prepared to be a journalist. 4. becky (is) also active … 5. he does is not in the campus.. 6. he are join joins in student counselor 7. he also join joins photography class 8. he decide decides to join … 9. he spend spends his time … 10. he also join joins journalism major… 11. we read is depend depends on …. 12. this land bridge (is) used to connect … 13. since it is can still be used… 14. they (are) already in the middle semester… 15. some points in the reading passage is fault and questionable if be it is compared with …. 16. reading passage do not concluded 17. there are two reasons that (is) fault in the reading passage. 18. his grade is really good, all (grades are) a …. http://riset.unisma.ac.id/index.php/jreall/user irmawan, n. and nurdini, r., a. 78 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 19. her grades are pretty good, all (grades are) a and b and (,) a grades (are) for subject … 2 agreement errors in subject-verb, number, and pronoun agreement 1. based on the lecturer, the first book tell about ... 2. the question that pop pops up ... 3. back steven also have has many ... 4. someone who join joins a lot of activities… 5. he feel feels like kind …. 6. this story also talk talks about …. 7. it is called the intrinsic motivation which allow allows someone… 8. there are two candidate candidates …. 9. he also have has a good … 3 nouns errors in using countable (singular-plural) and uncountable nouns. 1. beck steven is fulfill this criteria too... 2. the head of faculty did not does not agree … 3. he is prepare prepared to be a journalist. 4. becky (is) also active … 5. he does is not in the campus... 6. he are join joins in student counselor... 7. he also join joins photography class... 8. he decide decides to join … 9. he spend spends his time … 10. he also join joins journalism major… 11. we read is depend depends on …. 12. since it is can still be used… 13. this land bridge (is) used to connect … 14. they (are) already in the middle semester… 15. some points in the reading passage is fault and questionable if be it is compared with …. 16. reading passage do not concluded ... 17. there are two reasons that (is) fault in the reading passage... 18. his grade is really good, all (grades are) a …. 19. her grades are pretty good, all (grades are) a and b and (,) a grades (are) for subject … 4 sentence structure any errors in main & subordinating clause structure 1. two biography books about the president but two of them are true from the true story. 2. but the second book tell tells about …. 3. finally, the last criterion that committee need for the reward is someone who involve the community to help and improve the life of people is community. 4. after a week later, the committee came …….because the campus…. 5. the first book contains early life of person business problem that happen to the person the discipline problem that he has in elementary school, and his … 6. but, there are more differences with fraternal twins because they do to of nature and genre. 5 article/ determiner any omitted, incorrect, or unnecessary use of the article "the" and other determiners 1. as we know (the) history is not a brief… 2. from the reading passage that given, we know… 3. the content inside of each book must be different… 4. even though that the person may not do it. 6 preposition any omitted unnecessary, and incorrect uses of verb & adjective prepositions he spends most of time on in campus 7 connectives any omitted, incorrect or unnecessary use of connectives words, 1. someone who involve the community to help (and) improve the life of people. http://riset.unisma.ac.id/index.php/jreall/user the errors of efl students’ toefl ibt integrated writing task 79 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license expressing cause & effect, result 2. he joins in student counselor, soccer team, violin team, not only that as well he also joins photography class 8 wrong word incorrect spelling resulting in formation of meaningful actual english word 1. but the proferssor professor doutb doubt... 2. but the second book tells abvout about the childhood, loving prents parents, high school life, and collage college achivement achievement … 3. two of the book isd is slightly… 4. we can fin find the answer… 5. the fist first point that.. 6. the lacturer lecturer is in … 7. we can conclude that some one someone whop who is …. 8. the lecture and the reading basicly basically discussed discussed about the notern nothern…. 9. but the professor doutb doubt abpot about… 10. the timeline of the american history sidte (site)…. 11. in the reading poassage passage, it is mantioned mentioned… 12. so, the professor mantion mention whe when time l;ine line fro from some … 13. professor mantion mention are quit quite different … 14. becasue because of dna prblem problem …. 15. ….. through out throughout the continent 16. the profassor professor doubt his theory… 17. dodgoson collage college which … 18. the committee of the collage college already … 9 parallelism structure any errors in the use of components in a sentence that are grammatically the same; or similar in their construction. 1. he is worthy because his study major is journalism, many a and b in his grade. attend a lot of activities, he spent of his time in campus and doing some charity for hospital in his free time -> he is worthy because he took journalism as his major, attend a lot of activities, spend of his time in campus, and do some charity for hospital in his free time. 2. after he grown up, he feel not did not feel really like to sing because he need needed to live up …. 3. she even enjoyed singing whenever she could even she does did not get anything 4. some opinion are not accepted by the faculty group while some do are not 5. he spends most of time in campus, and if he is does not, he will spend spends his time … 10 word choice sound, and meaning any errors in selecting precise words that create meaning on your audience. 1. he wooed went to spends his time at a hospital to do… 2. there are two kind types of motivation… 3. the next plan from administrator is to rebuilt the gymnasium new gymnasium. 4. so, let’s see the following explanation who … 5. instead of raising their own money payment, the … table 3. the frequency and percentages of the grammatical errors of integrated task no. errors frequency percentage 1 verb 19 20% 2 agreement 21 22% 3 noun 13 14% 4 sentence structure 6 6% 5 article/ determiner 4 4% 6 preposition 1 1% 7 connectives 2 2% 8 wrong word 18 19% http://riset.unisma.ac.id/index.php/jreall/user irmawan, n. and nurdini, r., a. 80 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 9 pararelism structure 5 5% 10 word choice 5 5% total errors 94 10% there were 94 grammar errors identified in the integrated task, 20% of verb errors; 22% of agreement errors; 14% of noun errors, 6% of sentence structure errors; 4% of the article or determiner errors; 1% for preposition; 2% of connectives errors, 19% of wrong word error, 5% of parallelism structure error, and the last is 5% of word choice errors. the most frequent errors are found from the agreement category, and the fewest frequency ones are founded from preposition and connectives. there is the same error frequency that is from parallelism structure and word choice categories. keyvanfar’s and khoshkou’s findings (2015) showed that eight categories of grammatical errors were in the two tasks of toefl ibt writing. nevertheless, this study found 10 categories of grammatical errors. the additonal errors were noun, word choice and paralellism structure without part of speech errors. mechanics errors besides grammatical errors, another kind of errors in writing task that is mechanics errors. it consists of capitalization and punctuation errors. the following explanation of the error categories, definitions, and the example of this level. 1. capitalization errors: all uses of small letters for capital letters and unnecessary uses of capitalization, for examples: a) based on the lecturer… b) we can find the answer… c) the fist first point that... d) it means when …. e) that one of the reasons why... f) beck steven fulfills …. g) the next plan from…. 2. punctuation errors: all cases of omission, incorrect use of period, colon, semicolon, omitted, and incorrect punctuation in subordinate clauses. all required but missed punctuation are indicated in parentheses, for example: a) based on the lecturer (,) the first book tells ……..(with a comma) b) so we can conclude that….(with a comma) c) some history events are recorded some of the other history event events are ignored (with a comma) d) firstly, from the reading passage we can see…(with a comma) e) finally the last criterion ….(with a comma) f) because of dna problem (,) the professor doubt this ….(with a comma) g) finally he got a procedur to sign a …………(with comma) h) firstly, from the story we can …(with a comma) i) after he grown up he felt not ….(with comma) j) after a week later the committee came …..(with a comma) k) she even enjoyed singing whenever she could. even she does did not get anything (without full stop) l) sometimes she felt like not doing ….(with comma) m) from the listening passage we know that ….(with a comma) n) so from the listening i already hear i know that every book…(with a comma) o) so the professor remarks the policy that...(with a comma) p) second reason fraternal (with comma) twins have the same dna. while (without full http://riset.unisma.ac.id/index.php/jreall/user the errors of efl students’ toefl ibt integrated writing task 81 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license stop) identical twins have the different dna. q) so there are two reasons …(with a comma) r) first they have the same character ….and second they can be ….(with a comma) s) but there are more ….(with a comma) t) first reason the identical twins …(with a comma) as for the mechanics errors, most of the capitalization errors were at the beginning of the sentence. in total, there were 6 instances found in this study. among these writing productions, some students showed occasional awareness that capital letters are always used in the beginning of a sentence. another error of capitalization was in the use of proper noun, using the name of the person which is beck steven. this result was a bit different from the previous writer’s (2019) and keyvanfar and khoshkou's (2015) researches in which it mentioned that major error of capitalization was in the use of a letter of 'i' as a subject pronoun. in the part of punctuation, the omission of a comma (,) was the most error found in this study). this omission was repeated 16 times; 7 adverb phrases placed in the beginning (in samples a, d, f, j, l, m, n); 6 after conjunctions (in samples b, e, g, h, o, p); 2 in the subordinate/independent clause (in samples c and i). another punctuation error in the omission of full stop (.) in which it was placed in the middle of a sentence (in samples k and p). content errors at the content level, the writers found some errors in the students' integrated writing tasks of toefl ibt. based on peterson (2007:8), the integrated writing task requires test takers’ to read a passage and listen to a lecture that is related to the topic of the reading and able to summarize the listening passage and explain how it relates to the points in the reading passage. the suggested length of their written response is between 150-225 words. the test takers must remember to make sure that their response relates to the questions posed. this is not writing an exercise that asks for their opinion. they are being asked to explain the points they have heard. another guidance is also the ets rubrics of integrated tasks (see appendices a), the content of writing productions were investigated to determine if they were mannerly produced and appropriately reflected the content desired. rilcy and wyatt ( 2009:135) mention that typical mistakes are found in integrated writing tasks are about (1) incomplete content;(2) text copying, (3) remain neutral, and (4) difficult words. also, as cited in keyvanfar and khoshkhou (2015:67-68) that the typical errors of this writing are in (1) plagiarism; (2) own idea addition, and (3) question addressing. below are the investigations of the content errors based on the guidances above: 1. plagiarism or text copying: it referred to all sentences/phrases taken intact and unaltered from the reading and/or listening passages. it was found in two students’ underlined writing production (14%) as the followings: a) dodgson college which is a small private institute of higher education just received a huge bequest from one of the former students. they quickly split the committee into two factions. one of the factions led by the administrator and the other faction lead by the head of the faculty. (longman mini test 5 ) b) finally the administrators wanted to spend the rest of the bequest on pay rises for them because the campus pays was ten percent below the national average. (longman mini test 3) c) both agree to the meaning of deindividualization, which states that people tend to lose their individuality when they are in group, and the meaning of polarization, which states a like-minded people in a group tend to find an extreme decision than one might find alone. (longman mini test 5) http://riset.unisma.ac.id/index.php/jreall/user irmawan, n. and nurdini, r., a. 82 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 2. own idea addition: this type of error includes all sentences reflecting personal ideas and conclusions made based on personal understanding rather than what the reading and listening passages reflected. the words/phrases/sentences below are the personal ideas of the students. a) so from the listening i already hear i know that every book with different writer have different result and volume. (longman mini test 7) b) second reason fraternal twins have the same dna, while identical twins have the different dna. (cambridge practice 6) c) the question that pops up in our mind is how can it be true but two of the books are slightly different. ( longman mini test 7) from the illustration above, there was 21% of participants who put their own idea in their responses. 3. question addressing rilcy and wyatt (2009: 135) states that incomplete content happens if the test takers’ response focuses on one of the two passages and completely ignores the other one. khoshkou and keyvanfar (2015:68) stated that this kind of mistake referred to questions addressing, they mentioned that the questions given are mainly in three formats. 1) the question requires summarizing the information of the reading and the listening, 2) the listening passage introduces an idea or example in disagreement to what was stated in the reading, hence casting doubt on the point in the reading, 3) the listening and reading are complementary in that they both support the same view, with the listening usually providing an example and/or an additional reason, point, etc. it was found that there were two students’ writing production (mini test 1 and 7 ) which ignored the reading passage in her response as one of the students was distracted with the question asking for what effect the information provides in the listening passage. another finding was about the student was not able to synthesize the points in the reading and listening passage as he did not understand or familiar with the topic. as a result, the response of his writing (cambridge practice 7) provided little meaningful or relevant coherent from the lecture. finally there were 3 students' responses (21%) who did not adress questions. 4. missed information this type included all the writing responses in which the test takers miss some information from reading and listening passage. the results shows that two students’ writing production (14%) was incomplete because of missing another part in listening and reading passage as the key information (complete test 1, longman). it can be concluded that the content errors of the students’ integrated tasks were about plagiarism, own idea addition, question addressing, and missed infomation.this findings are mostly in line with khoshkou’s and keyvanfar’s (2015) mentioning the first three content errors. conclusion the analysis of this study results was compared to the previous study carried out by khoshkou and keyvanfar (2015) in which their investigation was for both integrated and independent tasks. the findings of grammar errors in this study are a bit different from the previous study. it shows that agreement was major in grammar errors. it was also found that there were three additional grammar errors: noun, parallelism structure, and word choice, and deletion of part speech errors. mechanic errors were found in the uses of capitalization and punctuation errors. the use of capital letters at the beginning of the sentence was the most error in punctuation. moreover, http://riset.unisma.ac.id/index.php/jreall/user the errors of efl students’ toefl ibt integrated writing task 83 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license punctuation errors were about the use of a comma (,) which was mostly forgotten to be placed after conjunctions and adverb phrase. an interesting comparison is that khoshkou and keyvanfar do not provide missed information as the content error in the integrated task. however, the rest of the content errors were corresponding to the results of this study: plagiarism, own idea addition, and question addressing. from this study, it is expected that the results can be the guidance for toefl ibt tutors in teaching integrated writing tasks. paraphrasing becomes the solution of plagiarism error and it was in line with ohkubo (in khoshkou and keyvanfar, 2015:70) mentioning the importance of paraphrasing in academic settings. in addition, own idea addition is another content error and from this study, the tutors need to urge the participants to avoid their personal ideas or conclusion in this task. furthermore, to be able to synthesize the points from reading and listening passage is another need to be noticed as 3 participants were not able to do so. one important thing that it was found that missed information is newly added as the content error. references al-khresheh, m.h. (2016). a review study of error analysis theory. international journal of humanities and social science research, 2, 49-59. cumming, a., grant, l., mulcahy-ernt, p., & powers, d. e. (2005).monograph series: a teacherverification study of speaking and writing prototype tasks for a new toefl. ets toefl educational testing service. (2012). the official guide to the toefl test. fourth edition. mcgraw hill education, .ellis, r. (2008). the study of second language acquisition (2nd ed.). uk: oxford university press. erdoğan, v. (2005). contribution of error analysis to foreign language teaching. mersin university journal of the faculty of education, 1(2), 261-270. fink, l., et al. (n.d) how to ace toefl writing, p.10. https://toefl.magoosh.com/toefl-writingebook/ gallagher, nancy (2016). delta’s key to the toefl ibt. complete skill practice. delta publishing company. keyvanfar, a. and khoshkhou, r.v. (2015). error taxonomy of toefl ibt writing: an iranian perspective. journal of language and translation vol.5, no.2 (10), pp.61-75. khansir, a.a. (2012). error analysis and second language acquisition. theory and practice in language studies, vol. 2, no. 5, pp. 1027-1032, may 2012 © 2012 academy publisher manufactured in finland. doi:10.4304/tpls.2.5.1027-1032 lambert v, lambert c. qualitative descriptive research: an acceptable design. pacific rim international journal of nursing research [internet]. 1 [cited 4dec.2019];16(4):255-6. available from: https://www.tci-thaijo.org/index.php/prijnr/article/view/5805 munadia (2016). thesis: an analysis of efl students’ difficulty in the toefl structure abd written expression section. the faculty of education and teacher training. ar-ranity state islamic university, darussalam, banda aceh. nassaji, h. (2015) language teaching research: qualitative and descriptive research: data type versus data analysis vol. 19(2) 129–132. sagepub.co.uk/journalspermissions.nav doi: 10.1177/1362168815572747 ltr.sagepub.com ohkubo, n. (2009). validating the integrated writing task of toefl internet-based test (ibt): linguistic analysis of test-takers' use of input material. melbourne papers in language testing, 14(1), 1-31. ospina, sonia (2009). qualitative research. robert f.wagner graduate school of public service. new york university. peterson (2007). peterson's master toefl writing skills. a nelnet company. rilcy, r. and wyatt, r. (2009). achieve toefl ibt: test-preparation guide. marshal cavendish education. http://riset.unisma.ac.id/index.php/jreall/user https://toefl.magoosh.com/toefl-writing-ebook/ https://toefl.magoosh.com/toefl-writing-ebook/ https://www.tci-thaijo.org/index.php/prijnr/article/view/5805 irmawan, n. and nurdini, r., a. 84 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license septiana, a. r. (2020). the indonesian grammatical interference on efl students’ writing. journal of research on english and language learning (j-reall). https://doi.org/10.33474/j-reall.v1i1.5610 suhartoyo, e. (2017). the importance of critical thinking competence : an investigation of students ’ writing experiences. international seminar on language, education, and culture. zareva, a. (2005). what is new in the new toefl-ibt2006 test format? electronic journal of foreign language teaching, 2, 45-57. retrieved june 29, 2010, from http://e-flt.nus.edu.sg/ propell workshop for toefl ibt. english language learning. teacher workshop. ets. https://www.ets.org/toefl/teachers_advisors/propell_workshop http://riset.unisma.ac.id/index.php/jreall/user http://e-flt.nus.edu.sg/ https://www.ets.org/toefl/teachers_advisors/propell_workshop the errors of efl students’ toefl ibt integrated writing task 85 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license appendix a appendix b http://riset.unisma.ac.id/index.php/jreall/user irmawan, n. and nurdini, r., a. 86 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license http://riset.unisma.ac.id/index.php/jreall/user 36 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/user doi: http://dx.doi.org/10.33474/j-reall.v2i1.9352 volume 2 | number 1 | p. 36-44 published on january 19th, 2021 the implication of bilingualism in efl classroom: an investigation of teaching and learning in english department chairuddin chairuddin1, maulana yusuf aditya2, 1,2english education department, stkip pgri bangkalan, indonesia 1chairuddin@stkippgri-bkl.ac.id, 2aditya@stkippgri-bkl.ac.id *) correspondence: chairuddin@stkippgri-bkl.ac.id abstract bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. this research aims to determine the implication of bilingualism in efl classroom. descriptive qualitative is used as a research approach and its application uses phenomenology methods. the findings showed that the implication of bilingualism to students’ speaking. the implication is about interact and apply the lecturer’ utterance. it can be said this implication related to the students’ understanding of the word meaning in speaking. second implication from the observation data is about students’ comprehension in a certain word, such as compounding. the lecturer used bilingualism to explain the meaning of the word. by using bahasa, the students were easier to understand the lecturer statement. in this case, the students knew what the lecturer’ uttered and finally they could know the meaning of the word. keywords: bilingualism; implication; efl classroom; teaching and learning introduction according to lambert (1981), when individuals in a minority group learn a second language, it is likely to replace their first language. in contrast, when individual in the majority group learn a second language, they become bilinguals. the former is called subtractive bilingualism and the later is additive bilingualism. the social context results in either of the two situations. a large number conducted in canada have supported the hypothesis. therefore, it is important to consider the social context where a study is conducted to examine the effect of bilingualism. myers-scotton cites that bilingualism is the term for speaking one or more languages. usually the speakers’ mother tongue or first language is one of the two languages that make them bilinguals. bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. some researchers use the term plurilingualism for speaking more than two languages (2006: 02). in the other words, myers-scotton adds that few bilinguals are as proficient in any second language as they are in their first language. and, if they do speak several second languages, they generally do not speak all of them equally well. there are two socially based main reasons: (1) few bilinguals have been equally exposed to all languages in their repertoire and (2) they don’t use them with the same frequency or in the same situations (2006: 03). in a social interaction, each speaker has ability and competence to change a language by giving more attention in a social context where the language grows and improves. the contextual differences will give a different language. traditionally, we use language to communicate and interact each other. in that case, we try to convey our mind, point of view, idea, concept and feeling based on the nature law that we are the social creature and have many differences with other. many language learners regard speaking ability as the measure of knowing a language. these learners define fluency as the http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://dx.doi.org/10.33474/j-reall.v2i1.9352 mailto:1chairuddin@stkippgri-bkl.ac.id the implication of bilingualism in efl classroom: an investigation of teaching and learning in english department 37 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license ability to converse with others, much more than the ability to read, write, or comprehend oral language. they regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication. teachers should create active learning condition and develop their technique to help learners communicate more effectively by considering suitable activities for each group of learners. the most teachers aim is making their students able to communicate and convey information effectively in spoken english. besides, the teachers should create active learning condition and develop their techniques. as we know, there are many languages in the world such as english. in indonesia, english is not only has become a language for certain people, but also for common people and it is a subject which has been taught formally to indonesian students since they are in kindergarten school. english consists of four skills such as listening, speaking, reading, and writing. speaking skill has become the first priority to be taught between the four skills since communicative approach implementation has been influential in foreign language learning. it is based on instruction goal of english department curriculum in stkip pgri bangkalan. speaking ability is an important thing in the process of language learning. we communicate through our oral expression to gain much more information effectively and efficiently. the teacher should be aware of the students’ speaking ability because it influences much to other students’ success in language learning. the ability to speak a foreign language is with no doubt become the mostly highly prized language skill. methods in conducting this research, researchers used a qualitative descriptive research approach and phenomenological method as its application. therefore, researchers focus more on text analysis obtained from observations in the form of field notes. the researcher explained how the research was conducted. forms, functions, factors, linguistics form, in the efl classrooms were explored in the boundary of case study research. yin cites that case study research can be based on qualitative or quantitative evidence or mix of them. it brings the flexibility to the researcher to choose the best research approach for this research (2003: 15). the researcher focused on qualitative research related to the problems arises from the efl classrooms. the first discussion in this chapter was started with the discussion of setting of the research. the second described about research strategy. the third was extended by data sources. the fourth discussed about technique of collecting data. the fifth of the discussion took a part on trustworthiness. finally, this chapter widely explored about technique of analyzing data. results and discussion this part provides the explanation of the findings dealing with bilingualism in teaching learning process in speaking class. in this research, the findings are divided and presented based on the problem statements as follows: (1) description of the lecturer’s bilingualism within the efl classrooms, (2) the description of the students’ bilingualism, and (3) the description of the implication of bilingualism to the students’ speaking achievement in english. 1. lecturer’s bilingualism within the efl classroom. dealing with teaching learning process of efl classroom, the researcher found several aspects related to the bilingualism of the lecture in that situation. those are: (1) form, (2) function, (3) situation or factor (4) linguistic aspects, and (5) frequency bilingualism, which are summarized in table 4.1. in more detailed, each of the findings related to the lecturer’s bilingualism is described in the following discussion. a. forms of bilingualism as was explained in chapter 2, there are three different types of bilingualism: intra-sentential, intersentential and tag-switching (poplack 1980). in the following, the present data were analyzed according to these three types. this analysis served as a starting point to the later analysis of the functions of bilingualism. (1) intra-sentential http://riset.unisma.ac.id/index.php/jreall/user chairuddin, maulana yusuf aditya 38 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license intra-sentential bilingualism occurs within a sentence. according to poplack (1980), it requires a lot of integration and therefore it is only used by the most fluent bilinguals. this type of bilingualism occurred when the conversation happened in the classroom. the lecturer started to make a small talk to stimulate the students’ class in speaking. the example of intrasentential bilingualism here occurred in translating a word. example 1: l: so please try to ask your teacher the synonym of the word of undertake, please check the meaning. it does not mean under and take mengambil dan di bawah, berarti artinya mengambil yang dibawah, tidak. s: the meaning is menjalankan. l: menjalankan? ok, undertake is menjalankan this form is very common in that situation, because in certain word sometimes students get problem with the meaning. therefore, the lecturer asked the students about the english word in bahasa. when she inserted bilingualism, she tried to translate the word. the researcher treated this instance as intra-sentential since the switching takes place within a sentence. (2) inter-sentential inter-sentential bilingualism occurs between sentences or clauses, or between turns. the data is used in the classroom activity. it happened to clarify the utterance to the students or even to translate. example 2: l: this is free speaking. so sorry, i have to ask you to copy this book. it talks about culture. you will spend for about fifteen thousand. come on, give me some suggestions and advices in order to make you easier to understand my speaking. jadi bahasa inggris macam apa yang harus saya gunakan. s: you can use bahasa tubuh ha ha ha example 2 shows how inter-sentential bilingualism is used within the speaking class. the situation there was learning about speaking activity and the lecturer tried to make easier way in giving instruction. she used english at the first conversation to start the class. and then for the next utterance she applied bilingualism that it is categorized as inter-sentential. this text happened to clarify the speaking style used by the lecturer. we can see on the text of english switched to bahasa that the place where the sentence begins is marked with pause. the speaker used pause when she switched from english to bahasa. the pause is good indicator of the beginning of a new sentence or clause, since in spoken discourse the boundary between two sentences or clauses are not always clear. the speaker usually has little pauses in the turn, which in everyday conversation could indicate to the other participants that they could self-select to be the next speaker. in a classroom, however, the lecturer usually allocates turns; the students know this which means that they do not necessarily start speaking whenever there is a pause. moreover, in example 2 the students wait for the lecturer to tell them to respond the lecturer’s utterance. inter-sentential bilingualism can also occur between turns. in such a case the previous turn is in language a and the following in language b. in example shows how inter-sentential bilingualism is employed between turns. this example is from the speaking class students and here the class is having a discussion about speaking material. (3) tag-switching tag-switching means inserting a tag in one language to an utterance that is otherwise in another language. in classrooms this means that while speaking english the lecturer can insert a language tag to the utterance, or vice versa. furthermore, a tag can be moved freely in a sentence, they do not have syntactic constraints. tag-switching occurred in this classroom, but there are only a few instances of it there. example 3: http://riset.unisma.ac.id/index.php/jreall/user the implication of bilingualism in efl classroom: an investigation of teaching and learning in english department 39 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license l: undertake? itu types of phrasal word, ya. jadi undertake, understand and others. that’s so difficult actually. so please try to ask your teacher the synonym of the word of undertake, please check the meaning. tag-switching is quite rare in the data. usually when there is switching within a sentence, it is intra-sentential switching which means that the insertion requires knowledge of both the languages. tag-switching, on the other hand, only occurs in cases like in example 3. however, the researcher saw that tag-switching is merely tags such as you know or yes and usually consisting of one or two words. b. function of bilingualism the focus of this discussion is to report different functional categories that were found in the data. the functions here related to the switching of the lecturer during the learning process. (1) explanation. explanation occurs when (usually) the lecturer wanted to repeat what had been previously said in another language in order to help the students’ understanding. in efl classroom, this explaining generally happens in l1, the mother tongue of the students (bahasa in the present data), since they are less competent in the foreign language and may need an explanation to help them to understand the lesson better. in the present data, explanation is a common function of bilingualism; it occurred in the class during the learning. example 4: l: this is free speaking. so sorry, i have to ask you to copy this book. it talks about culture. you will spend for about fifteen thousand. come on; give me some suggestions and advices in order to make you easier to understand my speaking. jadi bahasa inggris macam apa yang harus saya gunakan. s: you can use bahasa tubuh ha ha aha l: just give it body, i know, i know. and than for the language vocabnya asing miss. so, could you give me example what kind of vocabulary that you can’t understand. contoh vocab yang tidak dimengerti. just remember the vocab that you could not understand. s: undertake miss. the conversation between the lecturer and students above happened because the lecturer asked the students to give suggestion about her speaking. the reason is to make the students easier in understanding the lecturer’s utterances. at first line of the words, the lecturer used english in conveying her idea. yet, the students did not reply her speech. after she inserted or switch her language to bahasa, jadi bahasa inggris macam apa yang harus saya gunakan, one of the students gave a comment. (2) interpreting subject matter it commonly happened when the students get misunderstanding of a word meaning. in that reason, the lecturer switched her language to bahasa. she often switched their code to translate or elaborate the important message during the process of explaining new vocabulary, grammar points or instructions instead of continuing in the foreign language. it reduced the comprehension burden and made it easier for students to focus on the important message conveyed. the following example showed the translation function of bilingualism was conducted by the lecturer. example 5: s: undertake? itu types of phrasal word, ya. jadi undertake, understand and others. that’s so difficult actually. so please try to ask your teacher the synonym of the word of undertake, please check the meaning. it does not mean under and take mengambil dan di bawah, berarti artinya mengambil yang dibawah, tidak. s: the meaning is menjalankan l: menjalankan? ok, undertake is menjalankan the researcher found the utterance from the lecturer that could be indicated as interpreting subject matter function. in this case the text, mengambil dan di bawah, berarti artinya mengambil yang dibawah, tidak”, appeared when the lecturer gave explanation of a word meaning. so, to make the students understand about the word, she inserted that code to her utterances. http://riset.unisma.ac.id/index.php/jreall/user chairuddin, maulana yusuf aditya 40 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license (3) giving instruction it usually happened in the situation when the students did not know well about the point of lecturer’s wants. generally, it could be from the lack of word when the lecturer used english to give instruction. therefore, she applied her language to bahasa to guide the students in a good direction of learning activity. the example of that situation is shown below. example 6: l: so, guys please say your word and give your opinion in english and you can switch in indonesia but not always, based on your knowledge. come on! s: you meet someone and have fun together. he gives you his phone number. what do you do? s: forget to phone them l: loh ndak, it’s your answer, your own answer. you read your answer. and then, score your answer based on your sheet. s: owww, our answer. ok! l: baca jawabannya saja. the lecturer wanted to convey appropriately to the students. the words loh endak appeared because at that time the student answered the question which red by another student. so, the lecturer told her not to answer it. while the utterance baca jawabannya saja appeared because the student red all of the questions. so, the lecturer told her to read the answer only by using indonesian in order that she understood what the lecturer supposed. (4) managing the class. the lecturer sometimes used bilingualism to manage the situation of the class. she used it as one of the strategies in making the students to pay attention more about the topic discussed. example 7: l: oh ya, nuriman sorry. and than, ke sayimah, kembali ke sayimah back to sayimah. i ask you to think and speak up. so, submit your brain, pick your brain. so, ada apa denganmu, kenapa harus menghilang? because of your teacher or yourself. you have to think that i’m the clever person in the class. don’t you think so? s: what miss? l: i’m the clever person in the class. why because i’m teaching. the conversation above conducted in the classroom during the small talk between the lecturer and the students. in the first text, the lecturer talked about a student namely nuriman, in that situation most of students made a little conversation among them. they did not pay attention the lecturer utterances. the lecturer realized about the condition of the class. for that reason, she changed the topic of discussion and went to another by inserting bilingualism ke sayimah, kembali ke sayimah. she used it to trig the students’ attention or to manage the classroom. after all, all students stopped their conversation and gave their mind back to the lecturer’s words. (5) asking the word meaning. it can be realized that the lecturer is native speaker of indonesia. rather than true bilinguals she is monolingual individual who have skills and knowledge in the target language. it is possible due to this reason that they sometimes cannot recall the required target language word especially at the moment of utterance. this situation truly represents the context of teaching situation. the conversation below showed us about lecturer’s bilingualism in asking a word meaning in english. example 8: s: kurang tegas itu apa? l: what we say tegas in english? aahh, ok, that’s why i remind you to bring your dictionary. s: tegas s: clear. l: ok! clear. don’t bring that one. but you have to bring the oxford dictionary. from the text above we know that the lecturer asked english word of tegas. yet, it does not mean that she did not understand the meaning. she only wanted to make sure the students’ http://riset.unisma.ac.id/index.php/jreall/user the implication of bilingualism in efl classroom: an investigation of teaching and learning in english department 41 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license comprehension or understanding in words. the word tegas appeared from the student’s conversation. and then, the lecturer asked other students. (6) checking understanding part of the foreign language learning process is to learn new words and expressions. the material is there to help this process; the students have chapters to read and exercises to do which teaches them new vocabulary. in the teaching situation, when the class is, for example, doing an activity in english, the teacher should make sure that all students know all the words in that activity. if there are new words or expressions, the lecturer can ask them what they mean in bahasa. in other words, the lecturer does not have to translate everything. by asking the students, she lets them participate more actively to the lesson. bilingualism occurred when the word or expression is translated into bahasa, or when the lecturer asked about the new vocabulary in bahasa. c. situation or factor of bilingualism in determining the factor of the lecturer’s bilingualism, the researcher conducted interview. from the data of interview found that the lecturer was affected some reasons or factors in applying bilingualism in efl classroom. the factors related to the students’ comprehension, change of topic, policy of institution or english department, and personal factor dealing with attendance. (1) students’ comprehension the lecturer argued that the students have different character and comprehension in language. a few of them were still confused in language proficiency related to certain or uncommon words. therefore, it was really needed for her to conduct bilingualism in her class of speaking. the following text is the short interview of the researcher and the lecturer. sometimes i use bilingualism related to the students’ comprehension. because i know that some students are still in low level of english or they are not able to speak english well (interview). the data from interview here has relation with the observation applied by the researcher. it was found in data of observation that one of the functions in lecturer’s bilingualism was explanation. it occurred when the lecturer wanted to repeat what had been previously said in another language in order to help the students’ understanding of the lesson or the lecturer’s explanation. this factor is a common in the class during the teaching learning process. (2) topic change another factor of the lecturer’s bilingualism is a topic change. it was also a dominant factor in conducting bilingualism. what happened here was a change of discussion topic. in which the lecturer wanted to make another type of conversation. in this example, she discussed about one student at the first time. then, she alternated to another student. and finally she back to the first topic. bilingualism for topic shift is a relatively frequent phenomenon in the classroom as instructions are usually carried out in the students’ mother tongue. the switch of this kind signifies that the lecturer considered the use of first language as a compulsory means of explaining rules of the foreign language. here is the example of the lecturer’s conversation. example 9: l: so, it depends on the context. sayimah, you have many ideas to speak up. my mind got blank. i have many ideas. what should i talk? are you ok with your brain? siapa itu s: nuriman miss l: oh ya, nuriman sorry. and than, ke sayimah, kembali ke sayimah back to sayimah. i ask you to think and speak up. so, submit your brain, pick your brain. so, ada apa denganmu, kenapa harus menghilang? because of your teacher or your self. related to the text above, the words siapa itu? and ke sayimah, kembali ke sayimah are the kinds of a topic change which were alternated by the lecturer. she did it to make the students understand about the change of discussion. this reason can be proved in interviewing transcript of the lecturer. http://riset.unisma.ac.id/index.php/jreall/user chairuddin, maulana yusuf aditya 42 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license when i change the topic or something discussed, i used bahasa to make the students understand about the change of discussion (interview). (3) policy of institution the next factor is policy of institution or english department. commonly the institution gives a rule or recommendation to the lecturer to speak full english or only 75% and bahasa or the first language for the rest. in this department related to the lecturer teaches english, it is allowed for her to use first language or second language in efl classroom. therefore, she sometimes alternates her language from english to bahasa or vice versa and even to vernacular language, which is madura. the following example is the short utterance related to the factor in policy of institution or english department. in conducting the data, the researcher interviewed the lecturer. my institution allows the lecturer to use bahasa in efl classroom. we do not have to speak full in english. even though we are english department basically, but the reason is about the students are able to achieve the lecturer’s meant in teaching learning process clearly (interview). (4) attendance and final factor dealing with the lecturer’s bilingualism is personal factor dealing with attendance. when the lecturer applied english in her utterance, one of student entered the class. she was late. then, she greeted to the lecturer and the class by using bahasa. the word was assalamu’alaikum. this word is usually applied by the moslem students when they come to the class. for that situation, when the lecturer heard her greeting, finally the lecturer answered the word by saying wa’alaikumussalam. the lecturer changed her language from english to bahasa in order to reply the student’s greeting. d. linguistibilingualism form of bilingualism in this research, the researcher not only investigated the form, function, and factor of bilingualism, but he also described the linguistibilingualism aspect of bilingualism. it deals with the word, phrase, and sentence. from the observation related to the lecturer’s bilingualism, the researcher found the pattern of the lecturer’s bilingualism as follow. (1) word the lecturers often used the form word in applying bilingualism. it happened when she wanted to translate the word. for example, this utterance: menjalankan? ok, undertake is menjalankan. the example indicates the word pattern of linguistibilingualism aspects in the lecturer’s bilingualism. (2) phrase. (3) it sometimes applied by the lecturer to show more than one word in switching the language. the data found is just give it body, i know, i know. and than for the language vocabnya asing miss. the alternated utterance of vocabnya asing miss can be categorized as a phrase. (4) sentence. during the teaching learning process in efl classroom, the lecturer’s in certain case used a sentence in switching the language. the following example shows the sentence pattern of the lecturer’s bilingualism. example 10: l: now goes to nuriman. why does every single person use different vocab? jadi setiap orang menggunakan vocab yang berbeda. sometimes we use scare, sometimes we use afraid. the text above indicates that the lecturer used a sentence form when she conducted the switching the language from english to bahasa. it was happened because she wanted to explain the whole part or the complete thing in that text. another description of linguistibilingualism aspect used by the lecturer was also taken from the data interview. it showed that the lecturer used all of the linguistibilingualism aspect (word, phrase, and http://riset.unisma.ac.id/index.php/jreall/user the implication of bilingualism in efl classroom: an investigation of teaching and learning in english department 43 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license sentence) in inserting different language. she cited that it depended on the situation and condition or topic of the class and also dealing with the students’ comprehension. “i usually insert word, phrase, and sentence. as i remember, it depends on the situation, condition or topic, and also with the students’ understanding”. e. frequency of bilingualism from the observation, it was found that the lecturer always applied bilingualism in efl classroom. in the first observation, the researcher found 26 times bilingualism inserted by the lecturer during the teaching learning process, and the second observation she conducted the alternating language for about 12 times. while in the third observation, the lecturer applied for about 23 times bilingualism. the researcher also took the data from students’ and lecturer’s questionnaire. he conducted questionnaire to the students to get specific information and also to cross check with the data in observation related to the lecturer’s frequency of bilingualism in efl classroom. there were 26 students participated in this activity. the researcher classified frequency in three terms; those are seldom, often, and always. from the questionnaire was found that 4 students said that the lecturer seldom to apply bilingualism during the teaching learning process, 8 students agreed to say that their lecturer often to change the language, and 14 students strongly agreed that the lecturer always alternated her language. to support this data, the researcher also interviewed the students and the lecturer. the students said that their lecturer often used bilingualism and, in another situation, she always changed their language from english to bahasa during efl classroom. it also dealt with the lecturer statement that the she always alternates her language when she wanted to explain more the material and make the students easier in understanding the word meaning or what she meant. and in another time, she used it to clarify her words during the teaching learning process. from the findings, the researcher found that most of students during the teaching and learning process interacted with the lecturer’s conversation when the lecturer alternated her language from english to bahasa. in another case the researcher also found that some students were quite difficult to receive the language or instruction from the lecturer when she always used english in efl classroom. from the data the researcher identifies the implication of bilingualism to students’ speaking. the implication is about interact and apply the lecturer’ utterance. it can be said this implication related to the students’ understanding of the word meaning in speaking. second implication from the observation data is about students’ comprehension in a certain word, such as compounding. the lecturer used bilingualism to explain the meaning of the word. by using bahasa, the students were easier to understand the lecturer statement. in this case, the students knew what the lecturer’ uttered and finally they could know the meaning of the word. the next data dealing with the implication of bilingualism to the students’ achievement in speaking is interview. the researcher interviewed the lecturer and the students. the data shows that the students understood the instruction, explanation, and another thing related to the teaching and learning process if the lecturer conducted bilingualism in efl classroom. the process of teaching would not run well if they were not able to understand the lecturer’s instruction. and finally, in applying bilingualism they can do what the lecturer meant clearly and comprehensively. in another case they got problem if the lecturer used english only during the class. so, the lecturer cited that bilingualism had really positive implication to the students’ speaking achievement. the third data related to the implication of bilingualism is questionnaire. from the data of questionnaire shows that most of students strongly agreed with the alternating language in the efl classroom, whether from the lecturer’s or students’ bilingualism. because, it had positive implication to their activity and speaking in the class. to support the data, the researcher also gave questionnaire to the lecturer. the lecturer argued that she strongly agreed with the bilingualism http://riset.unisma.ac.id/index.php/jreall/user chairuddin, maulana yusuf aditya 44 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in efl classroom because it had a good advantage to the students’ speaking ability. ferguson’s (2003) review of the literature on classroom functions of bilingualism in post-colonial context, as this provides a succinct summary of the above mentioned functions of bilingualism in the educational context. ferguson (2003) clusters the implication of bilingualism into three broad categories, namely: a) bilingualism for curriculum access. here bilingualism is used to help learners to understand the subject matter of the lesson; b) bilingualism for classroom management discourse, for example, to motivate, discipline or praise learners, to deal with late-comers and disruptions, to gain and keep learners’ attention or to encourage classroom participation; c) bilingualism for interpersonal relations. according to ferguson (2003: 43), the classroom in not merely a place of learning; it is also a “social and affective environment in its own right”. references allwright, dick and kathleen m. bailey. (1991). focus on the language classroom. an introduction to classroom research for language teachers. cambridge: cambridge university press. auer, peter. (1998). introduction: bilingual conversation revisited. in p. auer (eds.). code-switching in conversation: language, interaction and identity. london: routledge. 1-24. brown, douglas h. (2004). language assessment principle and classroom practices. san fransisco state university. chaer, abdul. (2004). sosiolinguistik. jakarta: pt. asdi mahastya chaudron, craig. (1988). second language classrooms: research on teaching and learning. cambridge: cambridge university press. grosjean, francois. (1982). life with two languages: an introduction to bilingualism. cambridge, massachusetts: harvard university press. macaro, ernesto. (2001). analysing student teachers’ codeswitching in foreign language classrooms: theories and decision making. the modern language journal. vol. 85, no 4, 531-548. myers-scotton, carrol. (2006). an introduction to bilingualsm. oxford: blackwell publishing ltd. richards, jack c. (2002). methodology in language teaching. cambridge: cambrige university press. romaine, suzanne. (1995). bilingualism. 2nd edition. oxford: blackwell. soderberg, arnfast, juni and j. normann jorgensen. (2003). code-switching as a communication, learning, and social negotiation strategy in first year learners of danish. international journal of applied linguistics. vol. 13, no 1, 23-53. thomason, sarah (eds.). (2010). the handbook of language contact. oxford: blackwell publishing ltd. wardhaugh, ronald. (1990). an introduction to sociolinguistics. cambridge: cambrige university press. winford, donald. (2003). an introduction to contact linguistics. malden: blackwell publishing ltd. yule, george. (1996). pragmatics. new york: oxford university press. yule, george. (2010). the study of language. new york: cambridge university press. http://riset.unisma.ac.id/index.php/jreall/user 87 journal of research on english and language learning is licensed under acreative commons attribution 4.0 international license eissn 2721-5016 | pissn 2721-5024 journal of research on english and language learning http://riset.unisma.ac.id/index.php/jreall/article/view/6757 doi: http://dx.doi.org/10.33474/j-reall.v1i2.6757 vol. 1 | no. 2 | agustus 2020 | hal. 87-100 the application of reader-response theory to teach symbolism in literature class for efl students putri rindu kinasih universitas bunda mulia, indonesia pkinasih@bundamulia.ac.id *) correspondence: pkinasih@bundamulia.ac.id abstract for years, scholars believed one effective approach that can be used in teaching literature in efl context is reader-response approach yet very limited study can be found about the application of reader-response theory in teaching symbolism. whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight. the problem is, deciding exactly what is represented by a symbol is not an easy thing to do, though the general meaning is clear because a symbol most commonly represents something unnamed. this research aimed to find out the application of reader-response theory in teaching symbolism. this research observed 16 participants majoring in english literature program. within four weeks, the participants were asked to read selected poems and short stories and asked to write a reflective writing as a response. then, the writings were assessed by using critical thinking rubric. from this research, it can be drawn that the participants’ score of symbolism interpretation were increasing by the end of the research. in other word, reader-response theory is beneficial to the improvement of students’ inadequacies in studying symbolism and offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. by the end of the research, the participants are more accustomed to express various ideas and more motivated to explore more supporting sentences to strengthen their ideas. keyword: reader-response; symbolism; literature; reflective writing introduction without doubt, literature plays important roles in life. mays (2017) believed that instead of just talking about things, literary works bring life to the reader by representing experiences directly; in which they engage the readers’ emotions, imaginations and senses and intellects (p. 3). literature also explores issues and questions relevant in life by experiencing the difficult situations and human’s complexity from various points of view (p. 7-8). in short, as haraway (as cited in bruns, 2011) stated that literature portrays the human’s approaches to knowledge discovery with the advantage or being nowhere while claiming to see comprehensively. this stage of recognizing something in ourselves in a literary work is important for self-knowledge, comfort and consolation (bruns, 2011, p. 18). in addition, literature also awakens people to the richness of language. the more people read literature, the more they see how the authors use language in diverse ways in order to describe numerous self-expressions such as joy, pain, laughter, or rage (mays, 2017, p. 8). however, despite its importance, teaching literature, especially in efl context still becomes a challenging thing to do. from the teacher’s side, there is an issue in which the teachers usually have a strong authority to push the students having the same understanding of literary work as what the authors intended to mean (basthomi, 2001; brooks and warren as cited in shen, 2001). consequently, students do not have any space to explore the possible multi meaning of the literary works. furthermore, miall (as cited in basthomi, 2003) added that sometimes the teacher only asks students to memorize a great number of literary terms. consequently, the role of students in the classroom is neglected whereas miall strongly stated that students should become readers in order to be able generating their own http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/user http://riset.unisma.ac.id/index.php/jreall/article/view/6757 http://dx.doi.org/10.33474/j-reall.v1i2.6757 mailto:pkinasih@bundamulia.ac.id mailto:pkinasih@bundamulia.ac.id kinasih, p., r. 88 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license meanings or significance of literary works. with this in mind, in order to gain more significant literature study in class, teaching literature must be shifted from transmission to transaction paradigm (herlina, 2016). scholars believed one effective approach that can be used in teaching literature is reader-response approach; hence study about reader-response and literature has been done extensively (febriani, 2019; iskhak, saleh, sofwan, hartono, 2017; trisnawati, 2009). firstly, in her study, febriani (2019) stated that by applying reader-response approach in a literature class, the students are able to express not merely their personal feelings (like, dislike, sad, unhappy feelings, and so on), but they had also showed that they had a good start to think critically upon literary works. febriani argued that reader-response prompts were helpful in giving aids to the students that they give the students idea how to write down their ideas and thoughts in minds, even though the student’s writing are still dominated by expressing feelings. she added that, this issue might be resulted by the possibility of knowledge lacking and practice critical thinking. in line with the study above, iskhak, saleh, sofwan, hartono (2017) also investigated the effects of reader-response journals on the quality of teacher trainees’ responses to literary works. the study followed rosenblatt’s reader response theory, literacy principles, and sociocultural views, which resulted in three findings. first, the study showed that rrj gave effects to the pre-service efl trainees’ quality in writing reader responses to literary works, short stories, assigned. quantitatively, the subjects’ critical thinking improved as the statistic evidences indicated differences between before and after the treatment. second, the study showed participants’ active participation in rrj projects in literature class indicated their deep engagements in the stories. their enjoyment in aesthetic reading-writing events was also reflected by their active involvement. lastly, the study revealed that there is an improvement of the participants’ critical reflections. before treatments, the participants tended to use their limited rooms and lack their own authorship driven by their own original thoughts and affective experiences. yet, after the treatment, the participants are able to express their feelings and critical comments while and after enjoying the stories. lastly, trisnawati (2009) also analyzed the implementation of reader-response theory on the reading of booker t. washington’s autobiography up from slavery. the students were given the work to read without telling them what it was about, as a part of consequences to employ the readerresponse theory. hence, the readers were free to assume the context and the theme of the work. the study showed that by implementing reader-response theory, the students’ are able to enjoy the literary works, as they wrote ‘it is nice story’. then, the students are able to grasp the value of life as they mentioned that life struggle in up from slavery can be seen as a universal value that the students can agree with. lastly, trisnawati added that the application of reader-response theory also evokes the students’ interaction and collaborative cooperation in a way they give the responses such as expressing disagreement, opinion, even confusion towards the literary works. all in all, the students have written their interpretation and meaning from up from slavery. on the whole, a considerable amount of research had successfully spotlighted the positive result of the implementation of reader-response approach. however, none of the study above showed how reader-response approach is used in order to develop students’ understanding of symbolism in literature. febriani (2019) analyzed how reader-response approach in understanding the students’ ability to connect their experiences, feelings and thought towards selected literary works; ‘the story of an hour’ by kate chopin, ‘misery’ by anton chekhov and ‘lord of the flies’ by william golding. iskhak et al. studied the improvement of the participants’ critical thinking by assessing their reading test. while, trisnawati (2009) analyzed the students’ ability to enjoy the reading passage, and the ability to grasp the life value. whereas, symbolism is considered as the most important elements of serious imaginative literature which provide rich sources of insight (mcmahan, funk, day & coleman, 2017, p. 124). however, it is important to be underlined that symbols in literature rarely have a single, unambiguous meaning (p. 126). in addition, in prose and poetry a symbol most commonly represents something unnamed, therefore it may be difficult to decide exactly what is represented by a symbol, though the general meaning is clear (hargreaves and robins, 1981, p. 22; mays, 2017; p. 335). http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 89 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license considering this, the interpretive skill is extremely necessary to detect and understand them because the meaning of literary work is often reinforced through symbolism (mcmahan, funk, day & coleman, 2017, p. 124). therefore, this research is aimed at answering the following question: 1. to what extent the use of reader-response approach manifested in the students’ literary analysis of symbolism? extensive reading aside from aiming students to develop good reading habits, to build up knowledge of vocabulary and structure; extensive reading approach also aims to get students reading in the second language and liking it (day and bamford, 1998, p. 6). the new york city board of education mentioned that extensive reading also can be understand as “supplementary” reading with a certain goal, that is the development to the point of enjoyment of the ability to read the foreign language (1931, p.301). devine (1984) also added that students with higher reading ability take reading as a meaning centered approach. day and bamford (1998) believed that the previous view of reading is the kind of perspective that fostered by extensive reading (p. 7). during the implementation of extensive reading, students are encourage to read as much as possible. in addition, students should explore a variety of materials for a different reasons and in different ways. students select what they want to read while the teacher orients students to the goal of the program. the teacher also should keep track of what each student reads and guide students in getting the most out of the program (day and bamford, 1998, p. 7-8). reader-response approach reader-response theory is rooted from transactional theory suggested by rosenblatt (1988). she explained that reading and writing share a necessary involvement with text. the term transaction is used to explain the relationship between each elements conditions and is conditioned by other in a mutually constituted situation. in other words, the term reading transaction means that reading act is a transaction involving a particular reader and a particular text in a particular context. in addition, the reader-response approach offers integrated reading-writing activities. bressler (1994) explained that the difference between rosenblatt’s reader-response and all other critical approach is that it switches the emphasis from the text as the exclusive determiner of meaning to the important role of students as an essential participant in the reading process and meaning creation (p. 49). in result, a reader of literary work becomes an active participant which produces interpretation of the literary work. spiegel (1998) suggested that in most response-based approach, reading is mostly done through sustained silent reading. thus, responding is a follow-up activity done through writing of the readers have gained. practically, the expected reader response approach normally covers strategies such as engaging, describing, explaining, interpreting, connecting and judging which evokes the critical reflections from the reader (beach and marshall, 1991). langer (1994) stated that for literature pedagogical purposes, there are basic distinctions in the ways readers and the original author orient themselves towards making sense when engaging in the activity for literary or discursive purposes. in should be noticed that in both cases, the readers have the sense of the local meaning they are reading, writing, or thinking about; that is why it is suggested for teachers to apply reader-response approach in teaching literature in class (p. 2). the goal of applying reader-response approach in class is creating the thought-provoking literature class, in which the students are encouraged to negotiate their own meanings by exploring possibilities. below, langer wrote the guidelines of conducting a reader-response based class for teaching literature: 1. teacher must use the class session as a time for students to explore possibilities, rather than just recounting the acquired meanings. 2. in conducting a writing or discussion session, the teacher must always begin with their initial impressions. this actionr will validate their attempt to understand, build, and refine meaning. http://riset.unisma.ac.id/index.php/jreall/user kinasih, p., r. 90 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license 3. then, as the teacher gives instructions, it should be noted that the instructions must move beyond the prior impressions, involve scaffolding the students’ ideas. in this stage, the teachers’ must act as a listener, not an information giver. 4. next, the teacher must encourage wonderings and hunches more than absolute clue. whenever possible, the teacher should ask questions that tap students' knowledge. pick up on what they say rather than following your own agenda or the sequence of the piece you are reading. 5. the teacher must realize that there is more than one way to interpret any piece of literature. hence, it should be noted that the teacher should leave the room for future possible interpretations. in conclusion, the teacher should conduct the lesson by performing three major sections: inviting initial understandings, developing interpretations, and taking a critical stance. these replaced traditional lesson segments such as vocabulary review or plot summary, providing overall structural options to include or overlook (knowingly) in any given lesson (1994, p. 6-7). robson (2020) stated that the definition of literature has been question for years as it has a long history and in fact it is historically bounded (p. 1). turning to the oxford english dictionary (oed), robson mentioned that the clearest meaning definition of literature is ‘writing which claim to consideration on the ground of beauty of form or emotional effect’. he added that previous definition contains two crucial elements for understanding; which are beauty and emotional effect. however the two elements mentioned also evokes another question, as there is no exact strategy to define beauty. similarly, emotional effect is broad enough to cover everything from being profoundly moved to faintly irritated (p. 2). thus, robson (2020) stated that the question ‘what is literature’ remains an open question, since any answer to the question always turn out to have seized on something (p. 8). despite its complicated definition, literature plays significant roles in human life. mays (2017) stated that instead of just talking about things, literature works bring life to the reader by representing experiences directly; in which they engage the readers’ emotions, imaginations and senses and intellects (p. 3). literature also explores issues and questions relevant in life by experiencing the difficult situations and human’s complexity from various points of view. in other words, literature invites us sometimes to question conventional thinking and sometimes to see its wisdom, even as it helps us imagine altogether new possibilities. (p. 7-8). in short, as haraway (as cited in bruns, 2011) stated that literature portrays the human’s approaches to knowledge discovery with the advantage or being nowhere while claiming to see comprehensively. this stage of recognizing something in ourselves in a literary work is important for self-knowledge, comfort and consolation (bruns, 2011, p. 18). in addition, literature also awakens people to the richness of language. the more people read literature, the more they see how the authors use language in diverse ways in order to describe numerous selfexpressions such as joy, pain, laughter, or rage. the study of literature enhances our command of language and our sensitivity to its effects and meanings in every form or medium, providing interpretation and communication skills especially crucial in our information age (mays, 2017, p. 8). symbolism broadly speaking, hargreaves and robins (1981) stated that symbol is anything which stands for something else. in its relation with imagery, mcmahan, funk, day & coleman (2017) stated that if a repeated image gathers significant meaning and seems to stand for something more than itself, it then becomes a symbol (p. 125). for example, a letter of the alphabet is a symbol for a sound. however, they added that usually the word is reserved for an object or idea or even a word that represents abstraction which cannot for one reason or another be dealt with literary (hargreaves and robins, 1981, p. 22). the thing that is symbolized is called the referrent. furthermore, hargreaves and robins (1981) added that a symbol also can be understood as a kind of metaphor in that it associates two things that share qualities and attributes. in prose and poetry a symbol most commonly represents something unnamed, therefore it may be difficult to decide exactly what is represented by a symbol, though the general meaning is clear. some objects are used so often and consistently as symbol that http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 91 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license their meaning is clear to most people, and they become public symbols. for example in european literature, the rose is very common symbol for loveliness and transience. also, water has become an agent of cleansing and renewal and has become a public symbol used all over the world (p. 22). furthermore, less commonly private symbols are used more obvious in poetry rather in prose. for example, yeats used the ancient city of byzantium to symbolize his ideal alternative he lived in, while kofi awoonor uses the weaver-bird to symbolize european colonialist (hargreaves and robins, 1981, p. 23). what is more, hargreaves and robins emphasized that there are great difference between symbolism and metaphor despite their likeness. symbolism is the extended of metaphor; meaning that it runs throughout the whole piece of writing. the strength of symbolism lies in the author’s ability to deal with a subject without actually mentioning it (1981, p. 23). lastly, mcmahan, funk, day & coleman (2017) stated that there is a strategy to recognize an image, a character, or an action carries symbolic meaning, which is by paying attention to the context suggests the significance. reflective writing according to moon (2006) reflection is a form of mental processing – like a form of thinking that people may use to fulfill a purpose of to achieve some anticipated outcome. however, she strongly emphasized that we do not reflect on ‘simple’ things like the route to the corner shop, but on ‘things in which there is no obvious solution’. reflection is applied to relatively complicated ideas which are based on further processing of knowledge each individual has possessed (p. 36-37). moon added that the outcome of reflection is most likely in the form of reflective writing, in which usually seen and assessed by a tutor. in addition, reflective writing in the academic context is also likely involve conscious and stated purpose for the reflection, with a specified outcome of learning, action or clarification. hatton and smith (1995) describe the level of reflective learning as follows: 1. descriptive writing is a writing that is not considered to show evidence of reflection. it is just a description with no discussion beyond discussion. 2. descriptive reflection is a form of writing with a description of an event. mostly the reflection is from one perspective. 3. dialogic reflection is form of perspective which shows a ‘stepping back’ from events and actions which lead to a different level of contemplation about discourse with self and exploring the discourse of events and actions. the reflection is analytical or integrative, even though may reveal discrepancy. table 1: baron's rubric with different performance levels (2015, p. 133) http://riset.unisma.ac.id/index.php/jreall/user kinasih, p., r. 92 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license hatton and smith added that for assessment purposes, the students usually were asked to produce reflective account. in initial account, the students’ output might be disappointing because the outputs are superficial. thus, they explained that the assessor should take care and not reject all descriptive writing. in early stage, some description is necessary in a reflective account that is used in a formal situation to provide the background of reflection. however, the assessor must understand fully the different role of the two types of writing and should not be confused. critical thinking lau (2011) defined critical thinking as thinking clearly and rationally. critical thinking involves thinking precisely and systematically, and the most important thing is, it follows the rules of logic and scientific reasoning, among other things (p. 1). because of its importance, scholars have study the way to create a way to assess critical thinking skills. barron (2015) stated that one of the strategies to measure critical thinking skill is by conducting written assignment (p. 132). the table below presents an example for assessing a participant’s critical thinking skill based on their writings: from the table above, it can be seen that the writing is assessed from four areas; controlling idea, conclusion reached, information gathering, and the outline (mechanics, usage, grammar, spelling). methods this research will be conducted by using qualitative research method in which, given (2008) believed that this method is designed to explore the human elements of given topics, where specific methods are used to examine how individuals see and experience the world. given added that quantitative research methods are best for addressing many of why questions that researchers have in mind. in addition, his method is typically used to explore new phenomena and to capture individuals’ thoughts, feeling, or interpretations of meaning and process (p. xxix). the present research will be focus on the application of reader-response approach in the participants’ understanding and interpretation of symbolism. therefore, document analysis is used as the qualitative research design, by using the participants’ reflective essays as the instrument to seek for how the participants manifest their thoughts using reader-response literary analysis in the form of their reflective writing. portfolio records the participants’ response of the selected literary works. the portfolio consisted of the participants’ reader response of two short stories and two poem. the object of study are selections of series of prominent literary works or known as canon, such as the lottery by shirley jackson, a hunger artist by franz kafka, the road not taken by robert frost, and the sick rose by william blake. lastly, the participants’ writing will be analyzed by using the rubric from barron (2015). research procedure the participants of this study are the second semester students, majoring in english language and literature (bbi) of ubm. thus, the participants are familiar of the literary works, and various terms of literature as well. the class consists of 16 participants, 11 females and 5 males. the research will be started by understanding the procedure of using reader-response approach from rosenblatt’s theory (1988). then, the writer selects the research instrument; in which are taken from the selections of ‘the norton introduction to literature’ (2017) and ‘literature and the writing process’ (2017). the object of study are selections of series of prominent literary works or known as canon, such as the lottery by shirley jackson, a hunger artist by franz kafka, the road not taken by robert frost, and the sick rose by william blake. the class flow chart is displayed in the picture below: http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 93 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the writer assigned the participants to read the selected literary works one week before the class started. thus, the students will have time to do extensive reading and enjoy the reading. during the reading week, the writer controled the reading progress through group class chat group and asked whether they found any difficult vocabularies and checked the editions of the students' literary work. in the upcoming meeting, the writer conducted the discussion in the class about the work the participants have read in prior. the discussion was limited into these question: how is the participants' feeling after reading the passage? do the participants have any prior/ similar experiences related with the work they have read? how is the literary work affects them, their perspective/ thoughts after they read it? does it evoke something in their mind? the writer should avoid directing students toward one solid opinion and should not talk about the meaning of the symbol. after the discussion session ends, the students were asked to write down their interpretation about the symbol in the literary works. the participants were encouraged to consider the pervious discussion during the process of reflective writing. once the writings were collected, the writer gave follow-up questions about the writing process about their dificulties and their feeling. at the end of the class, the writer gave an introduction and explained the background about the next literary work extensive reading assigment. the students read the literary work as a homework. picture 2: class activity flowchart http://riset.unisma.ac.id/index.php/jreall/user kinasih, p., r. 94 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license from the chart above, it can be seen that during the discussion session, the writer is not elaborating the symbols from the literary work, but more like eliciting the participants’ prior experiences and their feeling – whether or not they enjoy the indulgence of reading. there are two reasons of doing the strategy above. first, the writer is trying to encourage and ensure participants to express their own opinion and perspective. secondly, by not discussing the symbols during the discussion session also means that the participants are encouraged to write down their own original interpretation and not copying their friends’ opinion after they overheard their friends’ answers. results and discussions first week – the sick rose in the first week, the writer assigned the participants to read and analyze a poem, the sick rose by william blake. the chart below is the result of the participants’ reflective by using baron’s rubric of critical thinking assessment: from the chart above, it can be seen that in general the participants were still facing some difficulties in interpreting the symbol of rose and worm in william blake’s the sick rose. the average score of the controlling idea is 1.9 out of 3, and the conclusion average score is also 1.9 out of 3. the lowest score from the chart is the information gathering section with 1.4 and the second lowest score is the mugs (mechanics, usage, grammar and spelling) with 1.6 out of 3. from the data above, it can be seen that in general the participants were still not accustomed to state a clear thesis statements regarding with extended meaning of rose and worm in the poem. from the participants’ writing, there are 38 interpretations came up from the word rose in the poem – in which 18% of the collected interpretations shows that rose is mostly associated with human being. and the second highest result with 16% is the association of rose with love. mays (2017) stated that in general people would associate the rose with love and beauty (p. 853).therefore, the participants’ interpretation is quite general. however, mays stated that it is not comprehensive if the participants are only asked the standard question – what is rose? (p. 854). mays added that william blake’s poem actually cries out against the misuse of the rose, against its desecration, implying that instead of a healthy joy, there has been in this case destruction and hurts (p. 853). interestingly, the participants were able to draw similar analysis as mays’ with 36 interpretations of worm. from the participants’ writing, 16% of the result showed an association of worm with destruction. thus, despite the small percentage and small score result of controlling idea, the participants were able to elicit the meaning of rose and worm symbolism. furthermore, from chart 1, it can be seen that the lowest score is shown in information gathering with only 1.4 out of 3. from the discussion in the class, only 2 participants admitted having related experiences as shown from the poem. they shared that they have encountered the same kind of sadness, betrayal and destruction just like what happened to the rose in the poem. while, the rest of the participants shared they never experienced similar kind of grief and loss. consequently, while 1,9 1,9 1,4 1,6 6,8 0,0 1,0 2,0 3,0 4,0 5,0 6,0 7,0 8,0 controling idea conclusion reached information gathering mugs total score average score of reader response week 1 http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 95 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license interpreting the symbols they just relied on what is displayed from the text. here lies the reason of the low number of information gathering. in addition, the low score on the mugs section is generally resulted from the punctuation errors that the participants made. interestingly, the participants are still making basic mistakes such as, capitalization and run off sentence. thus, the participants’ average total score is only 6.8; which is quite low compared to the perfect score -12 points. second week – the road not taken during the following week, the participants were asked to read and explore the road not taken by robert frost. the writer also followed up the reading assignment, to check whether the participants finds various version, or any difficulties during the reading time. the chart below is the result of the participants’ reflective writing about the road not taken: from the chart above, it can be seen that in general the participants’ ability to write a reader response writing is increasing. firstly, it can be seen that the highest progress is the participants’ ability to write a clear thesis statement. on the second week, the participants’ ability to write thesis statement is increasing to 2.5 out of 3.the participants’ ability to draw a conclusion also increased to 2,0 out of 3. in addition, the information gathering section is also increased to 1.8 point out of 3. then, the results also showed the progress in mugs (mechanics, usage, grammar and spelling) with 1.8 out of 3. the participants’ error are still dominated by the same problem which are the lack of punctuation and run off sentences. on the contrary with the first week, the participants’ interpretations are more homogeneous on the second week. there are 16 answers gathered regarding the interpretation of road in the poem – in which 88% of the interpreted the roads as a life or important decision. whilst the remaining answers showed that the road is seen as the representative of idealism versus realism in life. the participants’ answers are aligned with what robb (2014) had stated; that in frost’s poem, the two roads symbolize the choices we make during our lives as well (p. 90). in addition, the follow-up discussion in class is also getting more alive compared to week 1. this time, mostly the participants expressed that it is easier to understand the poem because they have encountered the same situation when they have to make important decisions such when they had to choose the major in the university. considering this, the participants are able to reached similar conclusion in their writing – in which the subject in the poem is in the midst of confusion. the participants’ conclusions are similar with what orr had stated – that the person who stands in the woods is debating his path. he is literally betwixt and between (2015, p. 167). 1,9 1,9 1,4 1,6 6,8 2,5 2,0 1,8 1,8 8,1 controling idea conclusion reached information gathering mugs total score comparison average score of reader response week 2 week 1 week 2 chart 2: average score of reader response week 1 and week 2 http://riset.unisma.ac.id/index.php/jreall/user kinasih, p., r. 96 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in conclusion, the participants said that the poem is more relatable with them. this being said, the participants’ score on every sections are increased on the second week. here lies the reason why the participants’ total score is increased to 8,1 point out of 12. third week – a hunger artist on the third week, the participants were asked to read franz kafka’s a hunger artist. then, in the class, a discussion was held to talk about their feelings, perception and how the story affects them. the chart below is the result of the participants’ reflective writing about a hunger artist: from the chart above, it can be seen that the participants there are progress of participants’ thinking skill even though it is not too significant. the controlling idea sections develops into 2,6, the conclusion section also arises into 2,3 and the total score arise by 0,1 point into 8,2 on the third week. however, the score for mugs (mechanics, usage, grammar and spelling) section declines by 0.5 into 1.3 on the third week. during the discussion on the third week, the participants shared that in general they felt sorry for the misfortune that happened to the artist. interestingly, the feeling they felt towards the artist is interpreted into many kind of things when they are asked to interpret what the hunger artist symbolizes in the story. there are 20 answers came out from the participants’ writings, in which 40% of them associated the artist as symbol of dissatisfied person. in other words, by the third week, 40% of the participants were able to grasp the essence of dissatisfaction in the story – as written by gale (2016) that hunger is the prominent symbolic motif in a hunger artist, and characterized by the artist’s lifelong feeling of dissatisfaction. the artist’s inability to find the food he likes is symbolic of his inability to engage the joy of life. in addition, there are 25% answers which related the artist in the story with the artist in modern time – an artist is considered as a robot that relies only to the tv program rank. they shared that when the time comes, the public will get bored and eventually no matter how talented the artist is, he/she will be forgotten. thus, the artist himself is a symbol of momentary fame. while, the remaining 35% of the participants interpret the story as a series of unfortunate events. furthermore, from the writings on week 3, the participants were also able to interpret the character impresario in the story as an opportunist person. not only have they elaborated the impresario’s interest, but they also relate his behavior with the tragic issue in entertainment world today. the participants were able to argue that what the impresario does in the story actually represented what the entertainment industry does to the celebrity nowadays. in general they wrote that the impresario is leaving the artist because the artist is no longer beneficial for him. 2,5 2,0 1,8 1,8 8,1 2,6 2,3 2 1,3 8,2 controling idea conclusion reached information gathering mugs total score comparison average score of reader response week 3 week 2 week 3 chart3: average score of reader response week 2 and week 3 http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 97 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license interestingly, 25% of the participants were also able to highlight in their writings that in entertainment industry there is nothing permanent. when the public get bored, or if the artists get old, then the celebrities will not be invited in any tv program. while, the remaining 75% of the participants shared that the people in the story represents the reality – in general people cannot appreciate difficult art. they wrote that the reason why the artist was forgotten is because people in general did not get the interesting part of watching people fast. the result above shows that not only the participants are able to understand the underlying meaning in the story but they also can relate the theme and conflict in the story with the reality around them. by this week, it is also important to take a look at the objective of a reader response class – that is not to adjust the participants’ answers nor to make them all similar, yet to elicit broaden opinion and thoughts from the participants. thus, despite the lowest score of the mugs section by far, the participants managed to write broaden writing on week three. fourth week – the lottery on the fourth week, the participants are asked to read shirley jackson’s the lottery. then, in the class, a discussion was held to talk about their feelings, their opinions and how the story affected them. the chart below is the result of the participants’ reflective writing about the lottery: from the chart above, it can be seen that in general, the participants’ critical thinking skills are developing in the fourth week. the participants’ score in every section reached the highest mark this week. thus, it can be said that the participants’ ability to interpret the symbol in the fourth week is getting better compared to their ability in the previous weeks. the plot twist in the story triggered the participants to speak out more to express their feelings. from the discussion in the class, mostly the participants said that they were surprised with the plot twist because they rarely find this shocking ending in their indonesian short stories. the rest of them shared that the story is somewhat disturbing and make them sad. also, they shared that the story reminded them to a cult movie they just watched recently, midsomar. thus, shared how similar the after effect of watching midsomar and reading jackson’s the lottery. whilst, from their writing, 63% of the participants were able to interpret the lottery as a symbol illogical tradition. they shared that the lottery in the story represents the cultural tradition which are done until the present days without knowing the objective or the function of the ritual itself. however, only two people of these 63% were able to gather detail information and mentioned the examples of illogical ritual. from their writing, they shared how the dani people from west papua participate in a very painful ritual where any person who related to a deceased is obligated to cut off their fingers. also, they also wrote that the ritual is done to honor the dead as an expression of sorrow and sadness. 2,6 2,3 2,0 1,3 8,2 2,7 2,4 2,4 1,9 8,9 controling idea conclusion reached information gathering mugs total score comparison average score of reader response week 4 week 3 week 4 chart 4: average score of reader response week 3 and week 4 http://riset.unisma.ac.id/index.php/jreall/user kinasih, p., r. 98 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license in addition, even though the rest of the participants did not relate the lottery with a cultural tradition, they wrote various deep interpretation. first, 19% of the participants interpreted the lottery as ignorance in our society. people usually will just do things as insignificant habits. they will question their daily activities when they become the losing side, like tessie in the story. also, the participants were able to relate the lottery in the story with battle between minority and majority. the rest 19% of them wrote that the majority will always be the winner in the world no matter how stupid or how nonsense their acts are. all in all, it can be seen that reader-response theory offers potential benefits to solve problems in literature discussion such as the fear of stating out different interpretations and the participants low participation. the chart below, show the participants’ progress from week 1 to week 4: from discussion in week 1, the participants’ shared that they were afraid of making the wrong interpretation. thus, they relied mostly from the textbook because they were afraid of exploring other perspective. here lies the reason of the low score of information gathering section shown in chart 5 above. therefore, it is important for the writer to continuously remind the participants that it is okay to have different ideas with their peers’ perspective. furthermore, it can be seen from the chart above that by the fourth week, the participants’ score of information gathering reached its peak. in other word, the participants were more motivated to read and quote any related information to support their main ideas. the participants aware that they should not be afraid of having different point view as long as have strong supporting ideas. secondly, from chart 5 above, it can be seen that there were only slight difference between the score in week 2 and week 3. interestingly, the result of the reflective writing of a poem shows similar result with the response of a short story. thus, it can be said that that even though some participants think that understanding poem is considered harder compared to short stories; but the participants were able to grasp the underlying meaning as long as they can relate with the issue from the poem. so, teacher must swift from the idea that poem is absolutely more difficult compared to short story. the participants shared that either short story or poem has its own challenge. poem has fewer words but has its own underlying meaning. while, short story might be easier to read but sometimes also can be lengthy for the participants. thus, both poem and short story can be a fun and meaningful a readerresponse activity when the participants can relate with the issue from the literary work. conclusion from this research, it can be drawn that reader-response theory is beneficial to the improvement of participants’ inadequacies in studying symbolism in literature. the idea of reader-response theory offers potential benefits to solve problems in literature discussion such as low self-confidence and fear of stating out different interpretations. from the discussion above, it can be seen by the fourth week 0,0 2,0 4,0 6,0 8,0 10,0 week 1 week 2 week 3 week 4 participants' score of reflective writing from week 1 to week 4 controling idea conclusion reached information gathering mugs total score chart 5: average score of reflective writing from week 1 to week 4 http://riset.unisma.ac.id/index.php/jreall/user the application of reader-response theory to teach symbolism in literature class for efl students 99 journal of research on english and language learning is licensed under a creative commons attribution 4.0 international license the participants are more accustomed to express various ideas and share how the literary work affects their feelings. however, during the application of reader-response theory, it is important for the writer to remind the participants continuously that it is okay to have different perspective with their peers. also, during the discussion session, the writer must always remember to avoid leading the participants into one solid answers. consequently, the participants will be less afraid and be more engaged in the class activity. the study suggest that reader response theory is applicable for teaching symbolism in literature. however, reader-response-based instruction has been criticized for the measurability of the readers’ unlimited subjective responses. the present study shows the participants’ progress by using baron’s rubric of critical thinking assessment. thus, the present study recommend that further actionresearch-based studies deal with the same topic to explore and investigate the quality of participants’ responses with other assessment techniques. references barron, c. n. 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