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(print) is a scientific multidisciplinary journal published by lppm universitas mercu buana yogyakarta.  this journal encompasses original research articles, and short communications, including: phonology  morphology  syntax  semantics  pragmatics psycholinguistics  sociolinguistics  discourse analysis linguistics in education  language acquisitions english language teaching english as second language english as foreign language english literature   the journal has been indexed and abstracted in doaj (directory of open access journal) crossref  indonesian scientific journal database (isjd) google scholar research bible sinta pkp indonesian publication index (ipi) turkish education indeksi   the journal has been listed in ebsco-atoz lockss the keepers       online submissions. registration and login are required to submit items online and to check the status of current submissions.  already have a username/password for jele (journal of english language and education)?go to login need a username/password? go to registration announcements   call reviewer   call for editors and reviewers jurnal jele (journal of english language and education) phonology, morphology,syntax,semantics, pragmatics,psycholinguistics, sociolinguistics ,discourse analysis,linguistics in education, language acquisitions,english language teaching,english as second language, english as foreign language, please send an e-mail to: jele@mercubuana-yogya.ac.id  email subject: editor/reviewer application include the following information: (1) your full name; (2) orcid id, scopus id, or other resercher id; (3) institutional affiliation; (4) education and degree; and (5) practice areas and research designs in which you hold expertise.   thank you, best regards, hermayawati editor-in-chief   posted: 2017-08-08   more announcements... vol 8, no 1 (2022) table of contents (jele) journal of english language and education students’ beliefs towards online assessments: applying technology acceptance model paulus widiatmoko, ignatius tri endarto copyright of  jele (journal of english language and education), issn 2541-6421 (online), issn 2460-7142 (print) gedung lppm universitas mercu buana yogyakarta.  kampus i  : jl. wates km. 10 yogyakarta 55753. telp: 0274-6498212, 6498211, fax. 0274-6498213  email: jele@mercubuana-yogya.ac.id   jele view my stats this work is licensed under a creative commons attribution-sharealike 4.0 international license. values, rewards & job satisfaction in efl (kassabgy, boraie, & schmidt, 2001) the purpose of this survey is to identify some of the factors that influence, motivate, and empower english language teachers in efl setting. the questionnaire concerns both job satisfaction and career satisfaction. there is no known risk associated with participation in this research. participation is entirely voluntary. data from the questionnaires that follow will be anonymous. i greatly appreciate your contribution. fatma aksoy anadolu university school of foreign languages section one gender: male:_____ female:_____ age: 22-29: _____ 30-39: _____ 40-49: _____ 50+ : _____ teaching experience: 1-5 years: _____ 6-10 years: _____ 11-15 years: _____ 15+ years: _____ section two rate each of the following according to how important this aspect of work is to you personally. indicate your response by circling a number on the scale below each item. the numbers on the scale correspond to the following: 5=very important 4=somewhat important 3=no opinion 2=somewhat unimportant 1=not important at all 1. earning a good salary 1 2 3 4 5 2. having flexible working hours 1 2 3 4 5 3. job security 1 2 3 4 5 4. fringe benefits 1 2 3 4 5 5. having clear rules and procedures 1 2 3 4 5 6. having a manageable work load 1 2 3 4 5 7. being fairly treated in my organization 1 2 3 4 5 8. having a supervisor who is responsive to suggestions and grievances 1 2 3 4 5 9. having a supervisor who gives clear guidance 1 2 3 4 5 10. having sufficient variety in tasks/type of activity 1 2 3 4 5 11. working for a reputable educational organization 1 2 3 4 5 12. having a profession that is prestigious 1 2 3 4 5 13. having a prestigious job title 1 2 3 4 5 14. having the freedom to do what is necessary in my teaching to do a good job 1 2 3 4 5 15. being allowed to deal creatively with students’ problems 1 2 3 4 5 16. being included in the goal setting process 1 2 3 4 5 17. being able to introduce changes without going through a lot of red tape 1 2 3 4 5 18. having a job in which i can perform to the best of my ability 1 2 3 4 5 19. being promoted to a senior supervisory job at some point in my career 1 2 3 4 5 20. having a challenging job 1 2 3 4 5 21. having a job in which i can learn and develop my abilities to my full potential 1 2 3 4 5 22. having contact with professionals in the field of english language teaching 1 2 3 4 5 23. frequent feedback about the effectiveness of my performance 1 2 3 4 5 24. being able to work independently and use my own initiative 1 2 3 4 5 25. being evaluated positively by my students 1 2 3 4 5 26. being evaluated positively by my supervisors 1 2 3 4 5 27. being recognized for my teaching accomplishment 1 2 3 4 5 28. really helping my students to learn english 1 2 3 4 5 29. having good relationships with colleagues 1 2 3 4 5 30. having a friendly relationship with my students 1 2 3 4 5 31. having a good relationship with my supervisor(s) 1 2 3 4 5 32. working with other teachers as a team 1 2 3 4 5 33. having a job that is enjoyable and stimulating 1 2 3 4 5 34. having a job that is fun 1 2 3 4 5 35. having a job in which i am relaxed and have peace of mind 1 2 3 4 5 section three read the following statements and think about each in relation to your current job. the numbers on the scale correspond to the following: 5=strongly agree 4=agree 3=no opinion 2=disagree 1=strongly disagree 1. i have a good salary. 1 2 3 4 5 2. i have flexible working hours. 1 2 3 4 5 3. i have good job security. 1 2 3 4 5 4. i have good fringe benefits. 1 2 3 4 5 5. there are clear rules and procedures at work. 1 2 3 4 5 6. i have a manageable work load. 1 2 3 4 5 7. i am fairly treated in my organization. 1 2 3 4 5 8. my supervisor is responsive to suggestions and grievances. 1 2 3 4 5 9. my supervisor gives clear guidance. 1 2 3 4 5 10. my job provides sufficient variety in tasks/type of activity. 1 2 3 4 5 11. i work for a reputable educational organization. 1 2 3 4 5 12. teaching english is a prestigious profession. 1 2 3 4 5 13. my job title is satisfactory. 1 2 3 4 5 14. i am allowed sufficient freedom to do what is necessary in my teaching in order to do a good job. 1 2 3 4 5 15. creativity is emphasized and rewarded. 1 2 3 4 5 16. i am included in the goal setting process. 1 2 3 4 5 17. i am able to introduce changes without going through a lot of red tape. 1 2 3 4 5 18. i have a job in which i can perform to the best of my ability. 1 2 3 4 5 19. i have prospects for promotion. 1 2 3 4 5 20. my job is challenging. 1 2 3 4 5 21. my job provides scope to learn and develop my abilities to my full potential. 1 2 3 4 5 22. i have sufficient opportunities for contact with professionals in the field of english language teaching. 1 2 3 4 5 23. i receive frequent feedback about the effectiveness of my performance. 1 2 3 4 5 24. independence and initiative are rewarded. 1 2 3 4 5 25. my students evaluate me positively. 1 2 3 4 5 26. my supervisor evaluates me positively. 1 2 3 4 5 27. teaching accomplishments are recognized. 1 2 3 4 5 28. i know that i am really helping my students to learn english. 1 2 3 4 5 29. i have good relationships with colleagues. 1 2 3 4 5 30. i have a friendly relationship with my students. 1 2 3 4 5 31. i have a good relationship with my supervisor(s) 1 2 3 4 5 32. the emphasis is on team-work. 1 2 3 4 5 33. my work is enjoyable and stimulating. 1 2 3 4 5 34. my job is fun. 1 2 3 4 5 35. i’m relaxed and have peace of mind in my job. 1 2 3 4 5 36. i’m truly satisfied with my profession as a teacher. 1 2 3 4 5 37. i’m truly satisfied with my present job. 1 2 3 4 5 38. i will change my career if i have the opportunity to do so. 1 2 3 4 5 39. i will change my job if i have the opportunity to do so. 1 2 3 4 5 /docprops/thumbnail.jpeg jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, may 2022, pp. xx-xx 1 jele@mercubuana-yogya.ac.id unlocking gimkit’s capabilities for language classroom mark feldee 1,*, ignatius faresi 2 1 widyatama university, jl. cikutra no.204a, bandung, 40142, indonesia 2 national multimedia university, jl. scientia boulevard, curug sangereng,tanggerang, 15810, indonesia 1 markfeldee@gmail.com*; 2 paschalisfaresi@gmail.com 1. introduction computer games have been gaining popularity since the 1970s. more than 180 million people in the united states play games that surpassed 13 hours a week mc gonial (2011). there has been a massive incensement of studies assimilated with computer games and it shows that around 2.2 billion people from 7.6 billion people are gamers (gonial,2011). games has been growing rapidly from the early 80s and contributing to how generations behave towards life. although past research of roe and munjis (1998) stated that games would not give positive effects on self-esteem and reduced students' achievements, recent studies show that game does not lead to attention problems and greater distractibility (bavelier,2012). daphne bavelier (2012) stated that gaming, especially computer gaming, with reasonable time and age stimulates the brain to focus better and affects sort kinds of brain functions such as: • ability to track objects • changes in brain network a r t i c l e i n f o a b s t r a c t article history received revised accepted the game has been surely advancing various parts of human cognitive development, one of which is in the field of education. the game can be an effective solution for applying educational content, especially in this pandemic era. it’s believed that through gamifying the classroom, educators can provide a creative-learning environment that enhances engagement, teamwork, and leadership. gimkit is a game application that was created by a high school student in america. it is one of the results of the kind of environment that support the students to be creative. with so many interesting game modes including human vs. zombie, hidden mode, draw that, until the usual classic multiple-choice, gimkit shows promising potential in classrooms. this article is based on the exploration on a workshop that we had undergo that shared the many gimkit modes to be implemented in language classrooms as well as how to build the base question banks. the workshop was divided into three segments which are: experiencing – playing one of the modes; creating – building the question banks; and reflecting – figuring out which part of the learning materials can be gamified using gimkit. based on the result, participants got new and creative language teaching ideas using the application gimkit. this is an open access article under the cc–by-sa license. keywords game learning class digital technology http://creativecommons.org/licenses/by-sa/4.0/ 2 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, may 2022, pp. xx-xx mark feldee & ignatius faresi (unlocking gimkit’s capabilities for language classroom) o parietal cortex ( control the orientation of attention ) o frontal lube (sustain attention ) o anterior cingulate (regulate attention and resolve conflicts) language is one of the most important factors that affect international communication activities. for proficiency and communication, students use numerous components of english language skills such as listening, speaking, reading, and writing (grabe & stoller, 2002). as discussed above, game consumption has been huge past few years, and technology is an effective learning tool. teachers and learners are expected to incorporate technology into their learning process. teachers should exemplify how to use technology to support the curriculum so that students can enhance their true use of technology in learning linguistic skills (costley, 2014; murphy, depasquale, & mcnamara, 2003). gimkit is one of the digital game-based learning platforms that instructors and educators can use to deliver study materials in language classes. according to edward.s author of tech learnings (2021), gimkit was prompted by a student named josh feinsilber from seattle, who was working on a school project. since he found gamebased learning to be particularly engaging, he created an app that he imagined himself using in class. josh’s goal was to use technology and real-time communication to create an educational game that students and teachers both adored. the game was an immediate success. teachers spread the word about gimkit to their colleagues, and within a year, upwards of 700,000 students in schools all over the world had played it. gimkit itself is a digital quiz game that uses questions and answers to improve teaching and learning (edward.s,2021). the platform can be accessed via a variety of devices such as smartphones, tablets, and laptops operated by students. this is a very simple and easy system designed and maintained by educators. it's very approachable for the k-12 age group. fig. 1. gimkit user interface the gimkit’s user interface models shown above, are definite, with multiple-choice items and possible answers in boxes that use a lot of visuals for clarity (edwards. l, 2021). students can access questions that the educator can include in the game that is being played. this provides class-wide games, live or individual games, and can be used as an educational tool as well as a homework device. a reward system encourages students to restore for more by encouraging them to participate. issn 2541-6421 jele (journal of english language and education) 3 vol. 4, no. 1, may 2022, pp. xx-xx mark feldee & ignatius faresi (unlocking gimkit’s capabilities for language classroom) 2. method methods of collecting data are using qualitative surveys by managing small group discussions of 10 in form of a workshop and generating deep debriefing among the study community that has been into digital game-based learning. for more authentic outcomes, the author distributed questionnaires to obtain quantitative data. according to ale et al. (2002), a method used is influenced by and represents a paradigm that reflects a point of view on reality. furthermore, kasinath (2013) proposes three reasons for using qualitative methods: (a) the researcher's perspective on phenomena in the world (b) the type of research question (c) relationship between performance and outcomes related to the nature of qualitative methods. the researcher's perspective on phenomena in the world (d) the type of research question (e) relationship between performance and outcomes related to the nature of qualitative methods. meanwhile, according to mccusker, k., and gunaydin, s. (2015), the use of qualitative methods was chosen to understand how a community or individuals accept certain issues. in this case, qualitative researchers must ensure the quality of the research process because these researchers will interpret the findings. 3. findings and discussion the workshop “unlocking gimkit’s capabilities for language classroom” was divided into three parts, which are: experiencing – playing one of the modes from gimkit; creating – building question banks in gimkit; and reflecting – figuring out which part of the language learning materials can be gamified using gimkit. 3.1 experiencing the workshop began by discussing game-based learning in the language classroom, looking at past studies on how game-based learning affects the learning environment and how gimkit can play a role in language learning. the next step was asking the participants to experience gimkit in one of the gimkit game modes. there are certain modes that gimkit provides. “classic mode” provides a game by including materials in classic multiple choices. the game is focused on competition with other students. the winner is considered by the amount of cash that the student can collect after getting the correct answers to the questions. the other mode is “team mode” the mode is pretty similar but, in this mode, students work together and compete as a team. there are several other modes such as “man vs zombies”, and “the floor is lava” which consist of different rules and cash systems. “man vs zombies” is gimkit mode that provides a game system to elaborate students into two big groups. the mode gives both human group and zombie group the same amount of health bars. every right answer is maintained in the health bar but if the students get the wrong one, there is a reduction in the health bar in the group that the students are playing. in the workshop, we had the chance to play two modes which are “man vs. zombies” and “team mode”. the participants were able to feel the difference between the two modes and compare them. 4 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, may 2022, pp. xx-xx mark feldee & ignatius faresi (unlocking gimkit’s capabilities for language classroom) 3.2 creating once done with the fun experience with gimkit, the next step is the “creating” stage where the participants were guided to create their own kits. gimkit is free to use at first, but there are a maximum of five students per game. to enhance the functions and increase players’ quota gimkit pro charges $4.99 per month or $59.88 annually. this grants you full access to all modes, as well as the ability to create assignments (access asynchronously) and upload sound and illustrations to the kit. here are the steps to generate study materials using gimkit (kary sam, 2021, newedtech classroom). 1. firstly, the participants need to sign up for gimkit account. a teacher can begin using gimkit directly after signing up. signing up is simple, as an email address or a google account can be used – the latter making it useful for schools that are already on that system. this is certainly relevant when importing rosters. after importing a roster, teachers can assign individual quizzes as well as live class-wide modes. 2. choose gimkit live or gimkit ink on the hub screen. after choosing one of the above, teachers are able to create a kit. 3. make a kit (creating the game by including the study materials). teachers are able to add sound, illustrations, or link to the kit followed by making questions and adding multiple answers. 4. start generating the game kit by clicking the button “play live”. there are several game modes to be chosen, each game mode has its unique set of rules and styles of game. teachers can choose one game mode suitable for the lesson. participants can set time, types of scoring, sounds, and shop features (power-ups to increase score during the game). 5. invite participants power-ups the game room via link and game code. the players can join via mail or link; and after the room is entered the teacher can start and remains players that haven’t can join the game when it’s already started if the teacher allowed it in-game kit settings are included in step “4”. students can join a class game via the website or an email invitation. optionally, they can use a code that the educator could well share via the lms platform of their choice. all of this is handled through a central class account handled by the teacher. this empowers not only game controls but also assessment and data analytics – more on that later. live games can be held in which students submit questions that are partially mediated by the teacher and answered by others. this can be effective if the quiz is projected on the main screen for everyone to complete as a class. it is likely to perform in groups or compete against each other. because there is a five-student limit for the free version. teachers can view student progress, earnings, as well as other formative data on their dashboard to help them determine what to work on next. one essential advantage is the detachment of how students performed in a game from their intellectual qualifications in the task. ideal for those who know the answers but struggle with the gaming element. gimkit also has a kitcollab mode that allows students to work with the teacher to build the quiz before the game begins. this is especially useful when the class is divided into groups and the challenge of having to come up with particularly tricky but supportive questions advantages everyone. kits, or quiz games, can be created from scratch, imported from quizlet (opens in a new tab), imported as a csv file, or chosen from the platform's gallery, in which we can modify them for your use. 3.3 outcomes from discussion at the end of the workshop, we prepared a short questionnaire to reflect on the experience the participants had using gimkit. there are 3 questions on the questionnaire and here is the overall result: issn 2541-6421 jele (journal of english language and education) 5 vol. 4, no. 1, may 2022, pp. xx-xx mark feldee & ignatius faresi (unlocking gimkit’s capabilities for language classroom) question 1: what do you feel about gimkit? tabel 1. result to question 1 category number very good 8 good 0 neutral 2 poor 0 very poor 0 from the table above, there are 8 out of 10 participants who stated that gimkit is a very good gbl platform. based on this result, we can conclude that participants enjoy their experience playing the game and there is a big chance that they will implement it in their classroom. question 2: do you think you are able to master the language points by playing the game gimkit? tabel 2. result to question 2 category number very good 7 good 2 neutral 1 poor 0 very poor 0 seven out of 10 participants confirm that they are indeed able to master the language points through gimkit. which means we can conclude that various modes and features can accommodate a variety of learning styles. question 3: what do you think about gimkit’s potential compared to other platforms? one of the participants mentioned that: “gimkit was a fun game to collect, coordinate and multiply the cash to win while learning language. it has different feeling compared to kahoot style, but students can focus not only on learning but also having fun.” another participant said: “i could understand the language points better because it’s fun. the visual is different, unlike other gbl platform, the modes are great, the sounds also make it more intense.” one other participant said: “i found that gimkit modes like “team mode” is less pressure and i think it’s great to enhance teamwork in the class. it’s also quite simple to ” 6 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, may 2022, pp. xx-xx mark feldee & ignatius faresi (unlocking gimkit’s capabilities for language classroom) all in all, most participants feel that gimkit is fun and they can use gimkit in their language learning environment and possibly can improve engagement with students and between students. 4. conclusion gimkit is practically enjoyed to represent language learning class materials. gimkit has various modes that can be chosen by considering the environment whether it is way more individual or collective. on top of that, when the student learns through game-based learning, they gain a greater sense of belonging to the material, which enhances retention. the combination of various approaches and main objective learning addresses all learning styles simultaneously. a game can address any student's primary, secondary, or tertiary learning style. multiple subjects can even be combined into a single game to generate a flexible study tool. based on the questionnaire results, we can conclude that participants earned their place playing the game and that there is a decent possibility they are using it in their classroom. most of the participants were able to understand the materials. lastly, gimkit has advantages from the visual aspect, the selection of game modes and features that make the study process more effective and fun compared to other platforms. references edwards. l, 2021, what is gimkit and how can it be used for teaching?, tech learnings gimkit, 2022, gimkit kits, < https://www.gimkit.com/ > tobias.s, fletcher. j, wind. a, 2014 game-based learning, handbook of research on educational communications and technology, 485 doi 10.1007/978-1-4614-3185-5_38 sabandar.g, supit.n, suryana h.t 2018, kahoot!: bring the fun into the classroom!, indonesian journal of informatics education, ssn: 2549-0389 kary.s, 2021, gimkit tutorial for teachers, new edtech classroom, <https://www.youtube.com/watch?v=8tjqibxesdm&ab_channel=newedtechclassroom> bavelier.d, 2012 your brain on video games, ted, <https://www.youtube.com/watch?v=fktsfcooig8&ab_channel=ted> thomas.a, 2018, the effective use of game-based learning in education, tedx talks, <https://www.youtube.com/watch?v=-x1m7tf9crq&ab_channel=tedxtalks> jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology ) 12 analyzing students’ creative learning to improve speaking skill using technology erma perwitasari 1,*, eka prasetia bakti 2 1 universitas serang raya, raya serang-cilegon km 5, taktakan, serang, 42162, indonesia 2 universitas serang raya, raya serang-cilegon km 5, taktakan, serang, 42162, indonesia 1 eperwitasari@gmail.com *; 2 ekaprasetiabakti@gmail.com * corresponding author article info abstract article history received revised accepted the use of call in efl teaching and learning has been widely practiced. computer technology has been developed in any way to ease learners practice their english skills according to their needs and preferences. this research is a descriptive qualitative that is aimed to know whether efl students have experience creative learning using computer technology, how the students use computer technology to solve their problems in speaking, and whether using computer technology is suitable for students doing self-directed speaking training. the research data was gathered from students of englishspeaking courses in four faculties of universitas serang raya. the findings indicate that students experienced creative learning using computer technology to solve their speaking problems in pronunciation, grammatical word order, and vocabulary. however, students need to be encouraged doing independently extensive speaking practice since they stopped practicing when the courses finished. teachers’ ability and knowledge using technology to motivate the students to continue creative learning must be further researched. this is an open access article under the cc–by-sa license. keywords call, students' creative learning, self-directed speaking training, computer technology. 1. introduction students in higher education need to qualify themselves with good english proficiency. the reason is to gain academic expertise and develop knowledge globally. one of the english proficiency outcomes is speaking ability. it is commonly accepted as the indicator of a person with good english mastery. however, improving efl speaking ability in indonesia where people accept english as a foreign language is still in challenge because english is not used for communication in daily life. in fact, to improve speaking skill, learners need to practice either individually or conversationally with partner/s. in fact, most students in indonesia learn english for their academic objectives. some who are motivated find their way to improve their english skills independently by joining language learning communities or by personal training using computer technology. technology has been developed along human life and computerized tools with always growing facilities become an important part of life. it undeniably also affects people's method in foreign language learning. especially when it is thought that higher education students are digital native learners who usually learn in the technological environment. through the integration of technology in foreign language learning, students can learn by practicing using accessible computer facilities. they likely develop their english language skills via various language learning software through the internet. this fact agrees with the concept of technology http://creativecommons.org/licenses/by-sa/4.0/ jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology) 13 integration in education system that points basically effective use in teaching and learning process. integrating technology in english language learning fosters a long-life learning for students through self-directed learning habits. both teachers and students must understand that technology integration should be done not only within the classroom but also out of class. teachers should manage how students intensively practice their language skills through instructional method and let them creatively experience learning. on the other hand, students can extensively use computer technology to train their english language skills flexibly on any occasions they are in. for example, with artificial intelligence (ai) technology in mobile phones, students can use their devices as their speech trainer. recommending some methods of pronunciation practice, gilakjani (2017) suggests teachers to use technology for example, computer assisted pronunciation teaching (capt) to lessen tension of teaching pronunciation with native-alike accent because students can practice pronunciation skill through repeating what the native speaker models say and receive instant feedbacks by automatic speech recognition (sar) so that they independently do correcting inaccuracies made. in addition, it has been observed that the use of automatic voice recognition in mobile applications has improved pronunciation skills and increased motivation (ahn and lee 2016). cheung (2012, p. 90) and huang et al. 's (2012, p. 11) convince that mobile learning offers flexibility of time and place for learning without losing the opportunity to switch to collaborative mode in learning. wu et al. (2012, p. 817) argues that m-learning through mobile devices has been popular for its simplicity and cost. previously, thomson (2011) states “computer-mediated instruction uniquely affords the possibility for learners to access the type of training that can lead to significant improvement in l2 pronunciation”. the use of technology for efl teaching and learning has been developed through mobile learning. along with the increasing number of language learning apps. that run on mobile operating systems of android phones, students can easily browse, download and update apps published by google and third-party developers in their mobile device. nooriafshar (2012) notes that there is a lot of language learning apps. that are supporting students to apply mobile learning effectively based on personal needs of learning and to promote learning motivation and achievement. steel (2012) studied language learning apps. installed by students in their mobile device provide language exposures more than what they get during learning in the classroom, engage them intensely at their own pace of l2 learning mobile language learning apps. exploit various aspects of practicing. sweeny et. al (2012) classifies types of learning apps. based on the functionality, features of practice and task mode. language learning applications. which are dedicated to aim efl learning such as dictionaries, vocabulary enrichment, reading skill improvement, evaluating of grammar, listening, writing skills, course book apps and teacher resources may be formed as utility application, productivity application, or immersive application. jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology ) 14 2. method this research was a descriptive qualitative which used data to know how ef learners use mobile language applications that convert text to speech to train them correct pronunciations, whether the applications can fulfil students’ needs for doing self-directed speaking training. the data gained in this research are from e-questionnaire on students’ ability and students’ experience in using mobile applications for self-directed speech training. the questionnaire is made in google form and distributed online on the schedule. the target population for this research was all undergraduate students in universitas serang raya who get speaking courses in the even semester academic years, 2020-2021. the research sample was randomly picked among four faculties of universitas serang raya. the research is qualitative one. in consequence, the technique of collecting data used is non-test using questionnaire to obtain data. the questionnaire on students’ ability of using technology to solve problems of speech training and students’ experience in using mobile applications for self-directed speech training. 3. findings and discussion using questionnaires as the instrument of the research, data was collected and the findings presented were as the descriptions related to the students’ dependence to computer technology as media to solve their problem in speaking practice and the intention of the students to independently experience speaking english using technology. the graph below shows some english-speaking practice that 110 student sample have done in their course. most students declared that short conversation, group presentation and reading aloud are the practice they have done more than delivering individual speech and debate/discussion. practicing short conversation is the most of all that is 60,9% students did it. practicing group presentation has been experienced by 56,4% of students during the course and 55,4% students have practiced reading aloud during their course. fig.1. graph of speaking practice in course jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology) 15 43% of students sample experienced delivering individual speech and only 18% of them practiced debate/discussion in their class. the data indicate that students need to be encouraged doing extensive individual speaking practice under guidance of the teacher. doing individual and group speaking practice both are challenges for students as efl learners. doing individual and group speaking practice both are challenges for students as efl learners. the graph below displays the barriers when students doing speaking practice in english. most of 110 students sample declared that the have to face some problems in delivering speaking. only 2,7% of them have had no problem with pronunciation, grammar and vocabulary. the most problem experienced by 66,4 % students during speaking is how to pronounce word correctly. the second problem is related to the words order that becomes a problem for 64,5% student sample. vocabulary in use to express idea during speaking has faced as a problem by 54,5% student sample. the figure 2 shows that half respondents have ability to solve their vocabulary problem. it means that the student sample are able to find correct words or expressions during their speaking practice. however, they have problem in pronunciation the most. fig.2. graph of language problem during speaking practice the figure 3 shows the most frequent action that the student respondents do to face the challenge when practice english speaking, including the aspect of pronunciation, grammatical word order, and vocabulary in use. it is found that most respondents prefer using internet communication technology as a media to find any resources that can help them. totally, 57,3% of students have used internet and computer technology to know how a word must be pronounced correctly, how to grammatically order words in sentence and what suitable vocabulary to express idea. meanwhile, 27,3% of students would like to ask help from persons to whom they are close to when facing the challenge in speaking. they like to be guided interpersonally by teachers, friends, and relatives. in fact, there was 15,5% students had no intension to solve the problems. they just face the problem by themselves without any helps from media or people. jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology ) 16 fig.3. graph of the students’ action mostly do to solve problem in speaking the next graph in figure 4 generally explains that teachers have encouraged the students to use internet computer technology as a media of instructional speaking practice. most student respondents, accounted as 70.9% of all, confirmed that they have had experience practicing speaking using ict for assessment. in contrast, 29% of 110 respondents informed that they have no experience using the technology for speaking. fig.4. graph of the students’ experience using ict in speaking courses when ict has become usual media as instructional speaking assessment in the courses, it is important to know whether the students have ever experienced independent english speaking outside the course activity. the figure 5 explains that 42,7% of all respondents stopped practicing speaking using ict when the course finished. some students, for 36,4% of all, ensure that they had continued practicing speaking using ict for a while ago after the course finished. however, 20,9% of 110 respondents declared that they still practice speaking using ict at present. jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology) 17 fig.5. graph of the students’ experience using ict outside class 4. conclusion the early research findings indicate that students need to be encouraged doing extensive individual speaking practice under guidance of the teacher since 42,7% of all respondents stopped practicing speaking using ict when the course finished. the usage of ict to manage students’ problem in pronunciation, grammatical word order, and vocabulary should be introduced by teacher in order that the students continue practicing speaking independently. it is possible because most respondents prefer using internet communication technology as a media to find any resources that can help them. acknowledgment the authors thank to itell that gave an good opportunity for presenting this study in itell conference 2022 and journal of english language and education for publishing this article. references ahn, t.y., and lee, s.m. (2016). user experience of a mobile speaking application with automatic speech recognition for efl learning. british journal of educational technology, 47(4) (2016): 778–786. android. (2012). android compatibility. retrieved february 9, 2019, http://developer.android.com/guide/practices/compatibility.html. bora, shital p. & dhumane, pankaj b. (2012). mobile learning: it’s implication in education and training. online international interdisciplinary research journal, 2(2). celce-murcia, m., brinton, d., goodwin, j., &griner, b. (2010). teaching pronunciation: a course book and reference guide (2nd edition). new york: cambridge university press. cheung, s.k.s (2012). a study on the use of mobile devices for distance learning. in s.k.s. cheung (ed.), hybrid learning: lecture notes in computer science (pp.89-98). berlin heidelberg: springer. http://developer.android.com/guide/practices/compatibility.html jele (journal of english language and education) issn 2541-6421 vol. 8. no. 2. december 2022, pp. 12-18 erma perwitasari, & eka prasetia bakti (analyzing students’ creative learning to improve speaking skill using technology ) 18 churches, a. & dickens, h. (2011). apps for learning: 40 best ipad, ipod touch/iphone apps for high school classrooms. the 21st century fluency series (1st edition). thousand oaks, california: sage publications. foote, jennifer a and mc. donough, kim. (2017). using shadowing with mobile technology to improve l2 pronunciation. journal of second language pronunciation, 3(1), 34–56. gilakjani, abbas pourhossein. (2017). english pronunciation instruction: views and recommendations. journal of language teaching and research, 8(6), 1249-1255. gu, nicole. (2016). implementing a mobile app as a personal learning environment for workplace learners. in churchill, daniel. et al. (eds.), mobile learning design theories and application. hamada, y. (2014). the effectiveness of preand post-shadowing in improving listening comprehension skills. the language teacher, 38(1), 3-10. hamada, y. (2015). ‘shadowing: who benefits and how? uncovering a booming efl teaching technique for listening comprehension’. language teaching research, 20(1), 35-52 huang, r., zhang, h., li, y.& yang, j. (2012). a framework of designing learning activities for mobile learning. in cheung, s.k.s. et al. (eds.), hybrid learning: lecture notes in computer science (pp. 9-22). berlijn heidelberg: springer. mwapwele, samwel and roodt, sumarie. (2018). high school learner’s adoption and use of mobile devices for learning outside the classroom: case of cape town, south africa. proceedings of the 47th annual conference of the southern african computer lectures' association (sacla). nooriafshar, m. (2012). educational applications of the emerging technologies available on handheld devices such as ipad and iphone. asian journal of management sciences & education 1(1) 5-11 steel, c. (2012). fitting learning into life: language students’ perspectives on benefits of using mobile apps. ascilite wellington: conference proceedings. retrieved from http://www.ascilite.org/conferences/wellington12/2012/pagec16a.html sweeney, p. & moore, c. (2012). mobile apps for learning vocabulary: categories, evaluation and design criteria for teachers and developers. international journal of computerassisted language learning and teaching, 2(4),1-16. voice aloud reader (tts reader) application. retrieved from https://play.google.com/store/apps/details?id=com.hyperionics.avar&hl=in wang, xiaolin. (2017). the study of shadowing exercise on improving oral english ability for non-english major college students. advances in social science, education and humanities research, 120. wu, w., wu, y., chen, c., kao, h. & lin, c. (2012). review of trends from mobile learning studies: a meta-analysis. computers & education, 59, 817-827 http://www.ascilite.org/conferences/wellington12/2012/pagec16a.html https://play.google.com/store/apps/details?id=com.hyperionics.avar&hl=in microsoft word jele_255-717-2-rv vol 3. no. 1, june 2017 issn : 2541-6421 63 students narrative essay construction ability arbain fakultas keguruan dan ilmu pendidikan universitas widya gama mahakam samarinda email: baintigers@gmail.com abstract the researcher conducted the research to (at) the third grade students of smk negeri 9 samarinda, which concerns to the narrative essay construction ability made by the twelve grade students of fowl class. it is based on the researcher’s experience when he was a teacher in smk negeri 9 samarinda. during the researcher taught, he found that english achievement of fowl class is cukup (average), but they had problems in using grammar, especially present perfect tense. in this study the researcher took 17 students as sample that were unique majoring for smk in samarinda and it is the only one in samarinda. it is unique because breeding is usually a major in the university but now samarinda has a vocational high school for learning animal cyclus. this research revealed that the ability of narrative essay construction of the students of the fowl department is fair. it is shown by the mean score that they get, that is, 66.11. second, almost all students of fowl department of smk negeri 9 samarinda difficult to write a narrative essay in english well. it is shown by the percentage of the participants who get c. keywords: narrative, essay, construction introduction one of the goal of vocational high school is able to create students as the output of the schools who can master well their specific skill of the major they choose. it will be a point plus for the students if their majoring-skill can be completed with good english in term of productive skills. one of the kind of productive skills in english is writing skills. in order to support the students in their learning process in the school especially in english subject, teachers should aware with the students skill as their object of the job. the teachers should take a note all aspects of english skills when teaching, hopefully those all aspects can be taught well. one of the aspects of english that the students should comprehend well is active english or active skills. active skill refers to productive skill that is speaking and writing. here, the writer emphasizes to conduct a research related to writing skill and it refers to writing subject expressing ideas in wellorganized essay is essential to the success on writing. through a good essay students can make their toughts clear to their readers. to be able to compose a good essay. however, students need some knowledge of what essay is, and later they are able to write one. hopefully by mastering writing skills, it can support their learning process in the school especially on english subject and as the additional skills that can be very useful in the future after they graduated from vocational high school besides their major skills based on their major they have chosen. in accordance vol 3. no. 1, june 2017 issn : 2541-6421 64 with the statement above, the writer wants to do a research that enables him to know the ability of narrative essay construction of the third grade of fowl department students of vocational high school (smk) negeri 9 samarinda in academic year 2008/2009. after having some investigation, the students of the third grade of fowl department of smk negeri 9 samarinda are chosen because according to the writer it is a unique majoring for smk in samarinda and it is the only one in samarinda. it is unique because breeding is usually a major in the university but now samarinda has a vocational high school for learning animal cyclus. besides, the writer is one of the english teacher there who has a very great motivation to improve student’s english skill especially in writing subject. it is also hoped that the study can describe the real ability of the students particularly the third grade students of fowl department of smk negeri 9 samainda. so that the writer can observe the weaknesses of the students in the term of writing essays. also it gives a suggestion for mulawarman university particularly english language education department to provide english for specific purpose as one of the lesson should be taught for the collegers. english language education department of mulawarman university is famous as the campus which create english teachers to-be, to have a qualified english teachers to-be, the university should also provide english subject based on the needs in the school especially in vocational high school. method the research of this research is a descriptive quantitative research. it is a descriptive design because it wants to describe the current phenomena found the field. descriptive research involves a collection of techniques used to specify cresswell (2012). delineate, or describe naturally occurring phenomena without experimental manipulation. this research is a quantitative research because the presentation of data and analysis uses statistic descriptive. in focuses are the mainly to raw score, mean and percentage. the instrument used in this research is writing test. the test is in the form of assignment that is the participants are asked to write an essay with the topic “experience during on the job training at breeding”. it is based on the majoring they choose. result and discussion this part shows the result of the research that has been conducted. after asking the participants to construct a narrative assay about experience on the job training, the researcher calculated the score. the mean score of the content item is 20.27. according to esl composition profile 20.27 is in the range of 21 – 17. this range means fair. so, the content of the students’ essay is fair. below is the sample of student’s writing which content is fair: every morning i cleaned gallon or washed drinking water place, then in the bay day time i harvest egg and do vaccination in chicken. at vol 3. no. 1, june 2017 issn : 2541-6421 65 11 o’clock we return to mess and have lunch with other friend and stable owner. then afterwards we take a rest until around 2 o’clock. correct 2 o’clock usually we go to stable to vaccination chickens and harvest egg. afterwards usually we also always help to clean stable until 4 o’clock. after finished we are usually return home to mess to clean self afterwards we eat. at 6 o’clock usually stroll to look for comfort, usually go fishing place or go village other. usually before evening arrive we also go to cafe to buy light food or bread, because if evening the road very dark, lonely and dark. there isn’t any lamp in our psg place so the place is really not pleasant. but we were accustomed to the loneliness and we could learn to be alive. after around 4 months did the psg, finally we finished also. after that we don't forget for stable photo with stable owner and other employee. final after we give souvenir to stable owner and also give souvenir to us during psg there such experience psg that time. when is there deficit in my words this me apologize. for your kind attention i render thanks. (s.10) based on the student’s writing above it reflects the content of the student’s composition by looking at what sort of topic and how the student expresses his/her knowledge about the topic that he/she wrote. from the writing it shows that the student has limited knowledge of subject, it is seen from how he express the story about psg experience. little substance and inadequate development of topic, it is seen in too narrow point discussed. the mean score of the organization item is 13.20. according to esl composition profile 13.20 is in the range of 13 10. 13 10 means fair. so, the organization of the students’ essay is fair. below the sample the organization of students’ essay who get fair: first time i fell so happy to get this experience. first day in my psg, i prepare things and tool to doc (anak ayam) that comes because when i come psg doc (anak ayam) many come. i bring doc from the truck to our stable. i put doc one by one and give doc eat and drink. doc also doesn’t forget given sugar water to make doc healthy. i must be give doc routine eat and vitamin. after three day i also give vaccine to 5000 doc and i get experience to catch doc. it was very difficult to take doc and then i come to me to a rest. everyday i gave eats and drinks to all of doc (anak ayam) and clean stable. after 1 month i give more many eat than usual because chicken has been big. i give eat them every lunch and evening. i also help workers to harvest many chickens about 5000 chickens. i know price from agent, distributor and in the store. i get experience to keep chickens from doc (anak ayam) until can harvest. i get too know the price from chickens and that was memorable. (s-13) based on the student’s writing above it reflects the organization of the student’s composition by looking at how the student organizes his/her essay. from the writing it shows that the student has limited knowledge in organization of essay. it is seen in some part of vol 3. no. 1, june 2017 issn : 2541-6421 66 essay that consist many sentences disconnect each other. there are also some supporting sentences that aren’t relevant with the topic sentence or with the main idea. the mean score of the vocabulary item is 14.17. according to esl composition profile 14.17 is in the range of 17 14.17 14 means good. so, the vocabulary of the students’ essay is good. below the sample the vocabulary of students’ essay who get good: when we arrived at pt. sadewo farm, i was introduced to the head breeding and the other worker there. after that introduction, one of the workers sent us to our dormitory. our dormitory was located not to far from the breeding and house workers. after put our goods, we came back to breeding to get instruction about our job. our job was rather different. there were 2-3 and a worker in each breeding. the worker was to give instruction. our activities from 07.30-11.00 were: cleaning the water place giving chicken feed giving various medicines cleaning the stable taking eggs there were so many stable at the breeding bur t many of them were empty. the stables were divided into two kinds, postal and betray. my friend and i was placed at betray stable. we helped one of the workers there. we cleaned water place, gave chicken feed, and took the eggs then brought it to the warehouse. we got so many new knowledge and experience there. at 11.00 o’clock we returned to our dormitory to have our lunch. after had lunch and took a rest for a moment we came back to the breeding. we continued our job until 16.30 then we came back to dormitory. we did our practical at pt. sadewo farm during four month. there were so many knowledge i got. after we finished our practical we returned to school to continue our study. (s3) the student’s writing above reflects the vocabulary of the student’s composition by looking at the vocabulary that is used by the student to express his/her idea in the essay. from the writing it shows that the student has good vocabulary, it is seen from the vocabulary that is used by the student. in that essay, student frequently used effective word form and word order, and also correct usage that makes the meaning of the essay is clear. the mean score of the language use item is 13.56. according to esl composition profile 13.56 is in the range of 17 11.17 11 means fair. so, the language use of the students’ essay is fair. below the sample the language use of students’ essay who get fair: on february 4, 2008 i go to psg together my friends in pt. sadewo farm. my first job is cleaning places of food that is fase grower. i also harvest eggs in mr. pitter. there are three students who psg there. we help other employees job everyday. as a girl, my job is not too difficult. i just take water and take all the eggs in the stable. after bay day, usually we take a rest and go to the mess to eat. we got free foods from the canteen in the mess. about 2 o’clock we go to stable again to take eggs. we wash and count its. vol 3. no. 1, june 2017 issn : 2541-6421 67 sometimes in the afternoon we take all the eggs more than two times because there are so many chickens there. i also to be vaccinator every week, we will give coryza and gumboro vaccine. my friends learn how to make good stable. if there are doc (anak ayam) that come, we remove them to go to their stable. all the things will be difficult if there is doc (anak ayam) that loose. we looking for them until night more over that place so cold and quietly. there are a few people in there. we just stay in the mess if the night come. we often follow my friends who go to fishing because in my mess so quiet and many people said that there is a ghost and all of my friends see but i never look it. toilet in my mess so far from our room. if i want to go to there i always asked other to accompany me. usually we go to there in the afternoon. we often given papaya by mr. pitter. he has many tree fruits. we feel so happy when rambutan season. we can eat many rambutan from the tree. i unfortunately when i throw wood to the tree and it fall in my head. i feel so confuse and take a rest a long three day. this is the end of my experiences in psg. (s.11) based on the student’s writing above it reflects the language use of the student’s composition by looking at the language that is used by the student to develop his/her essay. in that essay, the student used very simple construction to show the problem and it also contain many mistake such as using error subject and verb agreement, using error word function and using incorrect pronouns. besides, the student also used error tenses in almost sentences. the mean score of the mechanics item is 3.5. according to esl composition profile 3.5 is in the range of 3.it means fair. so, the mechanics of the students’ essay is fair. below the sample of the mechanics of students’ essay who get fair: on the morning, my friend and i gave chicken feed and water for chicken then i cleaned water placed and food place. on the afternoon i just gave water. it is because on the afternoon usually the weather was so hot, so that chicken needed more water. after that i didn’t gave water or chicken feed again, i only controlled whether any chicken sick or die. after finished my job on that day, i took a bath and then watched tv with my friends. i slept at 10.00 o’clock to replace my energy. i returned to breeding on tomorrow morning. my job was rather different than before. on that day i had to give vaccination for chicken. before chicken got vaccination chicken didn’t gave water and chicken feed around two hours. we mixed vaccine and water in a place then stirred it. after it was stirred well, we gave vaccine to chicken. the day was evening when i finished giving vaccine to chicken, so i prepared my self to get home. i decided to sleep immediately so that i could get up earlier. (s-5) the student’s writing above reflects the mechanics of the student’s composition by looking at mechanical used by the student to develop his/her writing. from the writing it shows that the student has limited knowledge in mechanical essay that it frequently errors of spelling, punctuations, and capitalization. it also consists only one paragraph so it makes the message in the essay cannot understand clearly. based on the computation by using descriptive vol 3. no. 1, june 2017 issn : 2541-6421 68 statistics focusing on the mean score and the percentage of the participants who get a, b, c, d, and e. it is found that the mean score got is 66.11. the value of mean score then consulted to the classification of score in mulawarman university. the mean score got is 66.11. it is in the degree of 60 – 69. the qualification is fair with the letter c. so that, the narrative essay construction ability made by third grade students of fowl department of smk negeri 9 samarinda in academic year 2013/2014 is fair. the result of the percentage computation is that the participants who get a is 12 %, the participants who get b is 12 %, the participants who get c is 70 %, the participants who get d is 6 %, the participants who get e is 0 %. from the computation above, it can be concluded that the ability of the students of smk n 9 samarinda is fair. it can be describe that the ability of the students is still weak and should be increased. one way to increase the student’s ability is by formulating new method in teaching learning process. conclusion based on the result of the research, the writer can concludes as follows: the narrative essay construction ability is fair. the mean score of the writing is 66. it means that the mean score is in the range of 60 – 69,9 based on the criteria of the scores applied in mulawarman university and its qualification is fair. it indicates that most of the students are fair in writing a narrative essay in english is 70 %. the percentage of the participants who get a is 12 %, the percentage of the participants who get b, the percentage of the participants who get c is 70 %, the percentage of the participants who get d is 6 %, and there is no percentage of the participants who get e. it means that the students are fair in written skill in the form of writing skill, in this case, writing narrative essay. reference arbain, a. (2017). derivation in headline articles of the jakarta post newspaper. ijoltl, 2, 23–30. retrieved from http://ijoltl.pusatbahasa.or.id/index.php/ij oltl/article/view/230 brown, h. (2010). language assessment (1st ed.). white plains, ny: pearson education. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. educational research (vol. 4). https://doi.org/10.1017/cbo97811074153 24.004 oshima, a.and houge, a. 1997. introduction to academic writing. second edition. new york. addison wesley publishing company. zemach, d, e and rumisek, l, a. 2009. academic writing from paragraph to essay. spain: macmilan. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 37 exploring the use of english in instagram and its influence on the user’s identity tri septa nurhantoro1, novi wulandari2 12english literature study program, respati yogyakarta university 137nurhantoro@gmail.com 2novi.wulandari@mail.ugm.ac.id abstract english has been used widely in almost all international forums. in line with the rapid use of social media, in this case instagram, english is also widely used as the language of self-expression by most of its users, both native and non-native speakers. at least, this is what happened in indonesia. most of indonesian instagram users, especially youth, use english to write their caption. this phenomenon is important to explore since there is a belief that by actively using a foreign language, it will reduce the sense of nationality within oneself, and even it will lead to the loss of one’s identity. identity today becomes a very important issue since it shows the sense of belonging of oneself in his/her social interaction. the thing is that the social interaction model in social media is much more complex than the interaction model in the real life. in social media, most of the users do not merely want to show who they really are. they tend to have certain motive on how they can be accepted and appreciated by other users. in other words, they want to be the subject of attention instead of being themselves. therefore, the concept of identity becomes blurred. based on the previous description, through the direct observation method, this research aims to seek whether the use of english influences the identity of indonesian users. keywords: use of english, instagram, identity, indonesian users introduction being realized or not, english has become a lifestyle of most society in the world, including indonesia. the real example of the lifestyle can be seen through the increasing use of english in various talks in social media applications, which also becomes part of modern lifestyle. though it must be admitted that mistakes in using english is unavoidable, the users of social media keep using english as a medium to express themselves. due to the phenomenon, english holds more important role, and certainly has effects toward other aspects of life, such as in the field of education, economy, politics, and culture, which is known as neo-colonialism power. speaking about culture, there is an assumption that when one learns foreign language, in this case, english, indirectly he/she also learns about the culture in which the english language is used by its native speakers. this assumption is supported by birner (2012) who states that culture—the traditions, lifestyle, habits, and so on that one picks up from the people he/she lives and interacts with—shapes the way he/she thinks, and also shapes the way he/she talks. unfortunately, some people tend to have over perception toward the notion. therefore, there is a tendency that they like foreign culture excessively that the culture seems more superior and better than their own culture. irene (2013: 40) even describes that english dominancy leads to discriminatory prejudices against who cannot speak english considered incompetent and inferior. certainly, the notion journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 38 may encourage people to learn and use english more than their mother tongue or national language. even with several resistances attempted by certain group of people or government, the control of english as the dominant language in the world is undefeatable. this phenomenon can be clearly seen in the use of english in social media, such as instagram. calkin (2015) in her article entitled making pretty: examining contemporary identity construction through instagram raises the phenomenon of instagram as the catalyst for the search and the change of identity. based on the data provided by asosiasi penyelenggara jasa internet indonesia (apjii) in 2016, instagram is the second social media with the highest number of users, that is as many as 19,9 million users where 70% of them are dominated by 16-25 year-old group. psychologically, the group is considered labile and easy to be influenced in terms of determining self-identity. erikson (1989) differentiates two kinds of identity: personal identity and ego identity. personal identity is based on the direct experience of someone, which despite any changes happened; he/she remains the same person. meanwhile, ego identity has something to do with existential quality as autonomous subject who is able to solve any problems within him/her self and his/her society. in other words, identity is not merely about individuality, but it is more about how individual relates to his/her environment. therefore, individual tends to search a place or a community in which he/she feels the same emotion and value though it is not where he/she belongs (tajfel, 1979). in this progressive era, identity becomes important to be investigated since the limitation of the identity itself becomes blurred. people in the whole world cannot be easily distinguished from the way they get dressed, behave, or talk. by the advancement of sophisticated technology, a person can see and imitate what is worn or done by other people. as in language, people can learn and express themselves by using certain language they want, either in their mother tongue, first language, second language, or even in foreign language. thornborrow (in thomas and wareing, 2000: 121) states that language is a basic thing for someone to determine his/her identity, and to shape other people’s view about who he/she is. in addition, hassan (2010) stresses that language and identity has a tight relation socially since through the use of language, someone can construct and reconstruct his/her identity. therefore, when someone uses various languages, identity is not something special anymore which can differentiate one person from another. based on the previous description, this research focuses on the forms of english used in instagram and sees the influence toward its users’ identity both individually and socially. this research is conducted qualitatively through direct observation and literature study methods. to support the analysis, there are 100 questionnaires distributed randomly to the instagram users who use english in their journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 39 caption. the questionnaires contain fourteen main questions which lead to the final result about whether english has influence toward their identity or not. this influence can be seen from the preference, the reason, and the perspective of the users in using english instead of other languages. language forms used in instagram caption “caption” is a title at the head of an article or below a picture, in a newspaper, magazine, etc. (webster’s dictionary). in instagram, a caption means text or a piece of writing that a user adds to an image to describe, to explain, or to contextualize the photo or video being uploaded. based on the observation and data classification, most indonesian users write code switching (also called code mixing) and quotes as their instagram captions. however, there are also other captions that can be classified based on the grammatical category. code switching according to wardhaugh (2010: 108), code switching happens when people require selecting a particular code (language) whenever they choose to speak, and they may also decide to switch from one code to another or to mix codes within utterances. it can occur within a single sentence (intra-sententially) and between sentences (inter-sententially). wardhaugh further states that code switching arises from individual choice or be used as a major identity marker for a group of speakers who must deal with more than one language in their common pursuits. the following are some of the data which show the intra-sententially code switching: a. the superb ayam bakar taliwang. mana bisa cuman sepiring nasinya.. (photo caption @selytaolgaa on april 21, 2017) b. happy monday indonesiaku. (photo caption @onco05 on may 21 2017) c. repost foto lama (photo caption @cindynovithad on october 16, 2017) d. backpacker itu sahabatan dg matahari, jadi gak takut hitam gak takut klinyit (photo caption @enipattinson on october 18, 2017) meanwhile, here are some of the data which show the inter-sententially code switching: e. semangat senin. god bless you everybody. (photo caption @mirliyana.putri on may 15, 2017) f. tempat yang tidak pernah sepi. here i find unity. i understand that islam represents similarity in diversity. (photo caption @anggitdarmata on may 20, 2017) g. happy birthday ce, god bless u.. kadonya nyusul ya (photo caption @kiki_kusma on october 3, 2017) h. it’s okay don’t worry.. i will always love you no matter what .. termasuk 92kg mu.. hahaha (photo caption @diyahayu.puspita on october 18, 2017) journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 40 quote to quote means to repeat exactly the words of another person or words from a piece of writing (webster’s student’s dictionary, 1992). further, bronstein (in santoso, 2017: 18-19) states that quote is motivational words which tend to provide the chance to release the emotion and to enjoy the aesthetic. beside code switching phenomenon, there are also many users of instagram who write their caption in the form of quote. however, not all quotes are taken from other people’s quote. some users also show their creativity in making their own motivational words. here are some of the data of the quotation taken from other people: i. a rose can never be a sunflower, and a sunflower can never be a rose. all flowers are beautiful in their own way, and that’s like women too –miranda kerr (photo caption @dellanggraenii on march 29, 2017) j. never compare yourself with others, cause no one else can do a better job of ‘being you’ than you do. and the only person you should try to be better than, is the person you were yesterday –nn (photo caption @retnopurwa_rp on may 20, 2017) k. a book is a magical thing that lets you travel to far-away places without ever leaving your chair –katrina mayer (photo caption @missbiya on may 26, 2017) l. courage is what it takes to stand up and speak; courage is also is what it takes to sit down and listen –winston churcill (photo caption @rahmanazila on may 28, 2017) meanwhile, here are some of the quotation data made by the users themselves: m. people go but how they left always stays. (photo caption @dellanggraeni on february 22, 2017) n. how independent we are, we still need friend too. (photo caption @desvie_deaaa on april 7, 2017) o. success is the result of perfection, hard work, learning from failure, loyalty, and persistence (photo caption @rereanitaa on april 15, 2017) p. it’s never too late to start over. if you weren’t happy yesterday, try something different today. don’t stay stuck, do better. (photo caption @wilda_theresia01 on may 15, 2017) grammatical categories 1. caption in the form of parts of speech part of speech is the traditional term for the major classes of words that are grammatically distinguished in a language (shopen, 2007: 1). there are nine classes of words in english language, namely nouns, verbs, adjectives, adverbs, verbals, pronouns, prepositions, conjunctions, and interjections. in instagram, there are some users who wrote their captions in the form of these parts of speech classes, such as: q. happy (photo caption @rahmanazila on april 11, 2017) journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 41 r. architecture (photo caption @may.sr27 on may 6, 2017) s. home (photo caption @wrstymadya on may 16, 2017) t. morning (photo caption @enipattinson on october 16, 2017) 2. caption in the form of phrase phrase is generally defined as a group of words which does not contain the element of subject and verb at one time. in english, phrase is divided into three, namely: noun phrase, prepositional phrase, and verb phrase (valin jr, 2004: 5). however, most of the instagram caption found is in the form of the noun phrase. u. a precious story (photo caption @cindynovithad on september 25, 2017) v. cute bananas (photo caption @elhftmha on september 26, 2017) w. dutch flag waving in wind (photo caption @zharfal on october 9, 2017) x. planktons under microscope (photo caption @arman_zambava on october 11, 2017) 3. caption in the form of sentences sentence can be simply defined as a group of words which consist of at least one subject and one verb. it can be in the form of simple, compound, and complex; and declarative (a statement of fact or possibility), interrogative (a question), imperative (a request or a command), and exclamatory (a thought with a strong emotion) sentences in which the main purpose is to give information. in instagram, most users wrote sentences to give explanation of the picture being uploaded or simply to describe what is on their mind (it has no correlation with the picture). y. i know you are never far away. (photo caption @lina_diharjo on july 26, 2017) z. you can’t be mine forever. (photo caption @diyahayu.puspita on october 4 2017) aa. i love people who make me forget that i have a phone. (photo caption @hrlnindra on october 8, 2017) bb. inside the park, gaudi designed this route which passes through a pine grove with the portico backing onto a retaining wall made from unworked stone. (photo caption @zharfal on october 12, 2017) results the use of english in instagram and its influence toward the users to find out about the influence of english toward the instagram users, 100 questionnaires containing 18 questions has been distributed to 100 respondents who use instagram actively in their daily life. from the 18 questions, there are 4 main questions related to the language they use when writing the caption, how they feel when they use english to write the caption, their view on whether the use of english in instagram caption has positive or negative influences, journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 42 and whether or not it will influence their identity—in terms of the way of thinking and behaving. related to the language used to write the instagram caption, 81% of the respondents often use english to write their caption, while the other 19% rarely or almost never use english to write their caption due to lack of ability in english and lack of confidence in using english. 46% of the respondents feel happy, cool, and proud when they use english to write their caption, 39% feel unconfident and afraid of being wrong, while the other 15% feel normal since they are accustomed to use english in their everyday life. table 1. the result of the data analysis the use of english substances percentage language preference english 81 non-english 19 expression positive feeling (happy, proud, confident) 46 negative feeling (unconfident, fear of being wrong) 39 ordinary feeling 15 attitude positive 95 negative 5 influence on identity there is influence 76 no influence 24 related to the use of english in instagram, 95% of the respondents have positive view since they realize that once they use english, they can communicate what is on their mind to all instagram users all around the world. they also feel that instagram is the best place to learn and to practice their ability in using english. besides, by using english means that they broaden their relation network to international scale. there is no more limitation to make friend with people from different country with different language and different culture. however, the other 5% think that the use of english may reduce their sense of nationality and make their original culture looks inferior. whether or not the use of english influencing identity, 76% of the respondents do not feel worry about their identity as long as people know the limitation—mastering english is somehow compulsory for people to live in this globalization era, however, if they still live, think, and speak according to the culture of indonesian people, there is nothing to be worried. meanwhile, the other 24% of the respondents think that by actively using english and interacting with the native speakers through instagram will influence the users’ ego, in terms of the increase of level of pride, and it will lead them to see other’s culture as superior. therefore, there is possibility that they prefer and even feel proud to live, think, and speak as english native speakers do. conclusion instagram is one of the newest lifestyle used by people around the world, including in indonesia. furnished by interesting features makes the users cannot stay from it. the users can share their picture and express what is on their mind—it may or may not be related to the picture—in the caption. this caption then becomes an interesting object of language to be investigated since it reflects the users’ way of thinking and way of life. since it is a media journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 43 used by and connecting people globally, people cannot ignore the important role of english in which it is the main international language spoken by more than 1.5 billion people in the world. therefore, it is reasonable to be apprehensive that the english dominance may influence people, especially the nonnative speakers, at least in terms of language preference. people should aware that language can be the first identity they have since they think, speak, and communicate through it. english has proven itself to be the language preference used by instagram users. undoubtedly, from this language preference, it may influence other aspects of life which become parts of a person’s identity. from this research, it can be seen that english has both positive and negative impacts toward the non-native speakers, in this case indonesian. english is seen as both compulsion and threat. in one hand, people are forced to learn and to use english to be part of globalization; while on the other hand, their nationality and culture are left behind. therefore, it is better to be wise in facing this phenomenon. english is important, but the existence of indonesian and other local languages is also important. instead of using english to impress people, it is better to use english for important or necessary purposes. references abrar-ul-hassan, shahid. 2010. “nativized varieties of english and the linguistic identity: a case of indian english speaker.” the journal of asia tefl vol. 7 no. 2 pp 29-68. birner, betty. 2012. “does the language i speak influence the way i think?” http://www.linguisticsociety.org/content /does-language-i-speak-influence-way-ithink <tuesday, april 25, 2017> calkin, megan m., 2015. “making pretty: examining contemporary identity construction through instagram”. thesis. california: san fransisco state university. erik h. erikson. 1989. identitas dan siklus hidup manusia, terj. agus cremers. jakarta: gramedia. irene, e. yohanita. 2013. “the hegemony of english in public discourse”. lingua cultura: jurnal bahasa dan budaya vol 7 no.1 p. 40 s. carorline purkhardt. 1993. transforming social representations. london & new york santoso, amanda putri. 2017. “pengaruh konten post instagram terhadap online engagement: studi kasus pada lima merek pakaian wanita”. undergraduate thesis. surabaya: institut teknologi sepuluh nopember. shopen, timothy. 2007. language typology and syntactic description. 2nd ed. new york: cambridge university press. wardhaugh, ronald. 2010. an introduction to sociolinguistics. 6th ed. uk: wileyblackwell. van valin, jr., robert d. 2004. an introduction to syntax. uk: cambridge university press. microsoft word jeletemplate 2018 (8) jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 37-42 37   http://dx.doi.org/10.26486/jele.v4i1.428 jele@mercubuana-yogya.ac.id students' interest in learning english and reading understanding ability using story texts dzul rachman 1,* 1 universitas muhammadiyah kalimantan timur, no.15, jl. ir. h. juanda, sidodadi, samarinda ulu, kota samarinda, kalimantan timur 75243 1 dzulrachman@umkt.ac.id * corresponding author 1. introduction reading is one of the language skills which help students in the process of learning english. in teaching and learning english, we usually find students problems in reading english text, because they do not read the text only, but they are needed to understand the contents of reading materials such as; find out the topic, theme, main idea, and answer the question that related to the text, they are needed to have good enough knowledge of language which has different system, including vocabulary and structure. reading in a very second language has continuously been a serious concern for each language learners and lecturers. varied reticulated emotional and psychological feature factors influence the understanding of texts, and build reading understanding a posh interactive method (lee, 2009) interest is believed to be learners' preference in doing one job or activity instead of others, and it's showed with accrued attention and emotional engagement of learners (schiefele, 1999). interest is often separated and labeled as one thing interest, individual interest and topic interest. situational interest is an emotion aroused by options of environmental or textual stimuli. characteristics that have been found to stimulate related to what is happening around somebody or something interest include textual clearness of thinking or speaking and ability to be understood, exciting newness and personal relevance (schiefele, 1999). individual interest is carefully thought believed to be a stable a r t i c l e i n f o a b s t r a c t article history received march 19, 2018 revised march 30, 2018 accepted june 17, 2018 this research analyzed the correlation of students’ interest and reading comprehension. the goals of the research are to realize the score of students’ interest in studying english, the score of reading comprehension, and to prove the giant correlation of students’ interest in studying english and reading comprehension capability. this research used quantitative research. the researcher implemented questionnaire to locate the score of students’ interest, and the researcher implemented a test to locate the score of studying comprehension of the 10th-grade students of sman 13 samarinda. the result of this research showed that score of students’ interest of the 10th-grade students of sman 13 samarinda is good. it could be seen from the end result of students’ interest score is 76.33. it showed that the students have interest in reading due to the fact they parents ask for reading english regularly, having a hobby in listening lyric songs and english movies increase vocabularies and that they take notes and recollect english difficult words then find out the that means. on this research also confirmed that score of reading comprehension the respondents is good. it additionally proved that there has been a correlation of students’ interest in getting to know english and their reading comprehension ability the use of narrative texts. this is an open access article under the cc–by-sa license. keywords students’ interest reading comprehension story texts 38 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) and lasting through a desire to engage with activities or objects (hidi, s., berndorff, d., & ainley, 2002). topic interest, refers to interest reminded by a certain topic or theme. it appears to share qualities of both related to what is happening around something and individual interest with things that are given of either depending on people' knowledge, experiences and the perceived value of a topic (ainley, m. d., hidi, s., & berndorff, 2002). learners who are more interested in topic of reading, process the reading information in a deeper thinking-related process, and this deeper processing helps them to understand the text better than students who are less interested in the reading topic; therefore, the reading and the recall for interesting topics are easier than other topics for readers (tobias, 1994). it is also found that topic interest influences the quality of l1 reading understanding, and the type of learning (hidi, s., berndorff, d., & ainley, 2002). topic interest is important to teachers because it is controllable in classroom activities and it makes up a point of coming-together between the more ephemeral situational interest and the more enduring and engaged individual interest (kusumawardhani, p, 2017).. based on the explanation above, the researcher wanted to know "the relationship of students' interest in learning english and reading understanding ability using story texts of the tenth grade students of sma negeri 13 samarinda''. 2. method the main design of this study was quantitative correlation (nur, 2017). the design of this research changed into a correlation design, as it examined the connection between two sets of data. this design needed one group of students that were given varieties of the test, namely students' interest in learning english test and their reading knowledge capacity. a group of students tries to discover the truth approximately is x ips 3 students. then, the students' scores on college students' interest in learning english test was associated with their scores on reading understanding. to know the connection of both studies numbers that exchange, the data have been carefully studied using product moment relationship formula. the researcher only used two classes which actually consisted of three classes. two regular classes and one athlete's class. the researcher used two regular classes, one class to try out and another class to do the research results of the tryout. the total population of two classes was 72 students. the researcher took all students of x ips 3 as the sample because there were only 30 students in the class. in this study used extra than, research instruments. they have been listing of questions and test. the researcher adopted the listing of questions from a book written for the university. in this study, the researcher got the records approximately what students think about the students' interest gaining knowledge of english in their class (widyawan, k., & hartati, e. 2016). the researcher used likert scale design for the answers to the list of questions that distribute to the students. in this research, the materials of the test were taken from assessment test for senior excessive college grade x. the researcher used story texts to understand the reading understanding ability and the whole number of the test were 30 items. since both the students' interest in learning english and their reading understanding ability test make in this study was not a standardized test, the researcher decided to carry on the try out to find difficulty index, discriminating power and reliability. in gathering data for this study, the tried out of reading the test to ten students outside of the sample which become chosen randomly. after getting the score of strive out, figuring out the difficulty index of the test, discriminating power and reliability of the test. and then taking 30 students as sample. giving the student's list of questions and reading test to the sample. gathering and scoring the test of reading understanding test. giving the name to the raw score of college students' interest in gaining knowledge of english test named as data x, and a raw score of reading understanding test named as data y. ranging the score of the test from the highest to the lowest. the use of person's product moment relationship for the raw score process. issn 2541-6421 jele (journal of english language and education) 39 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) 3. findings and discussion finding of the study is presented to answer the research problem of this study. the data of this research were the students' score of english test and person who respondent's opinions, and the tables below showed the students' score of english tests. the purpose of this research was to talk about the correlation among students’ interest in gaining knowledge of english and their reading comprehension capability the usage of narrative texts. the students ought to be read english text or book with a purpose to improve their reading comprehension. students’ interest in this research is the extent of reading interest habit. those habits are analyzing english storybook, magazine, textual content narrative, descriptive, genre, and many others. table 1. reading interest survey no statement 1 i read the materials from the internet, books, magazines and newspapers 2 i read the materials before the study begins 3 i prepare the materials independently or group 4 i take time to read english text such as a book, novel and newspaper 5 i use the lyric song, movie to increase my vocabularies 6 i read english text that related to my lesson 7 i buy book, novel, or even english newspaper at the book store 8 having hobby in reading english books is fun and is not the old style 9 i take notes and remember english difficult words then find out the meaning 10 when there is a difficult text, i will discuss it with my friends or my teacher 11 i look for and read english books in the library and internet to do my homework that given by the teacher 12 i read resources books such as narrative text, descriptive, genre, etc to make text much better 13 i take money to buy english book 14 i prepare, read and do english presentation 15 i read novel, magazine and english newspaper to increase vocabularies 16 reading activities in narrative texts, descriptive, or others gives motivation a great deal that can increase my skill 17 having hobby in listening lyric songs and english movies increase vocabularies 18 my parents ask for reading english text every day 19 the tasks from my teacher motivate me to read english text more often 20 hotspot facilities support me in the reading process much better from the analysis of the questionnaire distributed to the students the researcher could make the interpretations as follows: there were 30.00 % (9 students) who strongly agreed that they read the materials from the internet, books, magazines and newspapers. there were 36.67 % (11 students) stated that they read the materials from the internet, books, magazines and newspapers. there were 3.33 % (1 student) disagree read the materials from the internet, books, magazines and newspapers. in the fourth statement, there were 23.33 % (7 students) who strongly agreed that take time to read english text such as book, novel and newspaper , 40.00 % (12 students) state agreed that take time to read english text such as book, novel and newspaper, 10.00 % (3 students) who take time to read english text such as book, novel and newspaper, and 3.33 % (1 student) strongly disagree take time to read english text such as book, novel and newspaper. it means that most of the students 40 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) admit that they agreed that take time to read english text such as a book, novel and newspaper. from the percentage it can be seen that more a half of the amount students chose ‘agree’ it means that they like to take time to read english text such as a book, novel and newspaper (hidayat, s., et.al 2016) . in the fifth statement, there were 43.33 % (13 students) who strongly agreed that use the lyric song, movie to increase their vocabularies and 46.67 % (14 students) who agreed that use the lyric song, movie to increase their vocabularies. it showed that most of the students admit that they like using the lyric song, movie to increase their vocabularies. from the percentage, the students who strongly agreed and agreed that use the lyric song, movie to increase their vocabularies. in the sixth statement, there were 26.67 % (8 students) who strongly agreed that read english text that related to their lesson. 43.33 % (13 students) who agreed that read english text that related to their lesson and 30.00 % (9 students) who uncertain that read english text that related to their lesson. it showed that most of the students admit that they like read english text that related to their lesson. there were only 9 students from 30 students who uncertain that read english text that related to their lesson. related to the statement number nine, it showed that most of the students prefer like to take notes and remember english difficult words then find out the meaning. it can be seen from the percentage, there were 40.00 % (12 students) strongly agreed that take notes and remember english difficult words then find out the meaning and 40.00 % (12 students) agreed that take notes and remember english difficult words then find out the meaning. from the percentage above, the researcher could conclude that the students like to take notes and remember english difficult words then find out the meaning, because they make it easier to remember. related to the statement number eleven, it showed that most of the students prefer like to look for and read english books in the library and internet to do my homework that given by the teacher. it can be seen from all students, there was 36.67 % (11 students) who strongly agreed that prefer like to look for and read english books in the library and internet to do my homework that given by teacher, 43.33 % (13 students) agreed that look for and read english books in the library and internet to do my homework that given by teacher, 16.67 % (5 students) uncertain look for and read english books in the library and internet to do my homework that given by teacher and 3.33 % (1 student) who prefer like to look for and read english books in the library and internet to do my homework that given by teacher. from the percentage above, the researcher could conclude that the students prefer like to look for and read english books in the library and internet to do my homework that given by the teacher. because reading from many kinds of places to find the difference and they will the answers they seek. related to the statement number sixteen, it showed that most of the students admit that reading activities in narrative texts, descriptive, or others give motivation a great deal that can increase my skill. it can be seen from the percentage showed that 26.67 % (8 students) chose ‘strongly agreed’, 36.67 % (11 students) chose ‘agreed’ and 3.33 % (1 student) chose ‘disagree’. then, the researcher could conclude that the students admit that reading activities in narrative texts, descriptive, or others give motivation a great deal that can increase my skill. besides that, there is an advantage if the students do reading. when they read something, they would get the idea and the students would get inspiration after the read. related to the statement number seventeen, there was 43.33 % (13 students) who strongly agreed that having hobby in listening lyric songs and english movies increase vocabularies, 36.67 % (11 students) who agreed that having hobby in listening lyric songs and english movies increase vocabularies and 3.33 % (1 student) who disagree that having hobby in listening lyric songs and english movies increase vocabularies. it showed that from all of the students more of them like listening lyric songs and english movies increase vocabularies. from the percentage above, the researcher could see a significant difference both of those statements the conclusion is the students like having a hobby in listening lyric songs and english movies increase vocabularies. according to the statement number nineteen, there were 30.00 % (9 students) who strongly agreed that the tasks from my teacher motivate me to read english text more often, 33.33 % (10 students) who agreed that the tasks from my teacher motivate me to read english text more often issn 2541-6421 jele (journal of english language and education) 41 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) and 00.00 % (no students) who disagree or strongly disagree the tasks from my teacher motivate me to read english text more often. from that result, the researcher could conclude that the students became active in reading english book. in the last statement, there were 20.00 % (6 students) who strongly agreed that hotspot facilities supports me in reading process much better, 43.33 % (13 students) who agreed that hotspot facilities supports me in reading process much better and 00.00 % (no students) who disagree or strongly disagree hotspot facilities supports me in reading process much better. it showed that most of the students feel more confidence in reading english using online. from that last statement, the researcher could summarize that the student had increasing confidence in reading english. the students got better feeling in reading english. the students’ interests were increasingly. from those questionnaires that have stuffed by the students, it could be seen that the students have a good interest in reading english mainly in reading narrative texts. and the result is the students’ interest in studying english specifically in reading narrative texts expanded. it can be confirmed from the students’ answers at the questionnaires. to reinforce the questionnaire, the researcher extensively utilized reading test in this research. to examine hypothesize; the researcher used person’s product moment formula to search the correlation of students’ interest in learning english and reading comprehension ability. table 2. descriptive statistics mean std. deviation n questionnaire 76.33 5.554 30 score 72.99 7.236 30 based on the table above, the mean score of reading understanding test was 73,00 which were located in the good category, the highest score was 86.67 and the lowest score was 60.00. there were 10 students (33.33%) in excellent category, 16 (53.33%) students had a good score and 4 students (13.33%) with the fair score reading understanding test. by doing r-test calculation with spss 17 version, the (person who works to find information) found r-value = 0.857. then, this result was compared to the r-table with n (total of sample) = 30 students and p= 0.05 or î± = 5%. based on the judging requirements, found the r-table value on n= 30 and p=0.05 was 0.361. the result of r-value was compared to the r-table. table 3. correlations result questionnaire score test questionn aire pearson correlation 1 .034 sig. (2tailed) .857 n 30 30 score pearson correlati on .034 1 sig. (2tailed) .857 n 30 30 the comparison between r-value and r-table at n=30 and p=0.05 used in this study pointed to/showed that r-value was higher than r-table (0.857 > 0.361). this means that ho was rejected and 42 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) ha was received. the result suggested that the ha that read: "there is a positive relationship between students' interest in learning english and their reading understanding ability " from the statistical evaluation, the researcher defined that after students have high interest, they produce high reading understanding ability. from lists of questions that have filled by the students, it is able to be seen that the students have a proper interest in reading english particularly in reading story texts. and the result is the students' interest in getting to know english in particular in reading story texts expanded. it could be proven from the students' answers on the lists of questions. consistent with (t. & ortlieb, 2013) interests are tremendous attitudes of appeal towards objects or activities. they need learned responses that create prepared the organism to certain lines of activity and which facilitate interest. interest is the set of attending, the preference to provide selective attention to something. interests upward push up through the interplay of fundamental needs and the method used to make satisfied accomplishing a goal them. the child who is interested in reading is normally the child for whom studying makes satisfied accomplishing a goal the primary desires of personal adequacy or self-belief, appreciate of others, curiosity, or fulfillment. based on the result of the reading test, the mean score of reading understanding test was 73,00 which were located in the good category, the highest score was 86.67 and the lowest score was 60.00. there were 10 students (33.33%) in excellent category, 16 (53.33%) students had a good score and 4 students (13.33%) with the fair score reading understanding test. 4. conclusion based on the research result, the researcher could make some explanation. based on common sense, usually the students have high students' interest in learning english have good scores in reading understanding test. in this study, students' interest in learning english has a relationship with reading understanding ability. the result of the study pointed to that most of the students within the excellent and excellent category of reading understanding due to the fact most of the students were interested to learn english and the students had a fair score because they were unmotivated to examine english. learners who're numerous curious about topic of analyzing, technique the analyzing information in an exceedingly deeper thinking-associated technique, and this deeper process allows them to recognize the text higher than college students who are much less curious about the reading topic; so, the studying and additionally the recall for fascinating topics are simpler than alternative topics for readers (tobias, 1994) references ainley, m. d., hidi, s., & berndorff, d. (2002). interest, learning and the psychological processes that mediate their relationship. journal of educational psychology, 94, 1–17. hidayat, s., & hermayawati, h. (2016). designing english learning interactive multimedia based on the 2013 curriculum. jele (journal of english language and education), 2(1), 55-63. doi:http://dx.doi.org/10.26486/jele.v2i1.219 hidi, s., berndorff, d., & ainley, m. (2002). children’s argument writing, interest and selfefficacy: an intervention study. learning and instruction, 12, 429–446. lee, s. k. (2009). topic congruence and topic interest: how do they affect second language reading comprehension? nur, d. . (2017). the relationship between english teacher’s praise and english learning achievement of the tenth grade of smk negeri 9 samarinda. (jele) journal of english language and education, 3(1), 54–62. kusumawardhani, p. (2017). the analysis of errors of omission in english narrative composition made by efl students. jele (journal of english language and education), 3(2), 84-96. issn 2541-6421 jele (journal of english language and education) 43 vol. 4, no. 1, june 2018, pp. 37-42   dzul rachman (students' interest in learning english and reading understanding ability using story texts) doi:http://dx.doi.org/10.26486/jele.v3i2.257 schiefele, u. (1999). interest and learning from text. scientific studies of reading, 3(3), 257–279. t., e., & ortlieb. (2013). beyond just books: sparking children’s interest in reading. tobias, s. (1994). interest, prior knowledge, and learning. review of educational research, 64, 37–54. https://doi.org/http://dx.doi.org/10.3102/00346543064001037 widyawan, k., & hartati, e. (2016). improving students’ speaking skill by using their spoken audio recording in the middle school. jele (journal of english language and education), 2(1), 26-32. doi:http://dx.doi.org/10.26486/jele.v2i1.216   vol 3. no. 1, june 2017 issn : 2541-6421 8 the content analysis of english workbook used in smkn 1 gombong dwi wiji astuti english education department ,faculty of teacher training and education mercu buana university of yogyakarta email: widwi.astuti30@gmail.com abstract the research belongs to content analysis which focused on analyzing english workbook content used for grade ten in smkn 1 gombong. in analyzing the workbook, the researcher considered the five aspects of standardized book suggested by hutchinson and waters (2003): audience, aims, content, methodology, and other criteria. the objective of this research was to find out the quality level of english workbook content based on the criteria of standardized book proposed by hutchinson and waters (2003). the instruments used in this research were interview, observation, and documentation. the researcher applied both qualitative and simple quantitative method for this research. qualitative was used for analyzing and delivering the result into depth description; meanwhile, simple quantitative was for computation result of analysis in a form of number. based on the result of the research, the workbook was in the fair level, also the researcher viewed that the workbook included into a less standardized book. it was proven by the total scoring of analysis that the workbook reached the number of 35. after doing analysis, the workbook used for grade ten in smkn 1 gombong contains of general english. keywords: english workbook, competence, standardized book, content analysis. introduction workbook is the common media used in many schools. based on depdiknas (2004), workbook is usually in a form of guideline, the ways to answer the questions, and an exercise has clear basic competences as goals. since indonesia treats english as the foreign language, the use of media is essentially needed. there are many kinds of high school in indonesia; senior high school, vocational high school, also islamic high school. the definitions of three kinds of high schools come from peraturan pemerintah nomor 66 tahun 2010 which define senior high school as one of formal education that holds general education in secondary level as a continuation of junior high school; islamic high school is one of formal education guided by minister of religion that focuses on general education with religious particularities in secondary level as continuation of junior high school; whereas, vocational high school emphasizes on vocational education in secondary level as continuation of junior high school. different from other schools, vocational high school highlights more on preparing the students for upcoming jobs. therefore, it offers several majors for the students such as accounting, engineering, automotive, tourism, and broadcasting. for that reasons, the teacher of this school should adapt the learning objectives with the student’s major because they learn in certain field and need to know english materials related to their field. in vocational high school programs which are also known as career and technical education programs, students study a skill or trade such as engineering or plumbing, in addition to completing academic core requirements vol 3. no. 1, june 2017 issn : 2541-6421 9 (pannoni, 2014). connecting to those words, the english teacher has to prepare the teaching and learning process well by selecting the appropriate both textbook and workbook. considering the important of english for specific purpose (esp) for vocational students, the teacher should be careful in choosing media also assessment instruments. one of the assessment instruments teacher may use is workbook. by using workbook, teacher can measure the students’ understanding toward the material given. in this case, the teacher needs a good skill to choose which the english workbooks will be used for the students. a good workbook based on hutchinson and waters should cover some aspects such as target needs, aims of the material, content of the book, methodology used, and other criteria. nowadays, many publishers in indonesia provide various workbooks in order to help the teachers assessing their students. based on the last three years (2013 to 2015) statistics from indonesian publishers association (ikapi, 2015), the number of publishers in indonesia is always increasing. there were 1228 publishers in 2013, 1309 in 2014, and 1.328 in 2015. in fact, the publisher does not really recognize what exactly the needs of both teachers and learners, and simply make the english workbook based on the current curriculum. educational publisher frequently yet not in all instances look for materials that suit the widest possible audience, no matter what they consist of audio, video, or computer software to fit the hardware; hands-on materials such as charts, wallboards, workbooks, paste-on, etc.; along with all the other types that have two conventional covers (dubin and olshtain, 1990, p.167). therefore, evaluating english workbook is needed to do in order to get information about the content and quality of it. evaluation is a matter of judging the fitness of something for a particular purpose. it concerned with relative merit and there is no absolute good or bad – only degrees of fitness for the required purpose (hutchinson and waters, 2003, p.96). davies and pearse (2002) add that evaluation is measuring of strengths and weaknesses. in addition, hutchinson and waters define that a good book should fulfill several criteria. there are five criteria of the standardized book which will be used to analyze; audience, aims, content, methodology, and other criteria. later, each criterion has some features in it. after knowing those criteria, the researcher intended to analyze the english workbook used in smkn 1 gombong. there was a problem occurred related to english language teaching in this school. the researcher found it in a previous observation. the english teacher taught the students only by using the workbook as the main media and assessment tool in teaching-learning process. for that reason, the researcher chose smkn 1 gombong as the research setting in order to know the workbook content quality by evaluating it, whether it was general english or english for specific purposes. the vol 3. no. 1, june 2017 issn : 2541-6421 10 workbook used in this school was entitled “victory”. it provided both the texts and questions based on the current curriculum and it was addressed for the students in the first grade of secondary level. the researcher analyzed the workbook content using the standardized book criteria suggested by hutchinson and waters (2003). it is conducted to find out the data of the workbook whether the content is general english or english for specific purposes (esp). research method dealing with workbook analysis, this research was categorized as document analysis or content analysis since the data of this research was in the form of document; that was the english workbook entitled “victory” used for grade ten. hall (2001) says content analysis is a research technique for systematically analyzing written communication. in this research, written communication was in the form of english workbook. concerning on the research method, the researcher combined between qualitative and simple quantitative methods. qualitative was used for the content analysis process and simple quantitative method to present the totaling scores of analysis. the data of this research was in the form of workbook entitled “victory” used in tenth graders of smkn 1 gombong. it was distributed and printed by penerbit t71 and the author is r. aryanti virna s.s. it contains of texts and exercises based on the 2013 curriculum. as the other workbooks, the “victory” workbook for grade ten focuses on giving more exercises which are expected to help the students in understanding the topics. several instruments were used for conducting this research such as interview, observation, and documentation. then, the researcher did several steps like having interview with the english teacher, observation in the class, distributing questionnaire, analysis the workbook content, and studying the analysis result as stated in chart 1. chart 1: procedures in this research the first step in this research was interview. the researcher did the interview with the english teacher in smkn 1 gombong. it was done in order to gain the vol 3. no. 1, june 2017 issn : 2541-6421 11 information and data of english syllabus used there. in conducting the interview, the researcher used the guided questions to ease the process of gathering the data. referring to the second step, it dealt with observation. this step was conducted to check the given information with the actual condition in a class. in doing the observation, the researcher used a logbook as the tool to help the documentation. the logbook contained the lists of what the researcher has to observe. the third step was analysis the content of the workbook. the researcher analyzed the content of “victory” workbook which is used for grade x of secondary school level. in analyzing the workbook, the researcher used the five criteria of standardized book suggested by hutchinson and waters (2003). the researcher answered the questions which belongs to objective analysis, since this research focused on analyzing or evaluating the content of the workbook. on the last step, the researcher studied the analysis result. it means that the researcher gave judgment to the result of the analysis whether the workbook fulfilled the criteria of standardized book suggested by hutchinson and waters or not. then, the researcher evaluated the content of the workbook by giving point 0, 1, and 2 on each feature (hutchinson and waters, 2003, p. 104). 0 is for the data that does not match the desired feature; 1 is for the data partly matches the desired feature; and 2 is for the data closely matches the desired feature. the computation used the formulation as follows: score = ∑x : total points of all features (divided 2) n : total features categorization: table 1. categorization findings and discussions this workbook analysis involved the five criteria of standardized book proposed by hutchinson and waters (2003) namely audience, aims, content, methodology, and other criteria. audience the first criteria which belongs to objective analysis for evaluating the book is score categorization 76 – 100 very good 51 – 75 good 26 – 50 fair ≤ 25 poor vol 3. no. 1, june 2017 issn : 2541-6421 12 the audience. in this case, audience means the students or learners who use the book and it deals with the information of the book intended for. concerning on this aspect, english workbook entitled “victory” is intended for the students in grade ten of sma/ma/smk/mak and it implements the 2013 curriculum. the “victory” workbook was designed as a media in teaching english for all kinds of high school level. in smkn 1 gombong as the research setting, teacher used this workbook as the media for teaching english for grade ten. the students in grade ten are in the range of 15 to 16 years or teenager learners. they are from five different majors in smkn 1 gombong, like multimedia, networking, automotive, engineering, and motorcycle technical. all of them used the same english workbook for learning english. aims the author of the “victory” workbook said that the workbook was designed as the supporting media in improving student’s competence and characters building. the aims of the workbook based on the author’s statement are actually appropriate with the 2013 curriculum teaching goals. in fact, the content of workbook did not truly concern on the teaching-learning objectives of 2013 curriculum. related to the improving student’s competence and characters building, the materials in “victory” workbook did not present any text which worked for those two things. firstly, it was proven by looking at the speaking activities in the workbook, whereas the students should do the monotonous speaking exercises; practiced the given dialogues. the researcher viewed that it could not help the students to improve their speaking skill. secondly, the workbook contains only a few of characters building texts and it was available simply in certain topic: expressing sympathy. therefore, the workbook content was not appropriate with the 2013 curriculum requirements. content content deals with some features such as the language points, proportion of skills, micro-skills, kinds of texts, subject-matter areas and treatment of the topics given, and content organization. speaking of language points, the “victory” workbook performs many grammar exercises for the students; meanwhile, it did not provide any space containing pronunciation and vocabulary area in each topic. for the proportion of skills, almost exercises in the workbook consist of integrated skills such as listening and speaking, listening and writing, then reading and writing. however, those macro skills in “victory” workbook merely fulfilled a few number of micro skills lists. the researcher used the micro skills lists adapted from richards (1983). the “victory” workbook contains of many exercises in it and kind of texts mostly found in the workbook are in the form of short conversation between two people. the other texts could be found in the workbook were letters, articles, descriptive texts, vol 3. no. 1, june 2017 issn : 2541-6421 13 narrative texts, announcements, and song lyrics. therefore, the researcher viewed that the “victory” workbook performed enough kinds of texts for the students. the workbook was used by the students of grade ten in smkn 1 gombong whereas they are from five different majors like engineering, multimedia, networking, automotive, and motorcycle technical. the researcher thought that there was an inexpediency occurred in this case between the content of the workbook and the subject matter areas. the researcher did not find any texts and materials in the workbook which could cover to one of those majors. then, the topics are presented in a straightforward manner. it was showed by the presentation of topics in the workbook, where the students were given many exercises based on the topics. there were several topics which did not have any explanation in the beginning, so the students just did the activities directly. in the workbook, the content was in the form of activities, then it was set based on the english study skills. all topics in the workbook had the same organization of exercises which started from listening to writing skills. nevertheless, most of contents were not in a good order related to the difficulty level. concerning on the content sequenced within a unit, it could not be used to explore more the student’s ideas. it was shown by the activities presented in the workbook. most of writing skill activities asked the student’s to complete the blanks by using the available answers in the box. the same case happened in speaking exercises where the students had to work in pairs in order to act out the given conversations. those activities were included to guided exercises; meanwhile, the “victory” workbook did not provide the free exercises. methodology methodology aspect has seven features which deals with the theory of learning, expectation of learning english based on the materials, kinds of exercises, teachinglearning techniques, aids, provided guidance, and material flexibility. the first feature discusses theory of learning used in the book. the “victory” workbook implements the 2013 curriculum which demands both cognitive and affective domain. yet, the workbook simply concerns on the student’s cognitive domain. relating to the second feature, expectation of learning english, it was not stated in workbook clearly and explicitly by the author. it could be proven by looking at the materials in the workbook, then there was no learning objectives detailed. in this circumstance, the researcher could catch what actually the author expectation towards the materials. the author wanted to familiarize the students with english through the english conversations, since most of exercises presented in the workbook were in the form of conversations. the third feature is about kinds of exercises presented in the workbook. the researcher found that the “victory” workbook was one of workbooks which provided several kinds of exercises such as completing the gaps/sentences, arranging vol 3. no. 1, june 2017 issn : 2541-6421 14 disorder words/sentences, grammar exercises, answering the questions based on reading text, and practicing the dialogues. the weaknesses are speaking activities only has a kind of activity in 11 topics, and generally activities in the workbook included into guided exercises. concerning on the forth feature, teaching learning techniques, the workbook has two various techniques for students in doing exercises; individual and pair-work techniques. mostly, the researcher found that the workbook demanded the students to do the exercises individually. it was showed by the amount of the exercises where the individual work was more than pair-work techniques. pair-work technique was only used in speaking exercises that the students needed to practice the conversations with their partner. referring to the fifth feature, it deals with aids which can be used to deliver the materials. the exercises that required media a lot were in the listening section, because many listening activities asked the students to listen and fill the blanks about dialogues, songs, monologues, and radio announcements. since the “victory” workbook mostly used the guided exercises, the materials require the aids only on listening sections. the sixth feature talks about the provided guidance in the workbook. it means the things used to support the teaching and learning process, such as statement of aims, list of vocabulary and language-skills point, language guidance, technical information, hints, suggestions for further work, and test. the evaluation object is the “victory” workbook which contains of many english activities for the students. in the beginning of each topic, the researcher could not find any statement of learning aims. in the same way, there was no clear statement of aims listed in the “victory” workbook. the guidance existed in the workbook purely in the form of instructions before the exercises. it used to lead the students in understanding what they should do with the exercises. the last feature is material flexibility. the researcher viewed the teacher could not begin to use the material in the workbook at different point. it happened because the author arranged the topics in well-ordered based on the analysis of core and basic competences/english syllabus. therefore, the teaching-learning process using the “victory” workbook should be started from the beginning to the end of the book in order to follow the syllabus. by analyzing the content, it could not be linked to other subject materials. it only contains of the materials which discuss english in general context. the “victory” workbook used for five majors in smkn 1 gombong, but there was no materials which could be linked to one of the majors. for that reasons, the researcher could say that the workbook not flexible as well. other criteria other criteria deals with the price and the way to obtain the book. the price of vol 3. no. 1, june 2017 issn : 2541-6421 15 “victory” workbook was affordable and it could be proven by the result of observation and interview with the english teacher that all students of grade ten in smkn 1 gombong had this workbook. based on the interview section, the teacher said that all students bought the workbook were not because of their obligation. they still could read and borrow the book freely since the school provided it in the library. the workbook “victory” was easily to get because the students could find it in the school library, then for those who wanted to have it could contact their english teachers. conclusion the objective of this research was to evaluate the english workbook entitled “victory”. it is used by vocational high school students in grade ten and it adapts the 2013 curriculum. the researcher analyzed the workbook by using the five criteria of standardized book suggested by hutchinson and waters (2003). those five criteria are audience, aims, content, methodology, and other criteria. based on the result of this research, the “victory” workbook was in the fair level, also the researcher views that the “victory” workbook is a less standardized book. it was proven by the total of scoring of analysis that the workbook reached the number of 35. after doing analysis, the materials in workbook included to general english. recommendation based on the result of the research, there are recommendations which can be offered to english teachers, school policy makers, and other researchers. firstly, the teachers should be more careful in choosing the workbook. it would be better if the teachers evaluate the workbook first, before using it to teach. it has to do in order to make sure the students learn english materials appropriately. secondly, the school policy makers should publish a new policy dealing with providing the standardized english workbook. the school policy maker as a decision maker has to know the quality of the book before it is being used for the vocational high school students. last, the other researchers may use the result of this research as one of the considerations in starting the research dealing with the content analysis of workbook. references davies, p. and eric pearse. 2002. success in teaching english. oxford: oxford university press. departemen pendidikan nasional. 2004. pedoman umum pengembangan bahan ajar sekolah menengah atas. departemen pendidikan nasional, direktorat pendidikan menengah umum. dubin, fraida and elite olshtain. 1990. course design; developing programs and materials for language learning. cambridge: cambridge university press. hall, shane. 2001. how to do content analysis. available from http://classroom.synonym.com/content -analysis-2670.html. [accessed: 28 november 2015]. hutchinson, tom and alan waters. 2003. english for specific purposes; a learning-centred approach. cambridge: cambridge university press. vol 3. no. 1, june 2017 issn : 2541-6421 16 ikapi. 2015. buku indonesia dalam angka. available from www.ikapi.org/statistik. [accessed: 23 february 2016]. pannoni, alexandra. 2014, october 20. vocational high school programs an option for teens. available from http://www.usnews.com/education/blo gs/high-schoolnotes/2014/10/20/vocational-highschool-programs-an-option-for-teens. [accessed: 19 november 2015]. peraturan pemerintah republik indonesia nomor 66 tahun 2010 tentang perubahan atas peraturan pemerintah nomor 17 tahun 2010 tentang pengelolaan dan penyelenggaraan pendidikan. microsoft word ferawati jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx 21 http://dx.doi.org/10.26486/jele.v4i1.282 jele@mercubuana-yogya.ac.id the influence of role play on student’s english speaking skill at ninth grade of smp negeri 9 bekasi ferawaty puspitorini 1 universitas indraprasta pgri jakarta, l. nangka raya no.58 c, rt.5/rw.5, tj. bar., jagakarsa, kota jakarta selatan, 12530 1 feraliang06@gmail.com * corresponding author 1. introduction in speaking ability, there are many factors involve in it, such as structure, vocabulary, arranging sentences. we can see the following. speaking is an “activity requiring the integration of many subsystems. all these factors combined to together to make speaking a second or foreign language a formidable task for language learners. yet for many people, speaking is seen as the central skill. “teaching speaking is sometimes considered a simple process. commercial language school around the world hire people which no training to teach conversation. although speaking is totally natural, speaking in a language other than our own is anything but simple.” (bailey, 2003: 48). a r t i c l e i n f o a b s t r a c t article history received september 08, 2017 revised january 15, 2018 accepted march 20, 2018 this research investigates the influence of using role-play as teaching technique in teaching english speaking at ninth grade students of smp negeri 9 bekasi. there are two variables, they are teaching technique of role-play as independent variable and students’ speaking skill as dependent variable.the population consists of 62 students from all classes (2 classes). this research used population sample because the amount of sample is same with the amount of population. by simple random sampling technique, the writer determined 1 class as experimental class and the other class as control class. the research method used quasi experimental research. the research design used post test only. instruments consist 3 indicators with 4 sub indicators for each. test used oral technique of students speaking skill in role-play.the result of instrument test is validity. it determines higher than 0,275 of pearsons correlation standard. the instrument is also reliability. it determines higher than 0,5000 of alpha scale. the normality test with kolmogorov-smirnov is lower than 0,240. it means that the population is normality. the result of hypothesis test with r-square is 0,743. it determines that the influence is 74,3 % by using role-play technique. the writer concludes that there is significant influence of using roleplay towards students’ english speaking skill at ninth grade of smp negeri 9 bekasi. this is an open access article under the cc–by-sa license. keywords role play speaking skill students 22 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... ) we consider that teaching speaking is simple. it is because when the teachers teach speaking, they are like when they are speaking naturally. most of the activities when the teachers teach speaking, they teach conversation. through conversation activities, the students practice speaking actively. we can conclude that we need some factors to support speaking and from the four skills in english, speaking is the important thing, because by speaking someone can get their idea across. many of us in indonesia often think that we have a unique problem when our students are reluctant to speak. but this problem is more universal than we think, especially in the school going population. as malcolm cited in gaudart (2003: 2); “refers to the guarded and taciturn behavior of students who refuse to speak, as the “shyness syndrome”. in fact, the result of students learning in speaking is still unsatisfied. we can see from the data which mentions the students’ low ability in speaking skill. most of the students got speaking score is lower than kkm (smpn 9 bekasi, 2008). most of them were passive. they got difficulties to express their ideas orally. national department of education of jakarta government has determined the target of junior high school graduation. it is not 100% but 93,78 % (trans-tv, 2009). it means that they taught still difficult to get 100% of the standard for junior high school students, it includes english as one of the subjects. from the information above, the writer is being one of the english teachers who teaches at that school, i am determined to do experimental research focusing on speaking skill. there are many ways to treat our students speaking, both in using teaching technique or teaching media. the writer concerns with teaching technique. one of the ways to increase the student’s speaking skill is the role play. as stated by bailey in nunan (2003: 57); “role-plays are also excellent activities for speaking in the relatively safe environment of the classroom. in a role-play, students are given particular roles in the target language. for example, one student plays a tourist telephoning the police to report his wallet stolen. the other plays the role of a police officer trying to help the tourist file a report. roleplays give learners practice speaking the target language before they must do so in real environment.” through role-play, students act and practice speaking actively. they practice speaking while they pretend to be or to act as any profession. the class environment can be created into the particular situation. the students enjoy their learning because they are active in playing any roles. from the above statement it is said that the students can improve their speaking through their imagination and act as if it was real when they act or play at being somebody else in the role play to know their part well. the students should be able to understand what kind of action will they have and they should really master the part that they should play. speaking to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. bygate cited in nunan (1991: 40) suggests that; “oral interactions can be characterized in terms of routines, which are conventional (and therefore predictable) ways of presenting information routines contain frequently recurring types of information structures, being either be expository or evaluative.” information structures are studied by the students such as; descriptive, narrative, explanation, etc. while interaction routines are also studied by students such as; a job interview, etc. speaking means communication. in speaking, the people is not only asked to talk to each other, but also they are able to communicate what they have in their opinion and feelings either direct or indirect. when they talk, they should be able to say in a good and polite sentence, so another people can understand what they say. human beings is a social creature. human is called human when they live in their environment. wherever there is human being, there will be a language. it is a fact. both issn 2541-6421 jele (journal of english language and education) 23 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... ) in traditional and modern people and also it is clear that in our daily life we need communication skill . it always happens in our daily life, such as dialog held among members of a family or we can say the dialog between father, mother and their children; or in the market between the seller and the buyer, the teacher and the student, etc. the writer can conclude that speaking basically is very important and everyone who wants to communicate they have to know the way to speak .communication can be done with many ways, in the main point, there are verbal communication non-verbal communication. verbal communication uses language as a tool, while non–verbal uses a symbol such as flag, colorful pictures. and verbal communication is perfect, efficient and effective. skill we have already known that a conventional approach to syllabus design has been to produce specifications or inventories of discrete linguistic items to build into composite items in the learning program. these specifications have variously taken the shape of lists of forms, or functions, or notions, or particular skills. nunan (1990) says that skill emphasis on language behavior, which we shall find most useful in helping us to chart those language activities which will help us make up our language learning tasks. everyone who was born in this earth, they must have a skill. it can be build and grown as normally as they live in this world. it is usually gained through training or experience. sometimes the people said that skill is also called talent. someone can develop their skill as long as they want to learn much . as in the following above. skill is “ability to do something expertly and well”, the advanced learner’s dictionary of current english (hornby, gatenby, and wakefield). it is clear that a person who has skill in any kind of field , they can easily do it because by training and practicing it regularly he/she gets the results to be a success person. from the statement above, when someone has a skill, he / she can do what they have and they must do it well and also improve it again and again in order to gain the maximum grade. skill must be grown if we want to be an expert. in summary then, successful oral communication involves developing:  “ the ability to articulate phonological features of language comprehensibly;  mastery of stress, rhythm, intonation patterns;  an acceptable degree of fluency;  transactional and interpersonal skills;  skills in taking short and long speaking turns;  skills in the management of interaction;  skills in negotiating meaning;  conversational listening skills (successful conversations require good listeners as well as speakers);  skills in knowing about and negotiating purposes for conversations;  using appropriate conversational formulate and fillers” (nunan, 1990: suggestion that in developing language, rather than teaching learners to make well-formed sentences and then putting these to use in discourse, we should encourage learners to take part in discourse, and through discourse, help them to master sentences. role play role playing is used to improve one’s speaking skill in learning english. it means how someone acts in a drama and that action as if they come into the real thing. “role playing merupakan salah satu jenis teknik simulasi yang pada umumnya digunakan dalam pendidikan sosial dan hubungan antar sesama” (mahmudah,siti,http:/ www. klubguru.com/view). 24 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... ) we can see that role playing is a simulation technique in knowing and understanding the social education and how to make a relationship with another. here, this technique can help the students to find the meaning in their social environment that is useful for themselves.. beside that this technique is asked the students how to solve the problem between them while they involve in role-play action ,and. in this role play the teacher acts only as the jury and the other students as a noticer. the next, “ role playing which is particularly suitable for practicing the socio-cultural variations in speech acts, such as complimenting, complaining, and the like.”(marianne celce–murcia, teaching english as a second or foreign language,1992, ). here, we can see that in role-play can be used in many kinds of socio-cultural. moreover, when someone complain about something or complain with another person , in turn when we want to compliment someone, we can use it. according to the writer there is the same meaning from the statement above that roleplaying is used to practice speaking english acts to compliment, complain and the like. here, the students who involve in the role-play they must be able to have interact between them to reach the maximum result. 2. method this research is an experiment study to make an influence of role-playing towards the results of students’ speaking skill at ninth grade in smpn 9 bekasi. there is an experiment condition with role-playing as independent variable. dependent variable is speaking skill that is stated on students’ score through speaking test. the research method used in this study is quasi experimental design (suryabrata, 1994:33). it is a quasi design where the writer used the design which cannot control all the characteristics of the samples, but controlling is based on the situation. syamsuddin (2006) explains that control group design is used without giving pre-test, so the research does not measure the fulfillment equivalent, so the generalization is low. the research design used in this study is post test control group design where the data collected from the final test (suryabrata, 1992: 41-42). the design is like the following; research design: r x-1 o r x-2 o notes; r = random, which is used in determining the class samples. x-1 = experimental class. x-2 = control class. o = observation. it means to test the students after learning speaking. then the write design some lesson plans for three meetings at each class, both experiment and control class. (see the attachment of lesson plans/ rpp). research instrument it has mentioned before that the instruments are developed based on speaking indicators. the instruments are used both in the experimental class and control class. because it is oral test, the writer has difficulties in doing try-out, so it was not tried-out. then, in order to get the quality of the instruments, the writer uses two kinds of instruments test, they are;  validity, it means it can be used to measure what we want to measure (accurately). issn 2541-6421 jele (journal of english language and education) 25 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... )  reliability, it means to measure the consistency in taking the data a. validity the validity of items resulted from the measurement of content validity. the validity measures over the students’ relevance on subject and knowledge. the test uses product moment correlation. b. reliability divided from the word reliable, reliability analysis shows the reliable conditions of instruments although they have been used for several times. it means that the result of the first test can be used to other test. it is the consistency of the instrument in measuring whatever it measures. reliability coefficients can take on values of 0 to 1, inclusive (wiersma, 1991: 274). the interpretation of instrument reliability degree is based on the height or low of the correlation, as shown: correlation coefficient score the correlation degree less than 0,200 very low 0,200 – 0,399 low 0,400 – 0,599 moderate 0,600 – 0,799 high 0,800 – 0,999 very high 1,000 perfect 3. findings and discussion by using spss, the writer got the result, in experimental class, the highest score is 9 while in control class is also 9. meanwhile the lowest score in experimental class is 7, while in control class is 6, it is lower one point than in experimental class. by knowing the result of students’ score both from experimental class and control class, the writer can analyze the statistic as it can be seen as follow: table 1. descriptives conventional technique role play n valid 30 32 missing 0 0 mean 7.67 7.88 median 8.00 8.00 std. deviatioh .76 .70 variance .57 ..50 range 3 2 minimum 6 7 maximum 9 9 sum 230 252 from the histogram above, we can conclude that the sample used in this research is normal. it is shown by the description/ picture of histogram is cymetrical curve. by using kolmogorov-smirnov, the normality test for the experimental class is 0,068 lower than 0,240. while in the control class is 0,085 lower than 0,240. it means that both experimental class and control class used normal distribution population. the final step is to test the hypothesis by r-square. it is used to know the influence of using treatment (role-play) in the experimental class. the result of r-square test is 0,743. it means that the role-play influenced the students’ english speaking skill in 74,3 percent (r x 100% = 0,743 x 100% = 74,3 %). and other factors influenced the students’ speaking ability in 25,7 percent (100% 74,3 % = 25,7 %). in other words that the success of using role-play in teaching speaking is 64,5 %, while the unsuccessful of using role-play is 35,5 %. 26 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... ) by using role-play in teaching speaking is six times (6,105 = 6) more success than by using conventional technique. from the hypothesis test, it can be seen that h0 is rejected otherwise ha is accepted. it can concluded that there is significance influence of using role-play technique in teaching speaking at ninth grade graders in smpn 9 bekasi 4. conclusion the research can be concluded that the teaching speaking using role-play technique influenced students’ english speaking skill at ninth grade of smpn 9 bekasi. the r-square test determined that using role-play technique is 74,3 % higher than using conventional teaching technique 25,7 %. the success of using role-play technique is 64,5 %, it means that using role-play technique is supported to use in increasing students’ english speaking skill. in accordance, learning through conventional technique has not given the well improvement in students’ speaking ability at ninth grade of smpn 9 bekasi, even they have spent more hours in their classes. it is very important teaching technique for the students in learning speaking through role-play technique. students have low skill in speaking english because one of factors is the teaching technique. it is boring and does not vary. references ary, donald, lucy cheser jacobs and asghar razavieh. (1985). introduction to research education. new york: holt, reinhart and winston. bailey, kathleen m. speaking. in nunan, david (2003). practical english language teaching. singapore: mc graw hill. ballard, edward.g. wikipedia,accessed on 27th dec.2008 barnadib ( 2008 ), analisa hubungan keharminisan keluarga dengan si kap percaya diri siswa djajasudarma, t. fatimah (1987), bahasa sunda dialek cikamurang,wilayah trisi, kab. indramayu gaudart, hyacinth. (2003). english language teaching practices. malaysia: sasbadi sdn. bhd hadi, soetrisno. (1988). metodologi research.yogyakarta: andi offset. harmer, jeremy. (2001). the practice of english language teaching. england: longman. hornby, as. & e.v. gatenby , h. wakefield, ( 1992 ), the advanced learner’s dictionary of current english mahmudah,siti ( 2008 ),www://klubguru.com.view. accessed on 23 rd dec.2008 marianne celce – murcia, ( 1992 ) teaching english as a second or foreign language . malik, muhammad farooqi azam. (1997). english translation of the meaning of al-qur’an. housto, usa: the institute of islamic knowledge mayora, carlos a. (2006). integrating multimedia technology in a high school efl program. issn 2541-6421 jele (journal of english language and education) 27 vol. 4, no. 1, june 2018, pp. xx-xx ferawaty puspitorini (the influence of role play on student’s english speaking skill at ninth grade... ) english teaching forum, volume 44 number 3, 2006. washington: the united states of department of state for teachers of english. nunan, david. (1991). language teaching methodology: a textbook for teachers. new york: prentice hall. ………………(1990). designing tasks for the communicative classroom. cambridge: cambridge university press. rafael, simon petrus. (2008). implementasi teori kognitif sosial albert bandura dalam proses pembelajaran kelas drama berbahasa inggris. polyglot; jurnal ilmiah, vol. 2, no. 2, january 2008. tanggerang: fakultas ilmu pendidikan, universitas pelita harapan. roestiyah, n.k., ( 2008 )strategi belajar mengajar, penerbit rineka cipta singarimbun, masri and effendi, sofian (1989). metode penelitian survey. jakarta: lp3es. sudjana. (1992). metoda statistika. bandung: tarsito. sukmadinata, syaodih ( 2005 ), analisa hubungan keharmonisan keluarga dengan sikap percaya diri siswa suryabrata, sumadi. (1994). metodologi penelitian. jakarta: raja grafindo perkasa. ................................ (1992). metodologi penelitian. jakarta: rajawali press. syamsuddin and vismaia s. damaianti. (2006). metode penelitian pendidikan bahasa. bandung: sekolah pascasarjana universitas pendidikan indonesia dan pt remaja rosdakarya. wiersma, william. (1991). research methods in education. needham heights: allyn and bacon. departemen pendidikan nasional. (2007) kurikulum tingkat satuan pendidikan (ktsp). jakarta: depdiknas. kapin (2008). kriteria ketuntasan minimal tahun ajaran 2007/2008. jakarta: data sekolah. trans-tv (2009). departemen pendidikan nasional dki jakarta mentargetkan 93,78 % kelulusan ujian nasional sma. access on news-sticker, march 2nd. 2009. jakarta: trns-tv. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 74 pragmatic competence of indonesian efl learners retnowaty fkip universitas balikpapan retnowaty@uniba-bpn.ac.id abstract pragmatic competence is the skill to communicate in foreign language intended meaning. the objective of the study is to describe pragmatic competence of indonesian efl learners. this study was using descriptive qualitative approach. the participants were efl learners, especially students in the first semester which take english course in balikpapan university majoring mathematics and health and safety environment. furthermore, pragmatic test in the form of multiple choice dct was used to assess learners’ pragmatic competence. it was applying and/or adapting some of the items devised by rover (2005: 122-129 and hudson, detmer and brown (1995: 107-130) in viljamaa (2012). based on the analysis of the test, most learners have quite low pragmatic competence in implicature and speech act part. although cultural background is usually a quite problem for us, it can be handled by a good cooperation and good awareness of pragmatic aspects between the speaker and the hearer. therefore, we should increase our pragmatic competence in everyday life with many kinds of english activities because english is still a foreign language in indonesia. keywords: pragmatic competence, efl learners introduction learning foreign language usually involves knowledge of grammar and vocabulary. english is an example of foreign language in indonesia. in learning english, the focus is usually on grammar, syntax, lexicology, and also vocabulary. teachers try to teach rules and structures on how to form language and memorize the words in english. although knowing the forms and words of the foreign language are important in learning english, we cannot separate pragmatic competence in order to communicate successfully in the target language. failure may cause users to misunderstand each other. pragmatic competence is the skill to communicate in foreign language intended meaning. indeed, pragmatics, the study of “meaning in communication” (thomas 1995: 22) has not become significant in indonesia’s language teaching. furthermore, pragmatic competence of english as foreign language (efl) has not been the focus in language learning. in fact, efl learners sometimes use different expressions for the same feelings and the difficulty of understanding illocutionary force of utterances in english. therefore, pragmatic competence help showing how the target language is typically used in communication. generally, english has studied only at school. students have limited access to use english in real communication. they think english is a difficult subject because journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 75 it focuses on grammar. they also usually feel shy when they meet or talk to foreigners using english. moreover, they are also reluctant to do english conversation with their friends or environment. indeed, english is still viewed as foreign language in indonesia. in other word, we can say that pragmatic competence of efl learners may not developed greatly. chen (2011:235) stated that students’ pragmatic competence in china can’t get effectively improved their pragmatic competence, which finally leads to difficult employment of university students after their graduation. another study by hu in 2014 stated that studies in china show that college english students' pragmatic competence is poor. these facts are very surprising because besides misunderstanding language, difficult employment can be the result of failure or poor in pragmatic competence. methods this study belonged to a descriptive qualitative design. data in this research will be ninety one efl learners in balikpapan indonesia, especially students which take english course in balikpapan university for the first semester. they are from mathematics and health and safety environment major because they are not taking language major in the university. it is interesting to conduct research to them to know whether their english teacher in senior high school could transfer pragmatic competence or not. the researcher then assesses pragmatic competence of indonesian efl learners based on her experiences and background knowledge. she is supported by other instruments, like a pragmatic test and background questionnaire to get the data. the pragmatic test is in the form of dct to assess learners’ pragmatic competence. a multiple choice inferencing test was compiled by applying and/or adapting some of the items devised by rover (2005: 122-129 and hudson, detmer and brown (1995: 107-130) in viljamaa (2012). furthermore, there is a background questionnaire of all learners consists of eleven questions. these examples were deliberately chosen because they were found in some literatures. in other words, some studies have been used them as the instrument. they were also felt to have authenticity as a sample because the preferred multiple choice responses had originally been developed on the basis of actual native speaker interpretations of speakers’ meaning in a set of scenarios. furthermore, the distractors were adapted from the most common non-native speakers’ ‘incorrect’ answers. however, journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 76 there were some modifications and reductions according to the needs. findings and discussion result of pragmatic competence test the test performance of the students was calculated as the number of correct answers in the test of pragmatic competence. figure 1. result of pragmatic competence test figure 1 above shows the distribution of the scores in the pragmatic competence test. the scores ranged from one to ten points. thirty eight learners got five and six. four learners got only one points whereas no learners reached the maximum score of 12 points. in fact, there are two learners who got the lowest score that is two. it means that they only get two correct answers of all test items. we can infer that the learners have quite low pragmatic competence because the mean score of all learners 5.1 or we can say that from all questions, they got percentage of correct answer which is 42%. performace in the test of pragmatic competence performance in the test of pragmatic competence consist of two parts, they are implicature and speech act test items. 1. implicature when we want to know whether in any utterances contain implicature or not, we need to pay attention to five things, like the real meaning of the words, understanding cooperative principle and its maxims, utterances’ context, our background knowledge, and the fact. it was found in the item number one to eight. figure 2 below shows the percentage of correct item test number in the pragmatic competence test in implicature part. the items start from number 1 to eight. figure 2. result of implicature part in pragmatic competence test in the first item, the learners who give correct answer are sixty seven people or 73.6% of them. it is about relevance maxim implicature. in the second item, the learners who give correct answer are fifteen people or 16.5% of them. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 77 it is about indirect criticism through implicature. in the third item, the learners who give correct answer are fifty five people or 60.4% of them. it is about relevance maxim implicature. in the fourth item, the learners who give correct answer are only six people or 6.6% of them. it is about indirect criticism through implicature. in the fifth item, the learners who give correct answer are forty two people or 46.2% of them. it is about pope q implicature. in the sixth item, the learners who give correct answer are six people or 6.6% of them. it is about pope q implicature. in the seventh item, the learners who give correct answer are thirty six people or 39.6% of them. it is about relevance maxim implicature. in the eighth item, the learners who give correct answer are sixteen people or 17.6% of them. it is about relevance maxim implicature. based on the description above, the learners are mostly wrong in the part of indirect criticism through implicature pope q implicature especially in item number two, five and six. they mostly do not understand the concept. indirect criticism through implicature means they criticize something indirectly. pope q implicature is based on the prototype, “is the pope catholic?” in fact, we all know the answer that pope is a catholic. the pope q implicature is a question that does not need to be answered since the intention or the answer of it is contained in the question itself. 2. speech act in english, specific labels are commonly given, such as apology, complaint, compliment, invitation, promise, or request." (yule, 1996:47). these descriptive terms for different kinds of speech acts are directly related to the speaker's intention in producing an utterance, since he/she normally expects that the hearer will recognize his/her communicative intention. figure 3 below shows the percentage of correct item test number in the pragmatic competence test in speech act part. the items start from number 9 to 12. figure 3. result of speech act part in pragmatic competence test speech act was found in the item number nine to twelve. in the ninth item, the learners who give correct answer are sixty one people or 67% of them. it is kind of request speech act. in the tenth item, the learners who give correct answer are forty seven people or 51.6% of them. it is kind of request speech act. in the eleventh item, the learners who give journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 78 correct answer are sixty nine people or 75.8% of them. it is kind of request speech act. in the twelfth item, the learners who give correct answer are forty eight people or 52.7% of them. it is kind of apology speech act. related to speech act, most learners answered all questions correctly as expected. we can say that more than fifty percent of learners understand the principles of speech act, especially about request and apology and also politeness. they mostly know how to act with any kind of people. it can be said that they understand pragmatics as the study of the expression relative distance, i.e. the physical, social, or conceptual distance (or closeness) between the speaker and the listener (yule, 1996:3). result of background questionnaire result of background questionnaire consists of two parts, they are result of background information questionnaire and result of free time doing english activities. 1. background information from background questionnaire, we can conclude that the learners consist of fifty two females and thirty nine males. they are from the first semester in balikpapan university majoring mathematics and health and safety environment. their age is around 17 until 24 years old. the distribution of learner’s age: the learners who are 17 years old consist of nine people. most of the learners are 18 years old. they consist of 39 people. the learners who are 19 years old consist of 21 people. the learners who are 20 years old consist of nine people. the learners who are 21 years old consist of seven people. the learners who are 22 years old consist of three people. the learners who are 23 years old consist of two people. the learners who are 24 years old consist of nine people. he is the oldest one of the learners. they have studied english at school from around three to seventeen years. the learners who studied english for three years consist of two people. the learners who studied english for six years consist of six people. the learners who studied english for eight years consist of six people. the learners who studied english for nine years consist of twelve people. the learners who studied english for 11 years consist of three people. the learners who studied english for 12 years consist of thirty seven people. the learners who studied english for thirteen years consist of eleven people. the learners who studied english for 14 years consist of only one people. the learners who studied english for 15 years consist of two people. the learners who studied english for 17 years consist of two people. we can conclude that in average, the learners studied english for 10.8 years. the journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 79 longest time of studying english is 17 years and the shortest time of studying english is three years. all learners (91 people) have not visited english-speaking countries. the example of english-speaking countries are the united kingdom, the united states, australia. from the explanation above, we can conclude that the learners are fifty two females and thirty nine males most of the learners are 18 years old. they consist of 39 people. in average, the learners studied english for 10.8 years. furthermore, all of them have not visited english-speaking countries (e.g. the united kingdom, the united states, australia). if we compare with the result of pragmatic competence test, as young people, they have studied english for more than ten years and have not visited english-speaking countries (e.g. the united kingdom, the united states, australia), we can infer that their quite low score is an effect of what they studied before. for example, the teacher only taught grammar and vocabularies. they might have not been taught the culture, politeness, and all aspects of pragmatics in foreign language. moreover, they never travel outside indonesia to see variety of culture. it can also be an influence of their lower score in pragmatic test. 2. free time doing english activities this section presents the result of free time doing english activities questionnaire. the general profiles of how the questionnaire were presented can be seen in figure 4 to get more accurate descriptions about them. figure 4. result of free time doing english activities questionnaire figure 4 above shows the distribution result of free time doing english activities questionnaire. most of the learners with total number of 54 listen to english music daily. learners who write letters or emails in english daily are only three people. most of the learners with total number of 19 play computer games which are in english 4 to 6 times a week. learner who write letters or emails in english 4 to 6 times a week is only one person. most of the learners with total number of 22 using english to browse the internet 1 to 3 times a week. learners who write letters or emails in english 1 to 3 times a week are only nine people. most of the learners with total number of 20 writing letters or emails in english 1 to 2 times a month. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 80 learners who listen to english music 1 to 2 times a month are only two people. most of the learners with total number of 58 more seldom writing letters or emails in english. learners who are more seldom listening to english music are only four people. from the description above, we can conclude that the activity that the learners mostly like to do in their free time listening to english music. they are very seldom to write letters or emails in english. if we see background questionnaire result, they tend to listen to english music which does not really help them in understanding the culture and pragmatic aspects in the songs. songs are usually created in short form, sentences and vocabularies. they should do other activities to increase their pragmatic competence, some of them are watching english tv-programmes or movie and spending time with english-speaking friends. if we watch the movie, we can understand the culture and how they interact with other people indirectly to learn the pragmatic aspects. if we spend time with english speaking friends, it will involve direct interaction with native language to learn the pragmatic aspects. those activities will surely raise our pragmatic awareness. in this case, pragmatic competence help showing how the target language is typically used in communication conclusion the test performance of the first semester in balikpapan university majoring mathematics and health and safety environment was calculated as the number of correct answers in the test of pragmatic competence. based on the analysis of the test, most learners have quite low pragmatic competence in implicature and speech act part. the learners are mostly wrong in the part of indirect criticism through implicature pope q implicature. they mostly do not understand the concept. related to speech act, most learners answered all questions correctly as expected. we can say that they understand the principles of speech act, especially about request, apology and also politeness. they mostly know how to act and interact with any kind of people with different relative distance. based on background questionnaire result, we can conclude that the learners are fifty two females and thirty nine males. most learners are 18 years old. they consist of 39 people. in average, the learners studied english for 10.8 years. furthermore, all of them have not visited english-speaking countries (e.g. the united kingdom, the united states, australia). journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 81 if we compare the result of pragmatic competence test and background questionnaire, as young people, they have studied english for more than ten years and have not visited english-speaking countries (e.g. the united kingdom, the united states, australia), we can infer that their quite low score can possibly be the result of what they have learnt before. for example, the teacher only taught grammar and vocabularies. they might have not been taught the culture, politeness, and all aspects of pragmatics in foreign language. moreover, they never travel outside indonesia to see variety of culture. it can also be an influence of their lower score in pragmatic test. related to the activity that the learners mostly like to do in their free time, they love listening to english music. they are very seldom to write letters or emails in english. if we see background questionnaire result, they tend to listen to english music which does not really help them in understanding and finding the culture and pragmatic aspects in the songs. songs are usually created in short form, sentences and vocabularies. they should do other activities to increase their pragmatic competence, some of them are watching english tv-programmes or movie and spending time with englishspeaking friends. if we watch the movie, we can understand the culture and how they interact with other people indirectly to learn the pragmatic aspects. if we spend time with english speaking friends, it will involve direct interaction with native language to learn the pragmatic aspects. those activities will surely raise our pragmatic awareness. the suggestion of this study is surely propose the researchers, teachers and their students, also readers to pay attention in their pragmatic competence to clarify the understanding of this important phenomenon. although cultural background is usually a quite problem for english foreign learners, it can be handled by a good cooperation and good awareness of pragmatic aspects between the speaker and the hearer. increasing pragmatic competence in everyday life with many kinds of english activities is a must because english is still a foreign language in indonesia. pragmatic competence also help showing how the target language is typically used in communication. finally, this study is also meant to motivate other study on any aspects and fields of pragmatic competence because it is still a small scale research. for example, by adding more participants with different places, background and many others. moreover, pragmatic competence aspects should be explored, like deixis, cooperation, presupposition, entailment and politeness. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 82 references austin, j. l. 1962. how to do things with words. oxford: clarendon press. bardovi-harlig, k. cahyani, e.f. 2014 pragmatic competence of indonesian efl (english foreign language) learners in understanding grammar and pragmatic error. skripsi thesis, universitas muhammadiyah surakarta. chen, h. 2011. study on necessity to cultivate english pragmatic competence of non-english majors. asian social science, vol. 7 (9), pp. 235-239. available online at http://www.ccsenet.org/journal/i ndex.php/ass/article/download/1 2042/8485. cohen, l. et. al. 2007. research methods in education: sixth edition. new york: routledge. cohen, a.d & ishihara, n. 2010. teaching and learning pragmatics: where language and culture meet. london: pearson education limited. creswell, j.w. 2007. qualitative inquiry and research design second edition: choosing among five approaches. california: sage publications, inc. davies, b. 2000. grice’s cooperative principle: getting the meaning across. leeds working papers in linguistics, vol. 8, pp. 1-26. available online at https://www.leeds.ac.uk/linguisti cs/wpl/wp2000/davies.pdf. grossi, v.2009. teaching pragmatic competence: compliments and compliment responses in the esl classroom. prospect journal, vol. 24 (2), pp. 53-62. available online at http://www.ameprc.mq.edu.au/d ocs/prospect_journal/volume_24 _no_2/vittoria_grossi.pdf. grice, h.p. 1975. logic and conversation.[in: syntax and semantics, vol. 3, speech acts, ed. by peter cole and jerry l. morgan. new york: academic press 1975, 41–58] haugh, m. 2002. the intuitive basis of implicature: relevance theoretic implicitness versus gricean implying. pragmatics, vol. 12 (2), pp. 117-134. available online at: http://elanguage.net/journals/pra gmatics/article/download/317/25 0. hu, z. 2014. study on developing chinese college efl learners’ pragmatic competence in relation to language proficiency and overseas experience. journal of language teaching and research, vol. 5 (2), pp.391398. available online at http://www.academypublication. com/issues/past/jltr/vol05/02/19. pdf. hymes, d. 1972. on communicative competence. sociolinguistics, 26 9293, 269-293. krisnawati, e. 2011. pragmatic competence in the spoken english classroom. indonesian journal of applied linguistics, vol. 1 (1), pp. 100-110. available online at: http://ejournal.upi.edu/index.php /ijal/article/view/102. mey, j.l. 1993. pragmatics: an introduction. oxford: blackwell publishers. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 83 miles, m.b. & huberman, a.m. 1994. qualitative data analysis: an expanded sourcebook second edition. beverly hills: sage publication inc. morris, c. 1938. foundations of the theory of signs. international encyclopedia of unified science 1:2, chicago: the university of chicago press. thomas, j. 1995. meaning in interaction: an introduction to pragmatics. new york: addison wesley longman publishing. viljamaa, h. 2012. pragmatic competence of finnish learners of english: meaning in interaction in secondary and upper secondary schools. finland: university of turku (unpublished) yule, g. 1996. pragmatics. oxford: oxford university press. vol 1. no. 2, december 2015 issn : 2460 7142 ii jele journal ofenglish languageand education editorial board chairperson : dr. hermayawati, m.pd. editorial staff : elysa hartati, s.pd., m.pd. restu arini, s.pd., m.pd. agustinus hary setyawan, s.pd., m.a. wilujeng asih purwani, s.pd., m.a. ika kurniawati, s.pd., m.pd. language consultant : prof. dr. soepomo poedjosoedarmo (gadjah mada university) dr. issy yuliasri, m.pd. (state university of semarang) drs. barli bram, m.ed,ph.d (sanata dharma university) dr. dwi anggani l.b., m.pd. (state university of semarang) sayit abdul karim, m.pd.(technology university of yogyakarta) issn : 2460 7142 address : english education study program faculty of teachers training and education mercu buana university of yogyakarta jl. wates km.10 yogyakarta 55753 phones : (0274) 6498211, 6498212 fax : (0274) 6498213 email : jurnal.umby@gmail.com preface journal of english language and education (jele), to appear twice a year (in june and december) for lecturers, teachers and students, is published by the unit of scientific publishing and intellectual property rights, mercu buana university of yogyakarta. this journal welcomes articles which have never been published elsewhere and are not under consideration for publication in other journals at the same time.articles should be original and typed, 1.5 spaced, about 10-20 pages of quarto-sized (a4), and written in english. for the brief guidelines, it is attached in the end of this journal. vol 1. no. 2, december 2015 issn : 2460 7142 iii preface we proudly present the journal of english language and education (jele) vol.1, no.2 whichis presented for practitioners and researchers in accomodating their findings of research. by sharing the idea through this journal, it is expected that issues dealing with the english language and teaching can be overcome as it can be a reference to conduct a new research in the future. this journal comprises seven articles concerning on linguistics and english language teaching. they are categorized into discourse analysis, syllabus design and techniques to teach english that aim to improve the quality of englishlearning. we would like to thank to the contributors who have already participated in sharing the ideas towards the content of this journal. we would like also to express our sincere thanks to all members of editorial board who have worked hand in hand in creating this journal. we hope that this fine collection of articles will be beneficial and valuable to stimulate a further research. yogyakarta, december 2015 editor vol 1. no. 2, december 2015 issn : 2460 7142 iv table of content vol.1 no.2, december 2015 editorial board ................................................................................................. ii preface ............................................................................................................. iii table of content ............................................................................................... iv “the use of recast in teaching of grammar for high and low achievers” olyvia revalita candraloka ............................................................................ 108-118 “project-based collaborative writing in teaching grammar for students with high and low motivation” kuntonurcahyoko ....................................................................................................... 119-135 “integrative grammar in teaching academic writing” nicolas lodawik ouwpoly ............................................................................... 136-150 “the realization of interpersonal negotiation in the conversation” elysa hartati .................................................................................................... 151-169 “discourse as social practice on abdul qodir jaelani (aqj) case” suhartinisyukri dan isna humaerah ............................................................... 170-183 “the effectiveness of classroom discussion in improving english speaking skill among the students of smp n 3 depok” agustinus hary setyawan ................................................................................ 184-202 “the 2013 curriculum based syllabus for senior high school’s english extracurricular program” masrur mustolih .............................................................................................. 203-215 notes for contributors ...................................................................................... 216 vol 1. no. 2, december 2015 issn : 2460 7142 108 the use of recast in teaching of grammar for high and low achievers (the case of spoken use of english by the tenth graders of nahdhatul ulama vocational high school of ungaran olyvia revalita candraloka nahdhatul ulama vocational high school of ungaran email : ocandraloka@gmail.com abstract the goals of this study were (1) to find out the effectiveness of recast in teaching of grammar for high achievers, (2) to find out the effectiveness of recast in teaching of grammar for low achievers, (3) to find out the effectiveness of clarification request in teaching of grammar for high achievers, (4) to find out the effectiveness of clarification request in teaching of grammar for low achievers, (5) to find out the difference of grammar of high and low achievers taught using recast, (6) to find out the difference of grammar of high and low achievers taught using clarification request, and the last (7) to explain to what extent the interaction of teaching strategy (recast and clarification request) and the influence of students’ achievements (high and low) to the students’ grammar at the tenth grade of smk nu ungaran is. this research applies a quantitative method with a factorial design. the experiment class was treated by using recast, while the control class was treated by using clarification request. the studied subjects were 48 students of grade ten of nahdhatul ulama vocational high school of ungaran which consists of 24 students of an experiment class and 24 students of a control class. the results of the research revealed (1) recast is effective to teach grammar for high achievers,(2 recast is effective to teach grammar for low achievers, (3) clarification request is effective to teach grammar for high achievers,(4) clarification request is not effective to teach grammar for low achievers, (5) there is no significant difference between high and low achievers on grammar taught by using recast, (6) there is significant difference between high and low achievers on grammar taught by using clarification request, (7) there is significant interaction of teaching strategy (recast and clarification request) and types of students of achievement (high and low) to the students’ grammar at the tenth grade of nahdhatul ulama vocational high school of ungaran. keywords : achievement, grammar, recast introduction grammar in vocational high school becomes the greater part of material received by the students. it is mentioned in syllabus that explaining activity in present, past, future, and expressing something based on formula are the standard competency in vocational high school. those are needed to achieve some basic competencies. to achieve those competencies, it is needed to master grammar such as using correct vol 1. no. 2, december 2015 issn : 2460 7142 109 grammatical of tense, conditional sentence, reported speech, preposition, etc. students face difficulty in applying correct grammar either written or spoken. in spoken process, students have no time to edit or correct errors made by themselves. so, teacher is not only required to instruct students some rules to follow but also guide them to have correct grammar. in guiding the students, teacher may use comments or corrections. in spoken use, the students tend to make errors or incorrect utterances in applying the formula of some tenses. for example in simple past tense, the students often make error in using simple past of verb. the student’s error should be corrected in order to avoid the next error. for teachers, feedback may facilitate assessments towards student’s progress. given that feedback may facilitate students’ toward their progress, some researchers show how feedback gives contribution to students’ grammar in spoken use. research conducted by chu (2011) showed corrective feedback has a positive effect on improving oral english accuracy. corrective feedback is a response which is given to learner whose utterances contain an error (tarone, bigelow, & hansen, 2009: 28). the erroneous of utterances could be inappropriate grammatical, phonology, vocabulary, etc. there are several types of corrective feedback. lyster & ranta (1997: 46) classified there are six types of corrective feedback; explicit correction, recast, clarification request, elicitation, metalinguistic feedback, and repetition. from those types of corrective feedback, recast become the most used type of corrective feedback. recast is one of corrective strategies that teachers employ to deal with learner errors (ellis & sheen, 2006: 576). recasts such as this one have great appeal as correction strategies because they are minimally intrusive and occur within meaningfocused activities (doughty, 2001).the situations above have led the researcher’s interest to investigate the use of recast in teaching of grammar at nahdlatul ulama vocational high school of ungaran. related to the background above, the researcher formulated the research problem as follows: vol 1. no. 2, december 2015 issn : 2460 7142 110 (1) how effective is using recast to teach grammar for high achievers? (2) how effective is using recast to teach grammar for low achievers? (3) how effective is using clarification request to teach grammar for high achievers? (4) how effective is using clarification request to teach grammar for low achievers? (5) how significant is the difference between high achievers’ grammar and low achievers’ grammar taught using recast? (6) how significant is the difference between high achievers’ grammar and low achievers’ grammar taught clarification request? (7) how significant is the interaction between teaching strategy (recast and clarification request) and students’ achievement (high and low) to the student’s grammar at the tenth grade of nahdlatul ulama vocational high school of ungaran? present continuous tense present continuous is formed by adding “ing” (present participle) to the base form and using it with the verb “to be” (harmer, 1998: 40). it must always refer to the present. it describes an ongoing action that is happening at the same time the statement is written or spoken. the structure of the present continuous tense is: from the figure above, it can be shown that present continuous tense is formed by using am/is/arewith the verb form ending in -ing. corrective feedback corrective feedback is any indication to the learners that their use of the target language is incorrect (lightbown and spada, 1999: 171172). the learners receive various responses. for example, when a language learner says, `he go to school every day', corrective feedback can be explicit, for example, `no, you should say goes, not go' or implicit `yes he goes to school every day', and may or may not include metalinguistic information, for example, `don't forget to make the verb agree with the subject'. in addition, celce-murcia (2001: 40) pointed out that students need feedback to differentiate between acceptable and unacceptable target subject + auxiliary verb +verb-ing (be) (base+ ing) vol 1. no. 2, december 2015 issn : 2460 7142 111 language use. in giving feedback, teachers can signal the occurrences of an error, get the learners to selfcorrected, and drill of correct forms. corrective feedback is a response to learners’ utterances that contain an error (tarone, bigelow, and hansen, 2009: 28). when a learner produces an error, teacher may correct the utterance of the learner. types of corrective feedback there some types of corrective feedback. lyster&ranta (1997) put forward six types of corrective feedback. the six types are: 1) negative explicit feedback: teachers supply the correct form and clearly indicate that what the students say is incorrect. for example : student: he take the bus to go to school. teacher: oh, you should say he takes. he takes the bus to go to school 2) recast : teacher implicitly reformulates all or part of the student's utterance. for example : student: he take the bus to go to school. teacher: he takes the bus to go to school. 3) elicitation: teacher directly elicits asking questions or by pausing to allow students to complete teacher's utterance, or asking students to reformulate their utterance. for example : student: he take the bus to go to school. teacher: he ….? teacher: how do we form the third person singular form in english? teacher: can you correct that? 4) metalinguistic feedback: to the well-formed of the student's utterance. for example : student: he take the bus to go to school. teacher: do we say he take? teacher: how do we say when it forms the third person singular form? 5) clarification request: teacher's request for further information from a student about a previous utterance. for example : student: he take the bus to go to school. teacher: what do you mean by take? 6) repetition: teacher repeats the student's ill-formed utterance, vol 1. no. 2, december 2015 issn : 2460 7142 112 adjusting intonation to highlight the error. for example : student: he take the bus to go to school. teacher: he take? recast recasts involve the teacher's reformulation of all or part of a student's utterance minus the error (lyster and ranta, 1997: 46). meanwhile tarone, bigelow, and hansen (2009: 29) defined recast is as immediate correct reformulation of a second language learners’ erroneous utterance. tarone, bigelow, and hansen (2009: 28) suggested when a learner produces an erroneous second language form, for instance “what color it is?”, a teacher may correct the utterances by using recast. teacher gives feedback to the utterance directly to correct an error of from; that is “what color is it?”. it can help students to reduce erroneous in producing utterance. methods research design in designing this experiment, i used factorial design. it had two or more independent variables acting on the dependent variable (cohen, 2007:280). population and samples population of the study was the tenth grade students of nahdlatul ulama vocational high school of ungaran in academic year 2012/2013 which consisted of 354 students. samples of this research were two classes. the sample was taken by using stage techniques sampling. according to cohen (2000: 101) stage sampling involves selecting the sample in stages, which is, taking samples from samples. in this study, the samples were x-8 and x-9 that consisted of 36 students in both classes.in finding the subject of the study, i took the data from students’ learning achievement report of odd semester to get high and low achievers before they were treated by recast for experimental group and clarification request for the control group. instruments to collect data, i used a test, a set of questionnaires, and observation along teaching and learning process as instrument in this research. the test vol 1. no. 2, december 2015 issn : 2460 7142 113 was the instrument used in preliminary research and the end of the research. meanwhile a set of questionnaires and observation were used for getting information in the preliminary research. a set of questionnaires was used to know the condition of the students before treatment. it was supported by observation. the observation was used to know how the teacher carried out teaching learning process and the students’ activities in the classroom. the test was conducted to evaluate the students’ ability of grammar in spoken english. to get the data, i used the instrument of oral test to evaluate the students’ ability of grammar which was recorded by an audio-recorder that could be used to assess the utterances produced during test. 20 pictures were selected. each pictures followed by 20 questions given orally. the test lasted for around 8 minutes for each participant. students got same type of test in the beginning (pre test) and the end (post test). findings and discussion after gaining the data is normality and homogeneity, i tested the hypothesis proposed. in order to be able to test the hypothesis, i carried out anova which was to know the whole result and paired sample t-test to see the detail of research hypothesis. null hypothesis 1: there is no significant effectiveness of using recast to the high achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran. table 1. paired samples test of the first hypothesis paired differences 95% confidence interval of the difference mean std. deviation std. error mean lower upper t df sig. (2tailed) pair 1 post-test (experimenthigh) pretest (experimenthigh) 1.46667e1 7.30297 2.10819 10.02658 19.30675 6.957 11 .000 vol 1. no. 2, december 2015 issn : 2460 7142 114 the paired sample test as shown as table above indicates that tvalue is 6.957> t-table 2.201, α = .000 < α (0.05).the pretest and posttest score are significantly different. it can be concluded that using recast to teach grammar in spoken use for high achievers is effective. it means the null hypothesis 1 is rejected. null hypothesis 2: there is no significant effectiveness of using recast to the low achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran. table 2. paired samples test of the second hypothesis paired differences 95% confidence interval of the difference mean std. deviation std. error mean lower upper t df sig. (2tailed) pair 2 post-test (experiment-low) pre-test (experiment-low) 1.13333e1 10.17424 2.93705 4.86893 17.79774 3.859 11 .003 the paired sample test as shown as table above indicates that that t-value is 3.859> t-table 2.201, α = .000 < α (0.05).the pretest and posttest score are significantly different. it can be concluded that using recast to teach grammar in spoken use for low achievers is effective. it means the null hypothesis 2 is rejected. null hypothesis 3: there is no significant effectiveness of using clarification request to the high achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran. table 3. paired samples test of the third hypothesis paired differences 95% confidence interval of the difference mean std. deviation std. error mean lower upper t df sig. (2tailed) pair 3 post-test (control-high) pre-test (controlhigh) 1.45000e1 6.27404 1.81116 10.51366 18.48634 8.006 11 .000 vol 1. no. 2, december 2015 issn : 2460 7142 115 the paired sample test as shown as table above indicates that that t-value is 8.006> t-table 2.201, α = .000 < α (0.05).the pretest and posttest score are significantly different. it can be concluded that using clarification request to teach grammar in spoken use for high achievers is effective. it means the null hypothesis 3 is rejected. null hypothesis 4: there is no significant effectiveness of using clarification request to the low achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran. table 4. paired samples test of the fourth hypothesis the paired sample test as shown as table above indicates that tvalue is -1.987<t-table 2.201, α = .000 < α (0.05).the pretest and posttest score are not significantly different. it can be concluded that using clarification request to teach grammar in spoken use for low achievers is not effective. it means the null hypothesis 4 is accepted. null hypothesis 5: there is no significant difference of using recast to the high and low achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran.the data shown on table below found that there is no significant difference of using recast, which was implemented for high 0.5214 and low achievers (0.2645) of grammar in spoken use of english taught using recast as shown in the same column. it means the null hypothesis 5 is accepted. tukey test is used to determine which mean or group of means aresignificantly different from the others.based on the table of tukey test, the group which is different is lowachievers of control group. paired differences 95% confidence interval of the difference mean std. deviation std. error mean lower upper t df sig. (2tailed) pair 4 post-test (control-low) pre-test (controllow) -2.50000 4.35890 1.25831 -5.26951 .26951 -1.987 11 .072 vol 1. no. 2, december 2015 issn : 2460 7142 116 table 5. tukey test gain tukey hsd groups-achievement n subset for alpha = 0.05 1 2 control-low 12 -.1133 experiment-low 12 .2645 experiment-high 12 .5214 control-high 12 .5268 sig. 1.000 .168 means for groups in homogeneous subsets are displayed. tukey test is used to determine which mean or group of means are significantly different from the others. based on the table of tukey test, the group which is different is low achievers of control group. null hypothesis 6: there is no significant difference of using clarification request to the high and low achievers in grammar at the tenth grade students of nahdlatul ulama vocational high school of ungaran.the data shown on table above found that there is significant difference of using clarification request, which was implemented for high (0.5268) and low achievers (0.1133) of grammar taught by using clarification request as shown as shown in the different column. it means the null hypothesis 6 is rejected. null hypothesis 7: there is no significant interaction of teaching strategy (recast and clarification request) and types of students of achievement (high and low) to the students’ grammar at the tenth grade of nahdlatul ulama vocational high school of ungaran. from data analysis, it was found that there is significant interaction of teaching strategy (recast and clarification request) and result of students of achievement (high and low). it was shownf-valueis4.467> ftable 4.061 with the significance level of 0.05. so it means that the null hypothesis 7 is rejected. conclusion and suggestion based on the results of the research, it is revealed that (1) recast is effective to teach grammar for high vol 1. no. 2, december 2015 issn : 2460 7142 117 achievers,(2) recast is effective to teach grammar for low achievers, (3) clarification request is effective to teach grammar for high achievers,(4) clarification request is not effective to teach grammar for low achievers, (5) there is no significant difference between high and low achievers on grammar taught by using recast, (6) there is significant difference between high and low achievers on grammar taught by using clarification request, (7) there is significant interaction of teaching strategy (recast and clarification request) and types of students of achievement (high and low) to the students’ grammar at the tenth grade of nahdhatul ulama vocational high school of ungaran. in general, it can be said that the use of recast is effective to teach grammar for low and high achievers. teachers can utilize it in their teaching performance without mentioning the students’ errors instead of stimulating the students’ thought towards the utterances they produce. references chu, r. 2011. effects of teacher’s corrective feedback on accuracy in the oral english of english-majors college students. theory and practice in language studies, vol. 1, no. 5, pp. 454-459, may 2011. available online at http://ojs.academypublisher.com /index.php/tpls/article/download/ 0105454459/3074. accessed on 06th desember 2012. celcemurcia, m. 2001. teaching english as a second or foreign language. 3rd ed. boston, ma: heinle & heinle. doughty, c. (2001). cognitive underpinnings of focus on form. in p. robinson (ed.), cognition and second language instruction (pp. 206-257). cambridge: cambridge university press. ellis, rod. & sheen, younghee. 2006. reexamining the role of recasts in second language acquisition. studies in second language acquisition 28.2:575600. available online at http://ws.ajou.ac.kr/~edu/2003/z b/data/4_ellissheen2006recasts .pdf. acessed on 25th desember 2012. harmer, j. 1998. how to teach english. harlow: longman. lightbown, p. m. & spada. (1999). n. how language are learned. oxford: oxford university press. available online at http://escholarship.org/uc/item/9 5n3d84b.pdf. accessed on 25th desember 2012. lyster, r.; ranta, l. 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http://people.mcgill.ca/files/roy.lyster/lyster_ranta1997_ssla.pdf.%20accessed%20on%2006th%20desember2012 http://people.mcgill.ca/files/roy.lyster/lyster_ranta1997_ssla.pdf.%20accessed%20on%2006th%20desember2012 http://people.mcgill.ca/files/roy.lyster/lyster_ranta1997_ssla.pdf.%20accessed%20on%2006th%20desember2012 http://people.mcgill.ca/files/roy.lyster/lyster_ranta1997_ssla.pdf.%20accessed%20on%2006th%20desember2012 jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2018, pp. 19-27 19 error! hyperlink reference not valid. jele@mercubuana-yogya.ac.id managing social media contents as the digital journalism practice in the indonesian efl students context maria vincentia eka mulatsih 1,*, mega wulandari 2, priyatno ardi 3 1 sanata dharma university, mrican caturtunggal depok sleman, yogyakarta, 55002, indonesia 2 sanata dharma university, mrican caturtunggal depok sleman, yogyakarta, 55002, indonesia 1 mv_ika@usd.ac.id*; 2 mega@usd.ac.id; 3 priyatnoardi@usd.ac.id * corresponding author 1. introduction human communication has been revolutionized in this 21st century. the process has hastened and propelled forward at exceptional pace. people are now walking around with devices capable of connecting them with anyone in the world in a matter of seconds. over the last two decades, there has been a massive increase in mobile communication devices capable of sharing information in the form of multimedia, resulting in the democratization of digital content production or digital journalism. as the twenty-first century progresses, different types of journalists and media outlets evolve in response to this digital journalism trend. according to jones & salter (145), digital journalism is a modern style of journalism in which editorial information is provided over the internet rather than through print or broadcast. it disseminates information such as current-events news and features. further, steensen & westlund (136) stated that digital news enables interaction and conversation on a scale that paper cannot offer. people may leave comments on articles and create discussion boards to discuss certain issues. before the emergence of the internet, it was hard to have a spontaneous debate amongst readers who had never met. people may now add to the story and connect with others who wish to debate the a r t i c l e i n f o a b s t r a c t article history received revised accepted technological developments in this digital era have changed the way people get information, both formal news and entertainment. this affects the nature of journalism which was previously asynchronous into real-time. the rapid flow of information demands english department students to be proficient in processing information and produces news content especially through digital platforms such as social media. this study seeks to answer a question: how did students manage social media as the practice of digital journalism? experiential qualitative research method was applied to gather the data and its results were presented qualitatively. it was found that there were five steps in managing social media as the practice of digital journalism, namely: (1) deciding kind of timeless or real time news, (2) determining the news columns, (3) presenting the institution identity through color theme and layout, (4) distributing tasks and (5) implementing the news production. this is an open access article under the cc–by-sa license. keywords digital journalism social media content creating content writing http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social media) 20 issue. young people in this digital era needs to equip themselves with this digital literacy in order to adapt in this information era. the rapid flow of information demands english department students to be proficient in processing information and produces news content especially through digital platforms such as social media. digitalization, which is marked by technological advances in various aspects, demands higher education to respond positively to the adoption of technology in learning activities that can improve the learning to be relevant with the advances (kim, et al, 11). students these days, who are frequently referred as “digital natives” (prensky, 45), are highly engaged with the latest apps, social networking sites or social media, and other communication tools that take advantage of this shift and the multimodality of these modern, always-on, instant communication options. according to galvin & greenhow (143), young people are prolific writers in social media and access it multiple times daily, and some of them even appear to be citizen journalists (yoanita, hadi, aritonang, & setiawan, 25) reporting flash news through their digital media. this digital media is considered a multipurpose medium for education because it can be used “anytime and anywhere” (garrison, anderson, and acher, 453). this practice has strengthened language learning (gavenila, wulandari, renandya, 147). although some researches have addressed negative impacts of the use of social media for students such as cyber-bullying, depression, reduced academic achievement (kelly, at al., 23; chen et al, 56), recent scholars in various fields also emphasize some possible benefits of integrating social media into the learning process. therefore, a training or coaching to assist students in producing valid and reliable contents through digital platform are required. when they are equipped with decent skills in writing contents using digital platform, young people can gain access to more engaging and authentic writing opportunities. one example by chen (45) who conducted a study in which he recruited a group of teenage taiwanese learners to act as citizen journalists and create news stories on themes of interest to them. the affordances and restrictions of this multimodal writing assignment were assessed using an open-ended questionnaire that students completed at the conclusion of the semester. students perceived structuring material to generate a news and conducting interview as the top two affordances from this practice. in indonesian context, scholars highlight the benefits of incorporating journalism practice in the efl context (azhar, 45; aritonang, yoanita, hadi, setyawan, 56). however, the practical application of this model is limited to the use of blog-type platform and long writing form such as kompasiana, or blogspot, and the use of social media as a platform to conduct journalism practice is still under researched. responding to that issue, this project aims at transforming conventional student magazine production run by a group of english department students into digital format through social media feeds. this study seeks to answer a question: how did students manage social media as the practice of digital journalism? the digital contents created using social media serve to provide information to three parties, 1) prospective students, 2) active students, and 3) alumni. 2. method this research is experiential qualitative research. an experiential qualitative method investigates the data’s meanings, views, perspectives, experiences, and/or practices (clarke & braune, 451). instead of being used as a foundation for analyzing something else, participants’ interpretations are prioritized, accepted, and focused on. researchers envision a world waiting to be discovered within this framework, and language provides a window into this. according to farquuhar (3), this approach is considered as a set of interpretive material practices that make the world visible”. participants were selected by using the convenience sampling method, which consists of a selection of a non-random sample of members of the target population that meet certain practical criteria. six english department students between 20-22 years old took part in this project by joining as university student journalists and were given training on digital journalism. their tasks are divided into two: content writers (cw) and content layouter (cl). they need to collaborate well in order to produce news contents in the official instagram account (@pbisanatadharma). issn 2541-6421 jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social-media) 21 the data for this research were gathered from january-may 2022. an fgd was conducted to gain in-depth information on how the social media was managed and how the efl students’ progress in creating news contents via social media. the researchers acted as supervisors in this program. data in the form of narrative were analyzed qualitatively. the qualitative data generated was analyzed with focus on the themes connected to their experiences in joining the digital journalism program. further, to enrich the exploration of the task’s implementation, online records in the form of instagram archives (screenshots) were also presented in this study. 3. findings and discussion the research question was focused on the process of managing social media and content creating as a practice of applying principles of digital journalism, which are truthful, reliable but visually attractive and also fast. the findings in this research suggested that the participants experience several steps in conducting this project. there were five main steps in the process of managing social media, in this case, it refers to an official instagram account of the study program. english was used as the main language of social media content writing. the steps include (1) deciding kinds of news (2) determining the types of news columns, (3) deciding the color theme & layout, (4) distributing tasks, (5) implementation of the news production. the process of managing social media contents can be seen in the following flowchart. fig. 1. the flowchart of managing social media contents 1. deciding kinds of contents: timeless or real-time in the instagram account, contents are characterized into two categories: timeless or real-time. timeless content refers to a post that is not restricted by a particular time or date. it could be read in the present or future. on the other side, real-time content referred to news that needed to be produced fast and it was created for a specific occasion. it is expected to be published in the actual time during which a process or event occurs. both content writer and layouter needed to be able to decide whether the news should be classified into timeless or real-time. for example, english tips were timeless since it could be used in the present and future, while the announcement of thesis defense schedule or students’ achievements could only last for a certain period of time. while the timeless version of the contents can be created and checked prior to publishing time, real-time news required quick publication, otherwise the news will be no longer relevant. problems occurred in the graphic designing process when the students are expected to produce very quick posts on the instagram. to address that issue, the team should have created a template for a news that was required a quick posting and they utilized a free pre-made design platform, canva, to help them produce the contents. by categorizing the news into timeless and real-time, it is expected that students who are working in the team can manage their time well in producing contents. 2. determining news columns every week, the instagram managers should post at least six categories of news, namely lecturers’ profiles, announcement, updates, cool subject, events, and students’ corner. from the six columns, it was found that the lecturers’ profile was the follower’s most favorite content. it can be seen from followers’ engagement toward this type of content. the number of comments, likes, and shares were the highest among others. data was collected from a post insight generated by instagram, as follows: deciding kinds of news determining the types of news columns deciding the color theme & layout distributing tasks implementation of the news production jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social media) 22 fig. 2. lecturer’s profile post insights (source: @pbisanatadharma) due to the fact that this content was popular among followers, the managers paid more attention to the validity of the news contents. the process of creating this content took longer time than others. after selecting whose profile was going to be written, the content writer needed to gather information by interviewing the lecturer. the contents of this lecturer’s profile contained the information about their publication, educational background, a message for students and some pictures to help students get to know about their lecturer. in the process of producing this news content, the cw’s language and time management skills played an important role. writing skills which they have acquired in the classes such as paragraph writing or creative writing should be applied in order to create an informative and interesting contents which captivate followers’ attention to read. related to time management, cw needed to prepare a backup plan in case the news was not ready to post at the prearranged schedule, considering the lecturers’ limited time in responding the interview questions. after all the raw materials have been collected and processed by cw, cl proceed the text and pictures to be visually arranged into a well-designed post. collaboration and communication between members of the team are of vital importance. when the draft is ready, cw dan cl needed to consult it to the supervisors and other team members regarding the wordings, grammar, and also the layout design via whatsapp group. feedbacks were then given to them and the contents were revised. the quality and validity of the news content should be verified by the supervisors before the news were ready to post. the next step is constructing the caption. instagram post is never published without an attractive caption as an introduction of the content in the instagram feed. in this case, the ability or skill to create good sentences was needed. then, the news contents were ready to be published online and can be accessed by anyone following the account on instagram. besides lecturer’s profile, english tips, cool subject, announcement, updates and students’ corner contents were also parts of the six columns. on mondays, the team inform the followers about any news or updates of the study program. on tuesdays, both cl and cw created contents on cool subjects. cool subject is a description of courses offered in the study program. next, students’ corner was published on wednesdays. it is where students can share their opinion toward certain issues such as hybrid learning or managing time between work and study. then on fridays, english tips or events would be posted. announcement was managed to post on saturdays and the last column and most awaited content in a week was the lecturer’s profile which was posted on sundays. the schedule can be seen in the following table. issn 2541-6421 jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social-media) 23 fig 3. the news column posting schedule these are the examples of the contents: fig. 4. some samples of the ig contents apart from lecturer’s profile content, other contents such as announcement and cool subject do not require extra time to produce. after drafting the texts, caption and completing the layouting process, the draft will be verified through the whatsapp group, then other members of the team could provide some feedback. the content was soon posted after the revised version was made. figure 3 below was an example of an announcement post. fig. 5. final examination announcement. 3. presenting identity through color theme and layout jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social media) 24 the third step of managing social media was presenting an identity through layout and color theme. this official instagram account is the extension of the study program because it extends communication and information from the study program to target audience which are active students, alumni, and prospective students. according to burmark (2002) in his book visual literacy: learning to see, see to learn, 65% of world population are visual learners. they learn best by seeing visual images and in terms of social media, it helps them decide whether they want to engage with a certain content or not. color theme and layout can help the institution get recognition in public, and consistency is the key in order to have recognizable institution in the social media because it shows identity. choosing the right color pallet/ mood board is needed in order to convey messages and association with followers. the appealing visuals evoke feeling even before followers take time to read the contents. the color theme and elements in the layout were decided as an identity of the study program in the social media. red, yellow and white were selected since it represents the university color theme. as seen in figure 2, only those three colors were used. the placement of three logos was taken into account. kampus merdeka logo was on the top left of the page to show that the study program participating and supporting the government program. meanwhile, the study program logo was put on the top right of the page. on the right bottom of the page, youtube and ig addresses were placed. both content writers and layouters followed the template has been decided including the use of well-written english structure. the process of gaining feedback and revision process made the content creators understand the importance of maintaining the formal identity of an official account. 4. task distribution the fourth step was to discuss task distribution with the team. in the @pbisanatadharma social media team, it consists of three pairs of content creators or social media managers who were responsible in producing the news contents collaboratively. there are one content writer and one content layouter responsible to produce contents every week. content writer is responsible to copywrite the information and caption in form of texts, while the content layouter is the graphic designer who is in charge of the visual materials of the contents. creativity, copywriting and a keen eye for design are the three most important soft skills to look after by the team. this table below was an example of task distribution: table 1. task distribution. date managers feb (week i) content writer 1 & content layouter 1 feb (week ii) content writer 2 & content layouter 2 feb (week iii) content writer 3 & content layouter 3 six members are considered the ideal number of social media team in this context, since they need to balance their time with other college tasks and organization responsibilities. by working every other week, it is expected that the team can have sufficient time to check the validity of the contents and create visually appealing contents. 5. implementation of the news/contents production after all the process has been done, it is time for the social media team to implement their skills. it includes time management skill since content writer and layouter had to be able to produce the content quickly and accurately especially for the real-time news, amid many assignments from the courses they were taking as students. issn 2541-6421 jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social-media) 25 in order to evade affliction, a pair of social media managers (cw & cl) can prepare the timeless contents prior to their task schedule. when the timeless contents are ready, they can focus on the real-time contents on their mandatory schedule of the job. beside time management, the skill to collect true information was also practiced. they need to apply the principle of journalism which is truthful. the social media manager should confirm that the information they would like to share is true, reliable and verified. before they could post the contents, they also need the skill to accept constructive feedback from the other team members and the key stakeholders. so, critical thinking is also required in this process. the screenshots of the discussion can be seen as follows: fig 6. team discussion on the process of content and caption creation it can be seen from the chat history, that feedback was given in order to check some phrases or sentences. consulting online dictionary was done too to ensure that no language errors were found and that the english language is naturally used. finally, collaboration in managing the social media was part of professional development. it also required both content writer and layouter to practice or implement their digital journalism skill. in relation with the video contents popularity, reels would be added as one of the contents in the social media account. 4. conclusion six english department students joining as university student journalists were given training on digital journalism. the team is divided into two: content writers (cw) and content layouter (cl). they need to collaborate well in order to produce news contents in the official instagram account (@pbisanatadharma). there are five main steps to manage the social media contents, namely: deciding kind news whether it was timeless or real time one, forming the six columns based on the schedule, presenting a formal identity through layout and theme, distributing tasks in order to get the job done effectively in pairs and implementing various skills and teamwork to produce quality social media contents. the skills consisted of time management, digital journalism, news writing, communicating, gathering the information, layouting, accepting feedback and collaboration. those practices helped the students to prepare for real job as professional in the future. although this article has shown some steps of managing social media as the practice of digital journalism skill, jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 19-27 mulatsih et.al (managing social media) 26 further research on the effectiveness of the digital journalism skills enhancement and self-evaluation of reflection also needed to be conducted. acknowledgment this study was conducted with a support from institute for research and community service (lppm) sanata dharma university. the researchers 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(p. 136). routledge: taylor & francis (2021). yoanita, desi, et al. do s and dont s in citizen journalism. diss. petra christian university, 2018. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 65 a study on the morphological awareness of intermediate level adult turkish efl learners fatma aydin1, ozgur yildirim 2 12anadolu university, school of foreign languages 1 f.aksoy@anadolu.edu.tr 2 oyildirim@anadolu.edu.tr abstract the purpose of the current study was to investigate morphological awareness of a group of intermediate level adult turkish efl learners. the participants of this study were 168 turkish first year university students who were taking intermediate level english courses at a state university in turkey. morphological awareness test (mat) was the data collection instrument of the study. mat consists of two sections: sentence completion and word relation. the sentence completion section consists of 27 multiple-choice test items with the purpose of understanding whether the participants are aware of the grammatical and lexical functions of some common derivational suffixes in english. in the word relation section, the participants were provided with a list of 20 word pairs (real words), and asked whether the second word in each pair comes from the first word or not. for analyzing the data, first the descriptive statistics (mean scores and standard deviations) were calculated for the sections of mat and for individual suffixes, then the comparisons between the sections and among the participants were made by using paired-samples t-tests and one-way repeated measures anovas. results of the study indicated that intermediate-level adult turkish efl learners participating in the present study had moderate to high morphological awareness; they performed better in the word relation task than in the sentence completion task; and they showed the best performance in the verb making suffixes. keywords: morphological awareness, foreign language reading, efl, esl introduction in a meta-analysis on l2 reading comprehension and its correlates, jeon and yamashita (2014) list ten key l2 reading component variables: l2 decoding, l2 vocabulary knowledge, l2 grammar knowledge, l1 reading comprehension, l2 phonological awareness, l2 orthographic awareness, l2 listening comprehension, working memory, metacognition, and l2 morphological awareness. koda (2005) maintains that word knowledge is formulated in specific contexts, from which extracting lexical information is an acquired competence that contributes to reading comprehension, as already mentioned in this study. however, it is crucial to understand the internal structure of the words to be able to extract lexical information. koda (2005) further maintains, “in-depth awareness of such structural awareness can point up the essential competencies underlying word-knowledge accretion through reading” (p.71). in this sense, metalinguistic awareness, which refers to “the ability to identify, analyze, and manipulate language forms” (koda, 2005: 72), plays an important role in reading development. it is journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 66 worth mentioning that metalinguistic awareness differs from linguistic awareness in the sense that it requires a general understanding of language, regardless of its specific details (koda, 2005). as it is believed that learning to read involves the recognition of important elements of spoken language and their relation to the writing system of a language, and thus metalinguistic, there has been a boost in research on metalinguistic awareness recently (koda, 2005). morphological knowledge, a type of intra-word knowledge, and morphological awareness, a type of metalinguistic awareness, has gained importance accordingly. metalinguistic awareness has been increasingly found to be beneficial for l2 reading comprehension (kieffer & lesaux, 2012). the purpose of the current study is to investigate morphological awareness of a group of intermediate level adult turkish efl learners. the research question of the study is as follows: to what extent intermediate-level adult turkish efl learners are aware of syntactic and lexical functions of certain suffixes in english? morphological awareness refers to “the ability to reflect on and manipulate morphemes and word formation rules in a language” (kuo & anderson, 2006:161). in other words, it is the ability to recognize the internal structure of a word, identify the root and the affixes as well as being able to form new words applying the word formation rules in a particular language. the interest in morphological awareness and its contribution to reading achievement surged thanks to the realization that english is a morphophonemic language. previous to this surge in interest in morphological awareness, phonological awareness, which is defined as the ability to analyze the sound structure of words (apel& werfel, 2014), was once a major topic in reading research as its explicit teaching was found to have a facilitating effect on reading achievement in the pre-school and early elementary school years. therefore, studies investigating these facilitating effects of phonological awareness scaled up. however, it was later noticed that despite the incontestable contribution of phonemic awareness to literacy and reading skills, it cannot be identified as the single most important predictor of reading achievement as literacy is naturally complex and multifaceted. afterwards, it was recognized that morphological structure, as well as phonological structure, is an essential component of english language. research shows that in one way or another learners of a language are likely to benefit from morphological awareness, which entails its implementation in a language classroom. however, since morphological awareness is a multi-dimensional skill, there are various ways of instructing morphological awareness in a language classroom. apel and werfel (2014) describe a variety of tasks to target one or more aspects of morphological awareness. they note that it is essential to first model the task and/or strategy before carrying out the activity or presenting the use of the strategy. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 67 segmenting task: segmenting activities are indicated to increase learners’ conscious awareness of how many meaningful units a spoken word contains. learners are instructed how multi-morphemic words can be segmented into their smallest meaningful units. when modeling, the instructor is required to provide reasons for each unit they divide so that learners can understand that this segmentation is logical and each unit has a meaning on their own. for example, as for the word “longer”, “long” is the adjective itself and has an independent meaning. the suffix -er, on the other hand, is added to most adjectives to make comparisons. in this way, learners might gain insights into the lexical and grammatical functions of inflectional and derivational affixes. in order to emphasize that the phonology of the word has nothing to do with the number of meaningful units it is formed with, it is possible to orally provide examples of words that can be mono-morphemic (such as “band”) or multi-morphemic (such as “banned”) depending on the context. word building task: it is stated that word building activities increase learners’ conscious awareness of how many meaningful units a written word contains. such activities involve forming real words or creating new ones (pseudo-words) by means of combining base words or roots with prefixes and/or suffixes. learners might be provided with lists of common roots, prefixes and suffixes and asked to choose the prefixes and suffixes that can be attached to a certain root. once learners tell the prefixes and/or suffixes that can be attached to a certain root, they may discuss whether the same prefix/suffix can be attached to all members of the same part of speech and whether the spelling and/or pronunciation of the word changes as a per class activity. word sorts: word sorts predominantly apply to inflectional suffixes and increase learners’ conscious awareness of changes in spelling once a suffix is added to a base word. they are appropriate to teach/practice certain rules or principles such as plural –s, third person singular or past tense. the instructor is advised to write on cards words that can be contrasted in terms of a certain rule or principle and encourage learners to sort these cards into categories. as for plural –s, these categories would be of three different allomorphs, namely /s/, /z/ and /ız/. derivational suffix –ly, which is attached to adjectives to form adverbs, can also be instructed accordingly. in this way, learners may be made aware of the differentiation in spelling when –ly suffix is added to an adjective. direct instruction of word roots: these activities require explicitly instructing or encouraging learners to think about the roots of words which might be borrowed or derived from other languages, mainly greek and latin as for english. if learners know meanings of the most common borrowed roots, they might be able to produce novel words using those roots and/or guess the meanings of novel words formed with them. such an instruction would be relatively better for older and/or more advanced learners. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 68 this type of activities is especially convenient for individuals who are interested in conducting searches within specific texts of such topics as geography, photography and history, which might consist of borrowed words in abundance. word relatives: word relatives aim at promoting learners’ conscious awareness of relations among base words or roots and their inflected and/or derived forms. with this purpose, the instructor is to enable learners to recognize that some multi-morphemic words come from the same base word or root and thus are related to each other. these words resemble members of a family in the sense that some of them may look and sound like another, some others may look but not sound like another, while some others may sound but not look like another, and still some others may neither look nor sound like another. therefore, apel and werfel (2014) recommend instructors to use analogy of family members to help learners internalize this relationship among multimorphemic words and the notion of how they may differ in terms of look and sound. learners may be provided with a base word (such as act) and asked to brainstorm all the other multimorphemic words coming from the same base word (such as action, actor, actress, acting). the same process can be repeated with roots (such as vert, which means “to turn in some direction”) and learners may come up with all the other related words (such as introvert, introverted, extrovert, extroverted, convert, conversion). methods participants the participants of this study were 168 turkish first year university students who were taking intermediate level english courses at a state university in turkey (age: 18-22). the participants’ proficiency level had been determined with a proficiency exam administered at the beginning of the semester the data were collected. the participants had been learning english with an integrated approach to foreign language learning in which english was taught in a way in which language skills and subskills are interwoven, and students are encouraged to learn these skills simultaneously. instrument morphological awareness test (mat) was the data collection instrument of the study.mat consists of two sections: sentence completion and word relation. the sentence completion section consists of 27 multiplechoice test items. the purpose of this section is to understand whether the participants are aware of the grammatical and lexical functions of some common derivational suffixes in english. the target words used in this section are pseudowords that are appropriate for the morphological structure of english. the derivational suffixes used in this test are -tion, -ist, -(i)ty (nounmaking suffixes); -ate, -ize, -fy (verb-making suffixes); and -ous, -ive, -al (adjective-making suffixes). these suffixes have been selected for the test because they are among the very common suffixes in english (white, sowel & journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 69 yanagihara, 1999; fry & kress, 2006); -tion, (i)ty, -ous, -ive and -al are among the most common 20 suffixes that account for 93 percent of occurrences according to a research-based list by white, sowel, and yanagihara (1999); and ist, -ate, -ize and –fy are among other common suffixes that account for seven percent of the occurrences. the test items in the sentence completion section have been taken from mahony (1993) with minor adjustments. the participants were instructed to choose the best word out of four options formed with the same root (a pseudoword) but different suffixes in order to complete a sentence with a blank. as can be seen in the following sample test item (figure 1), once a learner knows what functions the derivational suffixes -ize, -ive, -al and -tion serve, as listed in the options respectively, they can easily complete the sentence with the correct form of the word, indicating that they have some insights into english derivational morphology. figure 1. sample test item from the sentence completion section of mat in the word relation section, the participants were provided with a list of 20 word pairs (real words), and asked whether the second word in each pair comes from the first word or not. as the following sample test items displays (figure 2), after reading each word pair the participants circle yes, if they think the second word comes from the first word, or no if they think the second word does not come from the first word. three teachers of the participants reviewed the words and confirmed that the participants were familiar with the meaning of all of the words that were used in this section of the test. nine of the word pairs were morphologically related, while the remaining 11 pairs were morphologically unrelated. some of the word pairs in this section were taken from mahony (1993), while some others were designed accordingly by the researcher. figure 2. sample test item from the word relation section of mat expert opinion of four professors from the english language teaching department of the same university were taken for ensuring the validity of mat for this research purpose and context; cronbach’s alpha coefficient of mat was found to be .86 for this study, which indicates a high internal reliability. data collection and analysis during the administration of mat, the participants were not told that the words used in the sentence completion section were pseudowords, they were told that the words were new to them, and they were reminded to use their knowledge of word endings (suffixes) to be able accomplish the test. for analyzing the data, first journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 70 the descriptive statistics (mean scores and standard deviations) were calculated for the sections of mat and for individual suffixes, then the comparisons between the sections and among the participants were made by using paired-samples t-tests and one-way repeated measures anovas. results there are 47 items in mat, 27 of them are in the sentence completion section and 20 of them are in the word relation section. so the highest possible overall score is 47 and the highest possible scores from the sentence completion and word relation sections are 27 and 20, respectively. table 1 presents the mean scores for mat (overall) and its sections. overall mat score (30,67 over 47) indicates that the participants of the study have a moderate to high morphological awareness knowledge. the mean scores for the subsections indicate that the participants were better in word relation (17,09 over 20) as compared to sentence completion (13,58 over 27). table 1. mean scores for mat mean sd mat overall 30,67 6,35 sentence completion 13,58 5,20 word relation 17,09 2,74 table 2 and table 3 present the mean scores and their comparisons for the three main suffix groups (noun making, verb making, and adjective making), the highest possible score for each group was 9 as there were nine items in mat related to each suffix group. the tables show that the participants got the highest mean score from the verb making suffixes, and there was a statistically significant difference between the mean scores of the noun and adjective making suffix groups and the verb and adjective making suffix groups, whereas the difference between the mean scores of the noun and verb making suffix groups was not significant. table 2. mean scores and anova comparison of main suffix groups mean sd df f p noun 4,66 1,88 2, 334 11,88 ,000 verb 4,85 2,18 adjective 4,11 2,13 table 3. pairwise comparisons of main suffix groups table 4. mean scores and anova comparison of noun making suffixes mean sd df f p -tion 2,05 ,818 2, 334 67,63 ,000 -ist 1,48 ,928 -ty 1,13 ,845 table 5. pairwise comparisons of noun making suffixes pair mean differenc e df t p noun & verb -,185 167 1,23 4 ,219 noun & adjective ,548 167 3,38 7 ,001 verb & adjective ,732 167 4,65 9 ,000 pair mean difference df t p -tion & ist ,565 167 7,114 ,000 -tion & ty ,917 167 12,18 3 ,000 -ist & -ty ,351 167 4,199 ,000 journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 71 table 4 and table 5 present the mean scores and their comparisons for the three noun making suffixes, the highest possible score for each suffix was 3 as there were three items in mat related to each suffix. the tables indicate that the participants got the highest mean score from –tion, and it was followed by –ist and –ty, and there was a statistically significant difference in all pairwise comparisons. table 6 and table 7 show the mean scores and their comparisons for the three verb making suffixes, again the highest possible score for each suffix was 3 as there were three items in mat related to each suffix. the tables indicate that the participants got the highest mean score from –ate, and it was followed by –ize and –fy, and there was a statistically significant difference in all pairwise comparisons. table 6. mean scores and anova comparison of verb making suffixes mean sd df f p -ate 2,17 ,977 2, 334 87,302 ,000 -ize 1,68 1,005 -fy 1,00 ,973 table 7. pairwise comparisons of verb making suffixes table 8 and table 9 present the mean scores and their comparisons for the three adjective making suffixes, and the highest possible score for each suffix was 3 because there were three items in mat related to each suffix. the tables indicate that the participants got the highest mean score from –al, and it was followed by –ive and –ous, and also there was a statistically significant difference in all pairwise comparisons. table 8. mean scores and anova comparison of adjective making suffixes mean sd df f p -ive 1,43 ,945 2, 334 18,300 ,000 -al 1,61 1,020 -ous 1,07 ,988 table 9. pairwise comparisons of adjective making suffixes pair mean difference df t p -ive & -al -,185 167 1,998 ,047 -ive & ous ,357 167 4,046 ,000 -al & -ous ,542 167 5,860 ,000 discussion and conclusion results of the study indicate that intermediate-level adult turkish efl learners participating in the present study have moderate to high morphological awareness. in other words, intermediate-level adult turkish efl learners participating in the present study are aware of syntactic and lexical functions of certain suffixes in english to at least to a moderate extent or more. these findings indicate that the participants in the current study are aware of word morphology to some extent; however, they need more guidance to gain more insights into word morphology and lexical and grammatical functions of word parts. once they all seem to be aware of the reciprocal pair mean difference df t p -ate & ize ,488 167 5,724 ,000 -ate & -fy 1,167 167 12,68 5 ,000 -ize & -fy ,679 167 7,652 ,000 journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 72 relationship between vocabulary knowledge and reading comprehension, they might be made further aware of the relationship between vocabulary knowledge and word morphology. the explanation that the participants in the present study have at least moderate awareness of morphological awareness might lie in their english proficiency and the time they have spent learning english so far. they are at intermediate level, indicating that they have made progress towards being proficient efl learners. they can understand and talk about the main points of familiar topics or the topics of personal interest; they can deal with situations that arise while they are travelling in an english speaking country and they can describe their experiences, dreams and hopes giving reasons (according to cefr). besides, results of the present study indicate that they can moderately recognize the morphological structure of complex words, identify the grammatical and lexical functions of certain suffixes and judge whether two words are morphologically related or not. however, considering their english proficiency level, we would expect higher morphological awareness. this relatively lower awareness might be linked to the lack of guidance among adult turkish efl learners in terms of intra-word structure. apparently, they need more guidance to recognize the internal structure of a word and identify the root and the affixes. additionally, they need to be shown how to form new words applying the word formation rules in english. in addition, the present study reveals that intermediate-level adult turkish efl learners participating in the present study performed better in the word relation task than in the sentence completion task. this means that intermediate-level adult turkish efl learners participating in the present study can judge whether a morphologically complex word comes from a simple word better than they identify the lexical and grammatical functions of certain derivational suffixes in english. when we look at the items in the word relation task (section ii of the morphological awareness test), we notice that they measure a basic facet of morphological awareness. these items interrogate solely whether or not efl learners have a superficial knowledge of intra-word structure in english. also, intermediate-level adult turkish efl learners participating in the present study showed the best performance in the verb making suffixes. we expected the best performance in the case of noun making derivational suffixes since they are considered as the simplest among the parts of speech and thus the first ones taught to students in primary school. however, this finding remarks that turkish efl learners might be making use of verb making derivational suffixes more frequently than any others; they might often encounter and be engaged in verb making derivational suffixes and thus are more familiar with and aware of their lexical and grammatical functions. the participants scored the most poorly in the case of adjective making journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 73 derivational suffixes, which might be explained by that foreign language learners generally encounter with and use nouns and verbs more than the other parts of speech. lastly, intermediate-level adult turkish efl learners participating in the present study showed significantly more awareness for the verb making derivational suffix –ate than – izeand –fy. they showed significantly more awareness for the noun making derivational suffix –tion than –ty and –ist. they showed significantly more awareness for the adjective making derivational suffix –al than –iveand – ous. this differentiation of the performance of the participants in terms of the suffixes may also be attributed to their experience with suffixes and word formation through their studies at preparatory school and the course-books. one crucial thing that this finding signals is that turkish efl learners display different performance in recognizing and using suffixes properly in accordance with the individual suffixes even in the case of very common ones. this indicates that they need to be provided with a wider array of suffixes profoundly to be more proficient in identifying word structure and forming new words in english. in other words, turkish efl learners should be provided with derivational suffixes broadly and deeply to achieve the goal of comprehending and benefitting from intra-word structure in english. references apel, k., & werfel, k. (2014). using morphological awareness instruction to improve written language skills. language, speech and hearing services in schools, 45, 251-260. fry, e. b., & kress, j. e. (2006). the reading teacher’s book of lists, 5th edition. cambridge: wiley. jeon, e. h., & yamashita, j. (2014). l2 reading comprehension and its correlates: a metaanalysis. language learning, 64 (1), 160212. kieffer, m. j., & lesaux, n. k. (2012). direct and indirect roles of morphological awareness in the english reading comprehension of native english, spanish, filipino, and vietnamese speakers. language learning, 62 (4), 1170-1204. koda, k. (2005). insights into second language reading: a cross-linguistic approach. cambridge: cambridge university press. kuo, l., & anderson, r. c. (2006). morphological awareness and learning to read: a cross-language perspective. educational psychologist, 41 (3), 161180. mahony, d. l. (1993). the role of sensitivity to word structure in the development of reading skill. unpublished doctoral dissertation, department of cognitive sciences, university of california, irvine. white, t. g., sowell, v., & yanagihara, a. (1999). teaching elementary students to use word-part clues. the reading teacher, 42, 302-308. vol 3. no. 1, june 2017 issn : 2541-6421 42 increasing young learners’ vocabulary mastery by using english songs cicih kurnia english education department faculty of teacher training and education mercu buana university of yogyakarta, indonesia email:chici_kurnia@yahoo.com abstract vocabulary is basic part of language when we learn english. nowadays, introducing english vocabulary can be started in the kindergarten school. in early age, the young learners are easy to accept the language that has been given by teacher. therefore, young learner in early age (approximately 3-4 years old) should get stimulation and learn english vocabulary in order to get preparation to study in higher level. this research was conducted to increase the young learners’ vocabulary mastery in b class of tungga dewi day-care. the classroom action research was implemented in this research. the teaching technique using songs were implemented through teaching and learning activities in two cycles of classroom action research. each cycle of classroom action research was planning, acting, observing and reflecting. in this research, instruments to gather the data were field notes and observation checklists. field notes and observation checklists were applied to take the data during the teaching learning process. the data would be analysed in order to solve the problems. songs were applied in the activities of the first cycle of classrooms action research. the result of the first cycle was not quiet successful because the average of post –test score in cycle one was 37,8. therefore, the teacher-researcher conducted the second cycle. the second cycle was conducted based on the result of the first cycle. songs were combined the body movement in second cycle of the classroom action research. the result of the second cycle was successful because the average of post-test score was 77,78. as a conclusion, it can be concluded that the implementation of english songs could help to increase the young learner’s vocabulary mastery. keywords: young learner, vocabulary, songs, classroom action research introduction based on bill no. 20, 2003 especially in relation to article 1 about national education system for young learners in indonesia or pendidikan anak usia dini (paud), it states that young learners’ education has been started from the day a child is born to the age of approximately six years old. this system gives young learners early forms of education through stimulations obtained from their immediate environments. young learners grow and develop their intelligences’ to prepare them for the next educational stages through the stimulations. young learners undergo several aspects of development including physical, cognitive, religious vol 3. no. 1, june 2017 issn : 2541-6421 43 and moral value, socio-emotional and language. in education, young learners acquire knowledge formally and informally. informally, they absorb knowledge from their family and environment; whereas formally, they gain it from their school environment and teachers. as the source of knowledge, a teacher and a school institution must know about the learners’ characteristics, stage of both mental, cognitive and language development aspect in order to teach appropriately and effectively. teaching young learners, however, is challenging for most teachers because it is so much different from teaching adults. brown (2001:87) said that “to successfully teach young learners requires specific skills and intuitions that differ from those appropriate for adult teaching”. learning and teaching young learners is very different from adults because they easily get bored, easily forget and have attention span. despite the challenges, however, young learners are highly potential language learners due to their stage of development called the critical period – a period where language is learned optimally. young learners can learn both first and even foreign languages, like english naturally or in other words they learn their first language in same way as they learn a foreign language. according to wells (1986) young learners learn a language from what they hear what others are saying and imitate the intonation or accent of those around them. the young learners observe their surrounding and they will re-produce it many times more creatively. nurfauziah (2013) says that “in the early age when young learners learn a foreign language, it is easier for them to understand the foreign language, too”. learning and introducing english as a foreign language to young learners, therefore, give more benefits rather than disadvantages. english consists of some elements such as; expressions, vocabularies, pronunciation, and grammar or structure. introducing vocabulary is important because it is one of the languages to be acquired if language speakers want to have really good skills in english. vocabulary influences the mastery of four skills in english (listening, speaking, reading, and writing). the more vocabularies young learners have the better their mastery of english. in addition, a strong basic knowledge that the students have, can prepare them in learning english later on. a teacher should not only know about her learners’ characteristics and vol 3. no. 1, june 2017 issn : 2541-6421 44 language development aspect, but also he or she must also be competent in using teaching media and be knowledgeable about young learners learning and acquisition processes. teaching and learning media is useful for english teachers of. first, it attracts young leaners learning english. second, it helps young learners to understand lessons better. there are many forms of teaching-learning media, one of them is songs. most young learners love to listen to and to sing songs, song is one way to improve young learners’ vocabulary that can make easy to memorize. consequently, teachers of young learners must be able to choose the right songs to teach related material. if the song is interesting, young learners will repeat the song so many times. the repetition indirectly helps them to memorize the word or expression. of course, it is good for young learners to acquire vocabularies subconsciously. nowadays, the teacher of preschools or playgroups uses english songs in the class. english has been taught in a lot of preschools or playgroups because there are two positive perceptions regarding english learning at preschool and playgroup. the first comes from a psychologist named tjokrosuprihatono (2010) which states that english stimulation or foreign language input can be given from early age. “the previous three years after children birth is good time or golden age to absorb all things or all stimulations”, tjokrosuprihatono continues. english should be taught from early age because the young learners in that age are easy to accept the input or stimulation that has been given by the teachers. it can help the teachers in introducing english itself to young learners. the second perceptions from parents suggest that they have high ambition that their children can learn english lesson as soon as possible because they want their children can speak and master english language quickly. that is the reason why many parents send their children to go to the school which has an english subject. brewster et al. (2002:1) states that “pressure to introduce early english learning has often come from parents”. brewster et al. (2002:1) “continues that parents have strongly beliefs that having english as a tool will benefit their children greatly by giving them more opportunities to gain economic, cultural or educational advantages”. in short, it can help young learners to prepare for facing the global world. parents also consider preparing their young learners to continue to study at higher level (kindergarten) where english is already taught. this is in line with boen (1989) vol 3. no. 1, june 2017 issn : 2541-6421 45 who says that young learners learn english “to prepare young learners linguistically, psychologically and culturally for language learning” (cited at brewster et al., 2002:5)”. since experts believe that english should be introduced to young learners early, the teacher-researcher conducted some self-observations. in the first observation, the teacher-researcher found problem while teaching and learning process in young learner class. the teacher-researcher was observed in tungga dewi day-care yogyakarta, the teacher did not introduce english vocabulary. they learnt indonesian language in every meeting without inserted a few english vocabularies. to get more data, the teacherresearcher asked the principle of tungga dewi day-care, she said that young learners did not learn english yet. even in tungga dewi day care, there is no extracurricular english, but the school offers dance and music as extracurricular. she continued that young learners graduated from this school, and then they will continue to kindergarten. almost of young learners will study in tk negeri 1 sleman or masjid kampus ugm kindergarten, because these schools cooperate with ugm and the location near ugm. both of tk negeri 1 sleman and masjid kampus ugm kindergarten have an english subject. this situation become problem when the young learners learn english in kindergarten. they have not the basic knowledge about english vocabulary. they have not a preparation yet. therefore, the teacherresearcher doing a research based on the problem raised. the teacher-researcher implements of the english songs to increase the students’ vocabulary. the teacher-researcher focuses on vocabulary. when young learners’ vocabularies get improvement, it will influence the other skill in language and it will give effect that young learners are confident. the researcher intended to solve that problem by conducting the classroom action research (car). this classroom action research consists of plan, action, observation and reflection. research method in this research, the teacherresearcher applies car (classroom action research) as a method. based on susilo et al., (2009:1) say that classroom action research is a teacher-researcher conducting a recycle investigation process in order to make improvement the system, process, and learning situation. susilo et al., (2009:1) continues that car is a strategy to solve the problem through real action in detection and analysis the problem. the vol 3. no. 1, june 2017 issn : 2541-6421 46 other expert, kemmis and mctaggart describe that “action research is an approach to improving education by changing it and learning from the consequences of changes (cited at prandika, 2013)”. while the teacherresearcher employs action research, it gets good impact for learning activity. the learners get opportunity to increase their ability especially vocabulary in english. there the characteristics of classroom action research (susilo et al., 2009:5), are; a problem was conducted about teacher’s matter in daily learning process in the class; some plans, implementations and methods of teaching to solve problem intended to revise and increase of learning quality in the class; there is a difference before and after implementing the classroom action research; and increasing quality of student learning outcome, learning process and teaching process in the class. according lewin, the action research process consists of four steps; planning, acting, observing and reflecting (cited at susilo et al., 2013:11). kemmis and mc taggart have same steps when the teacher-researcher conducted an action research, but the teacher-researcher conducts acting and observing step in same time. kemmis and mc taggart (1992:10) state that “to do action research is to plan, act, observe and reflect more carefully, more systematically, and more rigorously than one usually does in everyday life (cited at prandika, 2013). there are two cycles implement in applying this study trough action research. the figure of action research cycle can be seen on below: figure 3.1 the action research spiral based on kemmis and mc taggart according to kemmis and mc taggart’s procedures in conducting classroom action research, those four stages would be implemented in this study. the first stage is planning; this term covers the problem identification. vol 3. no. 1, june 2017 issn : 2541-6421 47 in this stage, the teacher-researcher finds the problem to conduct the study. this stage consisted of three steps which were (1) asking permission from the school’s principal, (2) conducting preliminary study, and (3) making some plans. the first step in research procedures was asking permission from the school’s principal. the teacherresearcher went to tunggadewi dwp ugm day-care to get permission to conduct this research. the teacherresearcher told to the school principals that the teacher-researcher wanted to conduct the research in tunggadewi dwp ugm day-care. the teacherresearcher delivered the purpose and the reason why the teacher-researcher want to conduct this study in her school. the second step was preliminary study, this step aiming to know the real situation and condition in the class. the teacher-researcher observed during learning process to collect some information about the class condition and found problem during learning process. the finding the problem process was done by observing and interviewing before implementing this research. first the teacher-researcher observed during teaching and learning process to know the real situation in young learner class (b class) tunggadewi dwp ugm day-care. during observation, the teacherresearcher took a field note some conditions related to teaching and learning process in young learner class (b class). then, the teacher-researcher did interview with the teacher to get deep understanding about b class condition. not only the teacher-researcher did interview with teacher of b class, but also the teacher-researcher also did interview with school’s principal and young learners’ parent who graduated from tunggadewi dwp ugm day-care in order to get deeper information before starting this research. making some plans was the third step. making some plans was a reflection from the result of preliminary study before conducting the research. in this case, the teacher-researcher did some activities, such as; making a lesson plan, preparing material, preparing song, making observation checklists, field notes, and making pre-test and post-test. the teacher-researcher made planning that using english song to introduce and increase young learners’ vocabulary mastery. the teacher-researcher hoped that the young learners not only grabbed knowledge but also happiness in teaching and learning process. the teacher-researcher believed that it would improve the young learner vocabulary. vol 3. no. 1, june 2017 issn : 2541-6421 48 the second stage is the combination of acting and observing. the teacher-researcher conducts the second step and third step in same time. the teacher-researcher acts out a lesson plan which is arranging in teaching and learning process. the teacher-researcher implements to young learners based on all education theories and teaching techniques that it was made before. beside the teacher-researcher conducts acting, the teacher-researcher also observes it and make field notes based on everything happens in the classroom. the teacher-researcher investigated what happens in teaching and learning process in the classroom. the teacher-researcher took note about the condition and the situation during learning process. the teacher-researcher gave a test before and after in teaching and learning process aiming to know the previous knowledge, to see the young learners’ understanding about vocabulary, and to see whether the students could improve their vocabulary. the last stage is reflecting. in this case, the teacher-researcher gives the test to the young learners to know their understanding and this test relates to vocabulary in the english song. since, the subject is young learner approximately 3-4 years old, the teacher-researcher reads some question then the learners answer it orally. the teacher-researcher uses bilingual language (indonesian and english) to conduct the test. it aims to know what is needed to increase during the implementation of using english song. the teacher-researcher can observe whether the acting activity have result or any progress or not in the classroom. the score test is very useful to help the teacher-researcher to make a reflection for what should be improved in the next cycle. to find the degree of the young learners’ achievement in each activity, the score of each young learner is counted individually by using the following formula: the score = number of right answer x 100 number of question while the average of young learners’ score is counted by using the following formula: the average of young learners’ score = total of the score number of the young learners if the result of the showed improvement, it should indicate the implementation of using english song brings some effects on solving problem. moreover, the score test would be showed the evident of the improvement on test in cycle one and cycle two. vol 3. no. 1, june 2017 issn : 2541-6421 49 findings and discussions the teacher-researcher analysed the observation checklists, interviews and field notes, she describes that the identification problem was done in the preliminary study, namely: (1) tunggadewi dwp ugm day-care had no english subject; (2) the young learners did not have english knowledge. all of them lacked of vocabulary mastery. therefore, based on the problems identification, the teacher-researcher made some plans and actions to improve the young learners’ vocabulary in english. cycle one the teacher-researcher made a plan to apply english songs in order to increase the young learners’ vocabulary mastery. one of the songs was based on the theme which was transportation. the title of the song was “row row your boat”. in the planning step, she also prepared lesson plans which were based on the “kurikulum” and “pogram semester” in tungga dewi day-care. the young learners introduced and learnt some vocabularies with english songs, but the teacher-researcher focused on five vocabularies (row, boat, stream, sail, and wind) in the lyrics of “row row row your boat” song. the teacher-researcher considered the research subject and the time of teaching-learning. the research subject was the young learners approximately 34 years old. they learnt english in the first time in the need analysis. besides, the principal gave 30 minutes each day to the teacherresearcher for conducting the research. the young learners could not master all vocabularies in four songs in the 30 minutes. since it would force them for memorize. they easily got bored and forgot because of their span attention. another instruments beside the english songs, the teacherresearcher used test to measure the young learners’ understanding. the teacher-researcher gave test to the young learners in order to measure their understanding about the learning. the result of the test in cycle one showed on below. based on the table above, it could conclude that the implementation of english songs in cycle 1 could not be regarded as successful because the result of the test was fewer than 75. therefore, the teacher-researcher decided to conduct next cycle in order to increase the young learners’ vocabulary mastery and the young learners’ score. vol 3. no. 1, june 2017 issn : 2541-6421 50 table 4.1 the result of the tests in cycle one no name pre-test post-test score score 1. alan 0 0 2. alena 0 40 3. anisa 0 0 4. dania 0 60 5. gita 0 40 6. laila 0 60 7. kaka 0 60 8. khanza 0 60 9. mua’fa 0 20 total of the score 0 340 average 0 37,8 cycle two the problems which arose in the cycle one had been analysed. they were (1) the young learners were confusing during learning process in the class; (2) the young learners were not familiar with the english vocabularies and songs; (3) the young learners got boredom while singing “row row your boat” song in the class; and (4) the young learner did not focus on the learning process. therefore, the teacherresearcher tried to increase and solve the problems in cycle two. in cycle two the teacherresearcher had plans that the teacherresearcher tried to drill their vocabularies using english song (“circle” song and “row row row your boat” song). it added in the core of teaching before starting first activity and second activity in lesson plan in order to make better understanding and make them familiar with english vocabularies; the teacher-researcher should give the instructions clearly than it should be clearer than the instruction in cycle one; and the teacher-researcher made the class more energizing and involve physical movement than cycle one. for a song entitled “row row your boat, the teacher-researcher tried to add some physical movement to the young learners in order to decrease the young learners’ boredom. after implementing the english songs in the class, the teacher-researcher gave the tests. the teacher-researcher shown the result of pre-test and post-test in cycle 2; it could show to know the vol 3. no. 1, june 2017 issn : 2541-6421 51 increasing between the pre-test and posttest score in cycle two and answered the aiming on this research; and it could be seen as on below: table 4.2 the result of the tests in cycle two no name pre-test post-test score score 1. alan 60 60 2. alena 60 100 3. anisa 40 60 4. dania 40 80 5. gita 40 40 6. laila 60 100 7. kaka 40 100 8. khanza 0 100 9. mua’fa 60 60 total of the score 400 700 average 44,44 77,78 from the table 4.2, it could explained that between pre-test and posttest, there was increasing because in the pre-test score was 44,44 and the posttest score was 77,78. according to herawati susilo, et. al., (2009:55), the action research was called be successful if the average amount 75 score while, in cycle two, the post-test got 77,78, because of the getting score more than 75; the teacher-researcher stopped to conduct the research using english songs in the young learners class. conclusion and recommendation songs contributes many things to language teaching in young learners’ class. they might be used for relaxing, playing games, changing the activity, connecting with new topic and introducing the vocabularies. furthermore, introducing songs in the class can increase the young learners’ interest, motivation, and participation in language learning. this research used english songs to increase young learners’ vocabularies mastery in the class. based on the research findings and data analysis, there were two conclusions proposed here. firstly, english songs could increase the young learners’ vocabularies mastery. in cycle one, the score total of pre-test was zero (0) and the score of the post-test was 340. it vol 3. no. 1, june 2017 issn : 2541-6421 52 indicated that the young learners’ score increased from score zero (0) to 340 and the average increased from score (0) to 37,8. besides, in cycle two, the score total of pre-test was 400 and the score post-test was 700. this score got improvement amount 300 from score 400 to 700. the average of the young learners’ score in the pre-test was 44,44 and the post-test was 77,78, so it occurred increasing amount 33,34. in other words, from the result in cycle one and cycle two, it shown that there was significant increasing. the average score of young learners’ post-test in cycle two was 77,78 and this average score higher than 75. according to herawati susilo, et al., (2009: 55), the teacher-researcher who got score 75 from the young learners’ average score can be said success in conducting the research. because of the successful achievement, the teacher-researcher decided to stop the cycle of this research. recommendation based on the data analysis conclusion above, this research has recommendations for the teachers, the parents, and the futures researchers. the teacher can use english songs to teach and introduce the vocabularies for young learners. the using of songs was flexible and implemented the techniques in appropriate way. this technique can be combined with games or using pictures or involving body movements. the parents take big contribution in young learners’ development and education. therefore, this research suggests that the parents can use english songs in practising and increasing their children vocabularies at home. based on the result of this research, using songs can increase the young learners’ vocabularies mastery and young learners’ self-confidence. there is possibility that the further researcher used the result of this research as a reference for conducting the research in same topic. references brewster, j., ellis, g., and girard, d. 2002. the primary english teacher’s guide. harlow: pearson education limited. brown, h.d. 2001. teaching by principles an interactive approach to language pedagogy. new york: san francisco state university. herawati, s., et al. 2009. penelitian tindakan kelas. malang: bayumedia publising. prandika, w. 2013. the implementation of flash cards to improve irregular verbs mastery among the eight grade students of smpn3 klaten. unpublished thesis.yogyakarta: sanata dharma university. vol 3. no. 1, june 2017 issn : 2541-6421 53 rosari, m. k. h. 2005. designing a set of instructional materials using songs for maria kindergarten students to introduce new english vocabulary. unpublished thesis. yogyakarta: sanata dharma university. tjokrosuprihatono, d. 2010. mengenalkan bahasa asing, mengapa tidak?. tabloid nova. available from: http://www.tabloidnova.com/nova/k eluarga/anak/mengenalkan-bahasaasing-mengapa-tidak/. (accessed:13rd march 2015). undang undang no. 20 tahun 2003 microsoft word 265-765-1-sm vol 3. no. 1, june 2017 issn : 2541-6421 an analysis of moral values in burnett’s little lord fauntleroy novel desfika beti utami1, restu arini2 english education department, faculty of teachers training and education, mercu buana university yogyakarta email: 1desfika.utami@gmail.com, 2restuarini@gmail.com abstract this study deals with a novel entitled little lord fauntleroy written by frances hodgson burnett. the objectives of the study are: (1)to describe cedric’s personality in the novel and (2)to reveal the moral values from cedric’s personality in the novel. the study employed library study and descriptive qualitative analysis method. the data of the study are from the novel and other supporting documents. based on the analysis, the writer found two things: firstly, cedric is characterized as a boy who has good personalities such as honest, kind-hearted, friendly, humble, wise, sympathetic and responsible. secondly, the moral values that can be taken from the novel are honesty, kindness, hospitality, modesty, wisdom, empathy and responsible. keywords: moral values, little lord fauntleroy, burnett, cedric, novel introduction moral derives from the latin ‘mos’ which means attitude and habits. this attitude based on the determination of right and wrong. value means standard that used to define something and regarded as a conventional. in other word, moral value is standard of attitude that based on the determination of right and wrong which is regarded by those who make the standard of moral. esteban as quoted by adisusilo (1990, p57) states that “moral values are universal truths which man holds to be good and important; they are the ethical principles which he struggles to attain and implement in his daily life. they are the ideals which transcend all time and space; those which are valid for all men regardless of race or religion; the ones which unite strangers, families, nation – all of humanity – with god.” moral values can also be reflected in literary works. it gives readers a reflection about life and additional appeal for the novel itself. one novel that contains rich of moral value is a novel written by burnett entitled little lord fauntleroy. burnett has played an important role in the emergence of novel as a respected literary form. she has contributed powerfully to determine the form of english novel, especially in victorian era. according to bradburry (1973, p.32) the typical species of the novel in england is the socio moral novel, or the novel of manners and morals. the prime theme of which is the 29 vol 3. no. 1, june 2017 issn : 2541-6421 ethical conduct of man in society is relatively stable and secure. the english novels also express a particular species of moral realism. therefore, analyzing an english novel will give better achievement in understanding the values of life as reflected in that novel. based on the above explanation and facts, the writer intended to dig deeper on the main character of the novel to find out more moral values as life lessons. to ease the analysis, two research problems are formulated as follows: 1. how is cedric’s personality depicted in the novel? 2. what are the moral values that can be taken from cedric’s personality in the novel? before analyzing the novel, the first step is studying, selecting and collecting the chapter of the novel. actually, when the researcher reads each chapter of the novel, automatically the researcher knows the intrinsic social problem of the novel. it will ease the researcher to get the data (yohanes eko rubiyanto, 2016). methodology the object of this study is a novel entitled little lord fauntleroy written by frances hodgson burnett. the novel was originally published by charles scribner’s sons in 1886. the version that the writer uses in this study was published by hardpress publishing and it contains of 209 pages divided into 15 chapters. the primary data for this study are cedric’s words, phrases, sentences, and images in the novel. the secondary data for the study are taken from supporting documents. this research is using descriptive qualitative method. the writer uses objective approach and the combination of some theories to analyze the data taken. the objective approach is an approach that focuses the analysis on the intrinsic elements of a literary work. findings and discussion characters there are only some characters, both major and minor ones, in the novel that make the story flows. the first character is cedric eroll or “cedric”, a young boy who is inherited the title of an “earl” from his grandfather. the second character is cedric’s mother or “the dearest” as cedric calls her. the third character is the earl of dorincourt who is cedric’s grandfather. the fourth character is mr. hobbs. he is a grocer and has a grocery store in new york, in the same street where cedric lives. more characters in the novel are such as mary, 30 vol 3. no. 1, june 2017 issn : 2541-6421 dick, benjamin, thomas, havisham, and dawson. short description on cedric cedric is a seven-year-old boy who lives only with his mother in the crowded city of new york, america. cedric is half american and half british. his father was an englishman and his mother is a beautiful american woman. cedric is a handsome boy with curly yellow hair. “wearing a short white kilt skirt, and a big white hat set back on his curly yellow hair, he was so handsome and strong and rosy that he attracted every one’s attention,” (p.7). despite of his age, cedric has point of view like a grown man. he likes to talk almost anything from daily lives, cedric’s friends and also politics. it seems that cedric is more mature than his age. cedric maturity can be seen in the following quotation: cedric’s personalities in this part, the researcher would like to elaborate cedric’s personality. the elaboration of cedric’s personality would be important later when the researcher talks about the moral value that can be taken from the novel because the whole novel story is dominated by cedric’s life story. the writer would like to elaborate more about cedric’s personalities in the next section. cedric is an honest boy cedric is an honest boy. he never lies to anyone in his life. he always tells the truth whenever he speaks to anyone. the evidence of cedric honesty can be seen in the following quotation in which cedric talks to mr. hobbs about earl and aristocracy. from the conversation above both cedric and mr. hobbs have negative assumptions and ideas about earl and marquises. they think that earl and marquises are tyrants and rude. in fact, mr hobbs has sworn himself that he will not let any earl and marquises to enter his store and sit on his cracker barrels. this idea makes cedric a little hesitant to tell mr. hobbs that actually he will become an earl. however, cedric tries to be honest to mr. hobbs. cedric’s honesty can be seen in the following quotation. “you said,” he proceeded, “that you wouldn’t have them sitting ‘round on your cracker-barrels.” “so i did!” returned mr. hobbs, stoutly. “and i meant it. let ‘emtry it--that’s all!” “mr. hobbs,” said cedric, “one is sitting on this box now!” 31 vol 3. no. 1, june 2017 issn : 2541-6421 mr. hobbs almost jumped out of his chair. “what!” he exclaimed. “yes,” cedric announced, with due modesty; “_i_ am one--or i am going to be. i won’t deceive you.” (p.14) cedric is a kind-hearted boy cedric lives with a mother who always put kindness above everything so that cedric grew up with the same value inside his soul. when cedric socialized with others, he always makes goodness to others. he is always kind to others especially those who live in poverty. when cedric sees a poor old lady who sells apples for living, he and his friends decide to buy apple from her in order to help her. by doing this, he hopes the old lady would take the money and can use it for living. the way cedric makes kindness to the old lady can be seen in the following quotation: she’s a hundred, i should think, and yet she is out there when it rains, even. i’m sorry for her, and so are the other boys. billy williams once had nearly a dollar, and i asked him to buy five cents’ worth of apples from her every day until he had spent it all. that made twenty days, and he grew tired of apples after a week; but then--it was quite fortunate--a gentleman gave me fifty cents and i bought apples from her instead. you feel sorry for any one that’s so poor and has such ancient lin-lenage. she says hers has gone into her bones and the rain makes it worse.” (p.30-31) in the conversation it can be seen that cedric feels sorry for the old lady. he sees that the lady is so poor so that she is very thin and cold makes her shiver. cedric buys apples from her so that she can buy something to make her more comfortable. cedric is a friendly boy cedric is also a friendly boy. he makes many friends in his life. in fact, cedric’s charm makes him gets many friends. it is from the following quotation: … his nurse would come home and tell his mamma stories of the ladies who had stopped their carriages to look at and speak to him, and of how pleased they were when he talked to them in his cheerful little way, as if he had known them always. his 32 vol 3. no. 1, june 2017 issn : 2541-6421 greatest charm was this cheerful, fearless, quaint little way of making friends with people (p.6). since he is small cedric is very friendly to anyone. whenever he speaks he could attracts many people to be his friends. it is admitted by cedric’s nurse when she tells cedric’s mother how pleased people were when they speaks to cedric. in his young age, cedric has many best friends. one of his best friends is mr. hobbs, a groceryman. mr. hobbs is quite old and he owns a grocery in the corner of the street in new york. cedric is a humble boy humble is defined as showing or having a low or modest opinion of one’s own importance or not proud (hornby, 1995:582). being humble means not to be proud of one’s self. in the novel cedric is characterized as a humble boy. since from the very beginning of the novel cedric is personalized as a humble boy, it can be seen from the following quotation in which he humbly tells mr. hobbs that he will become a member of a noble family. “who is your grandfather?” he asked. … “i couldn’t easily remember it, so i wrote it down on this,” he said. and he read aloud slowly: “`john arthur molyneux errol, earl of dorincourt.’ that is his name, and he lives in a castle--in two or three castles, i think. and my papa, who died, was his youngest son; and i shouldn’t have been a lord or an earl if my papa hadn’t died; and my papa wouldn’t have been an earl if his two brothers hadn’t died. but they all died, and there is no one but me,--no boy,--and so i have to be one; and my grandpapa has sent for me to come to england.” … “ah,” remarked cedric, with a sigh, “i never thought i should have to be an earl then!” (p.17&19). from the quotation above, it can be seen that cedric is too humble in telling mr. hobbs that he is going to be a little lord, a member of a noble family in britain. cedric is a wise boy cedric in the novel is also depicted as a wise boy. wise means having or showing experience, judgment, and knowledge that leads one to respond sensibly to a particular 33 vol 3. no. 1, june 2017 issn : 2541-6421 situation. cedric is already wise since he was very young. it can be seen from the way he treats his mother during hard days in their family. since his papa’s death, cedric had found out that it was best not to talk to his mamma about him. when his father was ill, cedric had been sent away, and when he had returned, everything was over; and his mother, who had been very ill, too, was only just beginning to sit in her chair by the window. she was pale and thin, and all the dimples had gone from her pretty face, and her eyes looked large and mournful, and she was dressed in black. … he felt her arms tremble, and so he turned his curly head and looked in her face. there was something in it that made him feel that he was going to cry (p.1). the quotation shows that cedric sees that his mother is sad because her husband, cedric’s father, is ill. he is wise enough not to bother his mother who is still sad and even get sick. at that time cedric’s father is passed away and the family is in mourning situation. the way cedric treats his mother is such mournful situation shows that although cedric is still a small boy, he is able to think wisely for the sake of his mother. cedric is a sympathetic boy cedric is also a sympathetic boy. he is often showing sympathy to others, especially people around him. in the beginning of the novel, cedric shows his sympathy toward his own mother. then, little as he was, he understood that his big, handsome young papa would not come back any more; that he was dead, as he had heard of other people being, although he could not comprehend exactly what strange thing had brought all this sadness about. it was because his mamma always cried when he spoke of his papa that he secretly made up his mind it was better not to speak of him very often to her, and he found out, too, that it was better not to let her sit still and look into the fire or out of the window without moving or talking (p.2). the quotation clearly shows that cedric 34 vol 3. no. 1, june 2017 issn : 2541-6421 sympathize for his mother’s sadness. he knows that his mother is very sad because his father died. whenever cedric talks about his father, his mother starts to cry. that is why cedric decides not to talk about his father anymore in front of his mother. he does not want his mother to cry and feel sad. that is why cedric can be said as a sympathetic boy. cedric is a responsible boy cedric is also a responsible boy. it can be seen in his daily life. he is always responsible for things that become his responsibility. the first fact that shows it is as follows: “i don’t like it,” he said once as he was having one of his almost venerable talks with the lawyer. “you don’t know how much i don’t like it; but there are a great many troubles in this world, and you have to bear them. mary says so, and i’ve heard mr. hobbs say it too. and dearest wants me to like to live with my grandpapa, because, you see, all his children are dead, and that’s very mournful. it makes you sorry for a man, when all his children have died--and one was killed suddenly.” (p.50). the quotation shows that actually cedric does not want to live with his grandfather because he only wants to live with his mother. however, since he loves his mother very much and feels responsible for her, he obeys his mother to live in his grandfather’s house. cedric also has other kinds of responsible, that is he becomes the only descendant left from the earl of dorincourt family. if his father is still alive, he will be the next earl. however, since his father was passed away, the responsibility to become the earl and to continue the family honor is on cedric’s shoulder. moral values in the novel there are many moral values of the novel that can be taken as life lesson. the moral value is a good things that can be taken as our own life lesson to make our life better. cedric teaches us about honesty cedric in the novel teaches the readers and all of us to be honest. in his life, cedric is always honest to anyone, especially to his mother, his grandfather and mr. hobbs. honesty is a good thing to do. it can make people happy and feel trusted. whenever we tell the truth in the 35 vol 3. no. 1, june 2017 issn : 2541-6421 most honest way, people will also feel respected that they entrusted something important. based on the theory of conscientiousness, cedric's honesty also brings good moral value because honesty is not against moral law. cedric conducts his actions without conflicting his desires or inclinations. based on theory of character traits, being honest is also considered as good moral value. cedric has good traits that is useful and valuable, that is why the moral lesson taken from his personality is a good moral value. based on theory of motives, cedric's honest brings good moral value because the act of being honest is not harming other people. cedric has good motives in being honest such as to please his mother, the earl and his friends. cedric teaches us about kindness cedric in the novel also teaches the readers to be kind to others. being kind is a good moral value. it teaches us that whenever we expect people to be kind to us, we should also be kind to others. by being kind to others, people will see us as good people too and they will not hesitate to make friends with us. the theory of actual consequences of the act also agrees that to be kindhearted is a good moral value because it brings good consequences. when we kind to others, they will be kind too. in the novel, because cedric is always kind and generous to other people, the people respect and also love cedric. the theory of conscientiousness also considers being kindhearted is a good moral value. the theory says that is the moral value is not overcome by desires or inclinations, then the moral value good. being kindhearted is a good moral because it is the right to do. based on the theory of useful character traits, the moral value of to be kindhearted is a good moral value because cedric has good traits. he is a good character in the novel. theory of motives also agrees that doing kindness to other people is a good moral value. in the novel cedric is a kind-hearted boy and he has no intension to harm people in doing the kindness. he does so many kindness because he wants to make other people happy. cedric teaches us about hospitality other moral value that can be taken from the novel is being friendly to anyone. according theory of actual consequences of the act, being friendly will bring many good consequences, such as having more friends and building family-like bond to other people. it means being friendly can be 36 vol 3. no. 1, june 2017 issn : 2541-6421 said as good moral values. seen from theory of conscientiousness, the moral value of being friendly is also a good moral value because it does not break the moral law and it is the right thing to do. the same judgment comes also from theory of useful character traits. the moral value of being friendly is a good moral value because it reveals good morality, useful and valuable too. whereas, seen from theory of motives, being friendly is a good moral value because it has good intension and also does not harm anyone. cedric teaches us about modesty in the novel cedric is not too proud with his new title as a lord and a member of a noble family. he does not show up his wealth. in fact, cedric uses his wealth to help other people. by being humble to anyone we will make more friends and have less enemies. the theory actual consequences of the act views humble personality as a good moral value. it is because humbleness brings good consequences. when one is humble, he or she will be accepted in the society. theory of conscientiousness also agrees that being humble is a good moral value because it is the right thing to do. being humble also respects the moral law. according to theory of useful character traits, being humble is a good moral value because cedric bear good traits or personality. any moral value that comes from his personality is considered good. base on motives, being humble is always a good moral value. the dominant motives in being humble is to make good things to other people and not to harm them. cedric teaches us about wisdom by reading the novel the reader also can learn how wise cedric is. it gives valuable moral value, that is being wise. based on actual consequences of the act theory, to be wise a good moral value because it brings so many good consequences such hinder problems, help other people to solve problems and many more. the same judgment comes also from the theory of conscientiousness. it says that being wise is a good moral value because it does not break the moral law and does not harm other people. the theory of useful character traits also agrees that being wise is a good moral value. since cedric is always behave well in the novel and he has good character. seen from theory of motives, being wise is a good moral value because it has good intension and motive. cedric teaches us about empathy 37 vol 3. no. 1, june 2017 issn : 2541-6421 being sympathetic is also a moral value that can be taken from cedric’s life. being sympathized to others is a good thing to do. it shows how good we are and how we care for other. to show sympathy is not always by giving things, money or any other physical products. we can sympathize by giving attention, listening to others and even by saying “hi” to other people. the theory of actual consequences of the act is surely agree that being sympathetic to other is a good moral value. sympathetic action often brings good consequences. the same judgment also comes from theory of conscientiousness. it says that being sympathetic is a good moral value. being sympathetic is a right thing to do. moreover, being sympathetic is closely related to one’s personality. cedric has good personality, that is why the moral value taken from his story is always considered as good moral value. moreover, seen from the motive, being sympathetic is a good motive because cedric is always have good intension cedric teaches us about responsibility responsibility is an important thing in life. it is also one of moral values that can be taken from cedric’s life. responsibility is something that we should do all the time. by keeping our responsible people will trust in us and in the future, the trust will bring many benefits for us. to be responsible is a good moral value because it always builds good outcomes. by being responsible to anything we do, other people will put trust on us, respect and make us their friend. inline to the judgment of the theory of actual consequences of the act, conscientiousness is also agree that responsibility is a good moral value because it is the right thing to do. according to theory of useful character traits, being responsible is a good moral values because it comes from cedric's personality that is considered as good character in the story. additionally, being responsible usually has good motives. when a person is able to take the responsibility then he should have good motive. conclusion based on the analysis, the researcher concludes; first, cedric is characterized as a boy who has good personalities. his personalities are such as an honest boy, kind-hearted, friendly, humble, wise, sympathetic and responsible. these personalities makes cedric have a lot of friends. he even 38 vol 3. no. 1, june 2017 issn : 2541-6421 makes friends with the tyrant earl. the second conclusion is the moral values that can be taken from the novel. the first moral value that can be taken is being honest. the second moral value is being kind to others. the third moral value is being friendly to anyone. the fourth moral value from the novel is being humble. the fifth moral value is being wise. the sixth moral value is being sympathetic to others and the last moral value that can be taken from the novel is being responsible. bibliography abrams, m. h. 1981. the glossary of literary terms. new york: holt rinehart and winston inc. adisusilo, s. j. r. 1990. pembelajaran nilai karakter konstruktivisme dan vct sebagai inovasi pendekatan pembelajaran afektif. jakarta, j: pt raja grafindo persada. barnet, sylvan. 1986. literature for composition. london: scott, foresman and company bergman, david, & epstein, d. mark. 1987. the health guide to literature. lexington: d.c. heath and company. bradburry, a. 1973. women and money in eighteenth-century fiction. oxford: oxford university press. dudley, robin. 2011. morality and literature [and] graphic novels: a critical introduction and sally killingsworth. london: bibliobazaar. forster, e. m. 1975. aspects of the novel and related writings. london: edward arnold guth,hans. p. 1981. the literary heritage. massachusetts: dc heath henkle, roger b. 1981. reading the novel. new york: harper & row publisher, ltd hollingshead, greg. 2011. short story vs novel. (retrieved from http://www.greghollingshead.c om/essays/short-story-vs novel. june 9, 2016) hornby,as. 1995. oxford advanced learner’s dictionary. oxford: oxford university press. hudson, william henry. 1958. an introduction to the study of literature. london: george g. harrap. katherine, l carlson. 2010. “little lord fauntleroy and the evolution of american boyhood”. the journal of the history of 39 vol 3. no. 1, june 2017 issn : 2541-6421 childhood and youth. vol 3, number 1, winter 2010. pp.39-64. kirk, ashley. 2012. the importance of historicism and context in literature. online (retrieved from http://www.ashley kirk.com/2012/11/the importance-of-historicism and.html, on june 6, 2016) koesnobroto, s. b. 1988. the anatomy of prose fiction. jakarta: departemen pendidikan dan kebudayaan. kohlberg, l. 1982. the philosophy of moral development: moral stages and the idea of justice. san francisco: harper & row. mc mahan, elizabeth, robert funk, and susan day. 1988. literature and the writing process. newyork: routledge, chapman & hall. inc. miliawati, mega., adiana meilia., basuki, imam. 2012. a study on the main character’s personality development in f.h. burnett’s little lord fauntleroy. unpublished thesis. jember: jember state universitymilligan, ian. 1983. the novel in english: an introduction. london: macmillan press, ltd. moody, h.l.b. 1971. the teaching of literature with special reference to developing countries. london: longman group ltd, murphy, m. j. 1972. understanding unseen. london: george allen and unwin, ltd. nugroho, vito adi. 2016. book review of little lord fauntleroy written by frances hodgson burnett. unpublished thesis. semarang: diponegoro university perrine, laurence. 1974. literature: structure, sounds, and sense. new york, ny: harcout brace jovanovich inc. pickering, james h. & hoeper, jeffrey d. 1986. literature. new york: macmillan publishing company. rohrberger, mary & samuel h. woods. 1971, jr. reading and writing about literature. new york: random house, inc. sinclair, william angus. 1956. socialism and the individual. new york: oxford university press. 40 vol 3. no. 1, june 2017 issn : 2541-6421 syarifah, nur. 2015. the translation of a novel “little lord fauntleroy” into indonesian. unpublished thesis. jakarta: gunadarma university. teeuw, a. 1984. membaca dan menilai sastra. jakarta: gramedia webster, mariam. 1994. collegiate dictionary. springfield: springfiled, ma. wellek, rene and austen warren. 1965. theory of literature. new york: harcourt, brad and world, inc. wellman, carl. 1975. moral and ethics. illinois: scoott, foresman and company yohanes eko rubiyanto. (2016). social class conflict presented in “the kite runner” novel based on marxism theory, jele, 2, 125-134. retrived from http://ejurnal.mercubuanayogya.ac.id/index.php/jele/article/vie w/228 41 microsoft word 264-763-1-sm_2 vol 3. no. 1, june 2017 issn : 2541-6421 17 the effectiveness of english interactive media in teaching writing (an experimental study conducted for eleventh graders in sma n1 sedayu, bantul yogyakarta) atayewa merjen gurbangeldiyewna¹ , hermayawati² english education department faculty of teacher training and education mercu buana university of yogyakarta, indonesia email: ¹merjenata88@mail.ru, ²hermayawati@yahoo.com abstract the objectives of the study are to find out the ability of the students in writing descriptive text both before and after the treatment either at control group or experiment group; to find out the effectiveness of interactive media for teaching writing descriptive text; to find out what writing elements that received significant improvement after being taught by interactive media. this research was conducted using experimental study to overcome students’ problem in learning english especially writing skill. the researcher used two classes as the subject: xi mipa-1 as the experiment group and xi mipa-4 as control group. those mipa classes belong to argo mulyo high school /sma n 1 sedayu, argomulyo, bantul.the experimental class was taught the descriptive text by using interactive media in the form of macromedia flash while control group was taught by using non-computer based lessons. total sample of both classes were 60 students. the research was conducted within quasi-experiment study which used pre-post tests design of experiment and control groups. the researcher used this method in order to find out whether computer-based instruction/interactive media could make significant improvement on the students’ descriptive writing skill. such effectiveness was seen from difference of means between pre-post of both control and experiment groups and its t-test score at the degree of significancy. the t-test was higher than the t-table, interactive media then was proved significancy in improving the students’ writing descriptive text skill. the students’ writing was analyzed and scored based on rubrics postulated by brown and bailey including paragraph organization, its content, language structure, vocabulary and mechanics. the experiment shows that the t-test was (3.16) which is higher than t-table (2.000). the aspects of wtiting that has significant improvement were content, organization, structure, vocabulary means pre-test of experimental group = 76.5 and control group = 70.8 increased into, experimental group = 87.22 and control group = 78.8 during post test with standard deviation of experimental group = 7.7 and control group = 9.97. since there was a significant improvement of students’ writing skill by using interactive media, this research then confirms that interactive media is effective for teaching writing at sma level. key words: macromedia flash player, descriptive text, writing skill, quasi experimental researc. vol 3. no. 1, june 2017 issn : 2541-6421 18 introduction the need of obtaining an effective teaching method for improving writing skill of senior high school students in indonesia is very important because their english writing ability is still low. it was revealed from a research done by managing basic education of usaid in 2005 that writing ability of the indonesian students is still insufficient. they only possess 15% of the writing techniques, 15% of the use of correct spelling, 15% of the correct writing devices, and 35% of the text’s quality. among four language skills: listening, speaking, writing and reading, writing skill is the most difficult one as it involves specific skills, such as: the choice of vocabulary, use of punctuation, structure of the sentence, organization of paragraph, the use of cohesive items, etc. moreover, english as a foreign language for indonesian students makes writing subject become more difficult for them. students need to learn writing in order to be able to express their ideas, thoughts, and feelings in written language. in writing, the students will always deal with the process of expressing ideas into word, then into sentences, paragraph until they can create piece of writing (prajayanti, 2012, p. 4). i was interested to analyze register found on students‟ writings. so far i found that students disliked to write. this was due to the difficulties they found in its process (maulina, n.d.). according to harmer (2007: 265), speaking and writing are productive skill in which the students actually have to produce language on their own. it means that in writing a text, the students should be able to express their own ideas into word and sentence that grammatically correct and into a good essay format. before writing their ideas, the students need to gather much information either by listening to other people, making conversation with others, or reading some books. thus writing requires many language learning skills. such kinds of problems also happened at sma n 1 sedayu, bantul, yogyakarta. those information were gathered by the researcher during her classroom teaching practice (ppl) at sma n 1 sedayu, bantul, yogyakarta from july 09 to august 29, 2015. the researcher identified that the students’ writing skill was still low, such as in the choosing of vocabulary, using of punctuation, structure of the sentence, organization of paragraph, the use of cohesive items, etc. also their score was far from the targeted score/minimal criteria of the 2006 curriculum (it is called kriteria ketuntasan minimal (kkm) with the minimal grade 75). the previous average score of sixty four vol 3. no. 1, june 2017 issn : 2541-6421 19 students of tenth grade at sma n 1 sedayu is 51, 22, so they could not reach the target score of 75. the researcher assumed that there were many causes of the writing skill weaknesses. it can be the detail instruction in the 2013 curriculum which did not mention the techniques of teaching writing skill. it can also be caused by learning tools or media for improving students’ writing by other factors such as the innovation of the teacher, teaching facilities, or teaching media. realizing the complexity of writing skill problem, the researcher takes an action to implement new strategy in teaching writing skill because the researcher does not have any right to revise the curriculum, to train the teacher or to provide school facilities. besides the reasons above, the researcher chooses “interactive media” as the learning and teaching media since the researcher believes that technology can motivate the students, help the teacher to animate the lesson materials, increase students’ interest, and it has not been used by the teacher yet. it is also based on the library reviews that computer based media has been proved effective in teaching listening, reading, vocabulary, students’ motivation, and grammar. (nagata, 1998; thorson, 2000; liu and reed, 1995; mcneil, 2000; leppen). based on the background of the study above, the researcher formulates the statement of the problem as follows: (1) does the use of interactive media improve the students’ descriptive writing skill?; (2) what are the results of students’ descriptive writing with and without interactive media?; (3) by referring to brown (2000:369) writing rubrics, what writing elements do receive the most significant improvement? writing is the production of communication, linking ideas, and information development, or giving arguments to a particular reader or a group of readers (hedge, 2005, p.10).writing skill is very important to be learnt by students, because it requires good english structure, an ample of vocabularies, precise paragraph structure, types of text, etc. the students’ writing can be in four types: descriptive, narrative, expository, and persuasive. (gillie, susan, and mumford, 2001, p.15). the research is primarily concentrated on descriptive text of eleventh grade students’ at sma n 1 sedayu, bantul yogyakarta in the academic year 2015-2016. this research involves experimental group and control group that are selected vol 3. no. 1, june 2017 issn : 2541-6421 20 purposively. purposive sample means that all of the students available in the research setting were treated as the research subjects (sugiyono, 2012, p. 124). the writing elements that are evaluated in the research consist of content, organization, vocabulary/ lexical, syntax / grammar and mechanic/ punctuation (brown, 2000, p. 369). in order to reveal the improvement of the writing skill, the researcher needs also to limit the resources on the basic understanding of the writing theory, descriptive writing features, the use of media, and the effectiveness of interactive media as the teaching tool. research method this research was conducted using experimental study. according to sugiyono (2012:107) experimental research is a kind of quantitative research which has certain characteristics such as having control and experimental groups. the researcher used quasi experimental research. this research involved experimental group and control group that were selected purposively (purposive sample). it means that all of the students available in the research setting were treated as the research subjects (sugiyono, 2012, p. 124). in this research the control group was treated writing lesson without using interactive media while the experimental group had been taught by using interactive media. this experimental research was chosen to identify, analyze and describe about students’ writing ability. pre-test had been given before the students got the treatment while posttest had been given after the students got the treatment. both of the pretest and post test results, then, were used to measure the students’ ability. selection of the subject was very important steps in conducting a research study. there were two steps which had been discussed. the first was to determine the population and then to determine the sample. before collecting the data, the researcher made an instrument. instrument was a tool or facility used by the researcher for collecting data. in this research the instruments were in the forms of questionnaire for need analysis, proto-type testing with pretesting, and real implementation with posttesting. sampling technique according to sugiyono (2012:38) variable is an attribute or activities which have specific variation. it was determined by the researcher to learn and conclude. variable is vol 3. no. 1, june 2017 issn : 2541-6421 21 the point of the research. this research had two variables as follows: dependent variable dependent variable in this research was the variable which was measured to find out the effectiveness of the other variable. that, dependent variable was “descriptive writing ability of the students”. independent variable independent variable was a variable that its variance influenced other variable. the independent variable of this research was “the interactive media”. data collecting technique data collecting technique is systematically collect the information about target subjects or objects that involve in the research kidder (1997). collecting data was the most important activity in the research. there were some steps were taken by the researcher. they were as follows; (1) the researcher conducted pre-test; (2) the researcher gave post-test after three times of treatment for each group; (3) the researcher scored results of both pre and post tests by using brown (2000: 369) writing rubric; (4) the results of their preand post-tests were compared. data analysis technique according to shamoo and resnik (2003), data analysis technique is the process of systematically applying statistical technique to describe and illustrate, condense and recap, and evaluate data. in analyzing the data, the researcher used statistical analysis. by analyzing the student’s score, the researcher identified and determined the degree of student’s capability. 1. scoring. the researcher gave score for the student’s answer writing task. writing rubrics. rubric is used widely in education to evaluate learning process. in scoring the students’ writing assignment, the researcher also used the rubric postulated by brown (2000: 369). the rubric categories the writing into four levels: excellent/very good, good/average, fair/poor, and very poor. 2. statistical analysis.to know how interactive media improved students’ writing ability, the researcher analyzed the data from pre-post by using spss 20. 3. categorizing. in this step the researcher categorized the student’s score and the group them based on their achievement. the researcher vol 3. no. 1, june 2017 issn : 2541-6421 22 wanted to know the student’s achievement before and after giving the treatment. after getting the scores, the researcher categorized them into the following criteria: table 1. categorizing score category 80-100 excellent 66-79 good 56-65 fair 40-55 poor 30-39 very poor finding the significant differences by using t-test in this study t-test was used to know the difference in the result of teaching using interactive media to improve students’ descriptive writing before and after giving the treatment (the result of pre-test and post-test). to measure the significances of the pre-test and post-test the researcher used spss 20 for window with confidence interval of the difference is 95% (0.05), significant two tailed (sig. 2-tailed), and degree of freedom of 58 (n control + n experiment-2). manually, the t-test can be calculated by referring to urdan (2010:95). the researcher gave interpretation t-test by comparing to t table. research findings and discussions need of the students the results of need analysis show that among 32 students, more than half or 57.6% needed to practice writing skill with interactive media and 60.8 % feel at ease when practicing writing with the aid of computer. in majority, the students really want to do some writing activities with the aid of computer because the students said that their teachers almost never use computer even the interactive media in teaching english. the students have initiated to fulfill their needs by visiting on-line resources and learned so much about writing essay or descriptive texts from free resources. they practiced their own learning strategy. the teachers are challenged to create innovation to foster the students’ writing skill in which the process of vol 3. no. 1, june 2017 issn : 2541-6421 23 teaching and learning should be focused more on the activities such as writing good sentence, matching topic sentence with paragraph developer, or practicing punctuation with error identification. moreover, the teachers are demanded to use computer-based media as the source of the writing object, place, and people. the picture of animation in computer assisted instruction is more vivid and real rather than printed picture. research result ability of the students in writing descriptive text before the treatment. the writing ability of the students at both class xi-mipa1 (experiment group) and xi-mipa4 (control group) before the experiment were quite the same because the level of the vocabulary, syntax/grammar, the use of punctuation/mechanic, content, and essay organization were within the range of the same category. the ability of the students in using punctuation for example, both groups are still at the level of fair to poor since they have means score of 2.87 and 3.00. the students in this level frequently showed errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured. in the use of vocabularies, they have limited range, frequent errors word/idiom form, limited choice of words, wrong usage but meaning not obscured. thus, their vocabularies comprehension was at the level of average. by referring to brown’s writing evaluation (2000), it is implied that both classes have different starting point but belong to the same category. control class, for instance, has means of 70.83 and experiment group’s means is 76.5 but they are still in the category of good (range 70-79). theoretically, it can be implied that the sample taken in this research (the students at class xi-mipa 1 and xi mipa 4) are almost homogeneous in their basic skill of writing descriptive essay. this phenomenon is not strange because they still belong to the same high school. perhaps they have been taught by the same teacher within the same semester. from the score of pre-test both control and experiment groups, it can be interpreted that they had the same difficulties in mastering vocabulary, syntax, and mechanic of good descriptive writing. such difficulties have been also identified by previous researches (hedge, 2005; kellogg, 2008; prajayanti, 2012) that writing is a major cognitive challenge because it is at once a test of memory, language, and thinking ability. vol 3. no. 1, june 2017 issn : 2541-6421 24 in writing descriptive text the students should be careful with the choice of words/vocabularies, correct usage of adjectives, structure, punctuation, etc. in descriptive text, the students should depict the object, person or place by using verb of perceptions such as seems, hear, taste, feel, see, smell, touch, etc. they should be able to focus on the unique qualities of a person, object, or thing (wyrick,2011;326). ability of the students in writing descriptive text after the treatment. interactive media as the learning and teaching media had been used for motivating the students, helping the teacher to animate the lesson materials, improve student’s descriptive writing skill. it is based on the library reviews that computer based media has been proved effective in teaching listening, reading, vocabulary, students’ motivation, and grammar (nagata, 1998; thorson, 2000; liu and reed, 1995; mcneil, 2000; leppen). the effectiveness of interactive media in teaching descriptive text has been tested by the researcher. it is clearly seen in table 2. that interactive media has brought different results of descritive writing skill of the experiment group. it has higher means score (87.22) compared to noninteractive media class (control class means= 78.83). among 30 students at the experment class,there are 26 students reached excellent category and 4 students achieved good category. no students at the level of poor or fair. the results are so different from those of control group which has 2 students at fair level and 1 student at poor level. control group results are not so much different from its pre-test. table 2. results of post-test experiment and control groups descriptive statistic post-test control post-test experiment mean 78.83 87.22 median 80.0 90 mode 85.0 95 mean deviation 1.82 3.2 std.deviation 9.97 7,7 excellent category 17 students 26 students good category 10 students 4 students fair category 2 students 0 students poor category 1 student 0 student content 22.7 fair 25.53 good organization 17.3 good 18.47 excellent vol 3. no. 1, june 2017 issn : 2541-6421 25 vocabulary/lexical 16.2 good 18.10 excellent syntax/grammar 19.5 good 21.70 excellent mechanics/punctua 3.1 fair 3.43 fair tion writing elements that received significant improvement after being taught by interactive media. in term of students competence in writing good descriptive text with good organisation,corret structure,good choice of vocabularies,the experiment groups indicate very significant progress. it is seen from the mastery of syntax, vocabularies, and essay organisation. when their ability is at excellent level, it means that the students have fluency expression; ideas are clearly stated/supported, succinct, well organizes, logical sequencing, and cohesive. their sentence structures are very good because they use complex construction, few errors of agreement, tense, number, word order/function, articles, and pronoun. nevertheless, they still get problem with punctuation or mechanic because they are not careful with spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured. hypothesis testing result from the findings and discussions above, it can be inferred that there was a significant difference between the descriptive writing of the students who were taught using interactive media and those who did not use interactive media. the first evidence can be seen from means score of pre and post test of both groups. post-test means score of experiment group is 87.22 while control group is only 78.83 with mean deviation 3.2 and standard deviation of 7.7 which indicates the differences between pre and post test score. the second indicator is the value of t-test. from the results of spss output of independent sample test, it is found that the score of t-test is 3.161 which is higher than the t-table (2.000) with 95% level of reliability or 5% vol 3. no. 1, june 2017 issn : 2541-6421 26 level of significance (0.01<0.05) and df=58 (n1+n2-2). it means that the significant score or sig. (2-tailed) is less than 0.05. therefore, it can be concluded that there is a significant differences of students’ progress in writing descriptive text by using interactive media or it can be said that the null hypothesis (ho) is rejected and the working hypothesis (ha) is accepted. the accepteance of the working hypotheis is in line with the warschauer (1999) research results that computer based teaching materials have significant contribution to the intermediate esl class at university of hawaii. by using real time and internet connection, they can gain additional writing materials and excercises in classs. moreover, they can do collaboration learning. since there is a significant improvement of students’ writing skill by using interactive media, this research then confirms the effectiveness of interactive media for teaching writing at sma level as muhrodin (2011),wardani (2013),and zarkoni (2014) had conducted similar research at smp level. conclusion related to the above findings, it was clearly seen in table 2. that interactive media has brought different results of descriptive writing skill of the experiment group. it was effective in teaching writing descriptive text. it can be seen from statistical analysis of this study, the group that had been taught using interactive media get higher means score (87.22) compared to non interactive media group (control class means=78.83). among 30 students at the experment class, there were 26 students reached excellent category and 4 students achieved good category. there was no students at the level of poor or fair. the results were so different from those of control group which has 2 students at fair level and 1 students at poor level. control group results were not so much different from its pre-test. recommendation in line with the conclusion previo usly stated, the researcher would like to give suggestions to: 1. english teachers english teachers are suggested t o be creative and innovative in designing the lesson materials in order to improve writing skill of the senior high school (sma) students. the teachers should use computer media or computer assisted insruction/computer assisted language learning or software for designing multimedia based /animation-based lessons. as it vol 3. no. 1, june 2017 issn : 2541-6421 27 has been proved from previous research and this research that harmer, jeremy. 2007. the practice of english language teaching. 4thed. london: longman. interactive media-based is effective to improve desriptive writing skill of the students. 2. sma students the students should be happy that interactive media-based course are effective in improving desriptive writing skill but they should not keep the spoon feed habit in learning. they should play active role and increase their enquiry for getting new language learning. 3. further researcher the results of the study are very useful for future researcher in teaching of english as foreign language (tefl) or the teaching of english as second language (tesol) in indonesia and turkmenistan. the use of computer software as instrument for upgrading the students’ language skill should be shared into other areas of especially such as grammar, vocabulary building, pronunciation, and animation for teaching articles, etc. references brown, douglas h. 2000. teaching by principles. 2nd ed. cambridge: pearson. longman. gillie. susan, mumford. 2001. “an integrated course for native speaker of english”. singapore: mcgraw hill. hedge t. 2005. writing. new york: oxford university press. kellogg, ronald t. 2008. training writing skill: a cognitive developmental perspective. journal of writing research. usa: department of psychology, saint louis university. kidder, l., and fine, m. 1987. qualitative and quantitative methods: when stories converge. multiple methods in program evaluation. new directions for program evaluation. no. 35. san francisco, ca: jossey-bass. leppenen s, paula k.1995. experimenting with computer conferencing in english for academic purposes. elt journal. 49 (1), 26-36. liu m, reed w. m. 1995. the effect of hypermedia-assisted-instruction on second language learning. journal of educational computing research, 12(2), 159-175. maulina, a. e. (n.d.). register realization in the writing of 8 th grade students of smp kesatrian semarang ( a comparative study between dialogue and recount text ). jele, 1, 1-15. retrieved from http://ejurnal.mercubuanayogya.ac.id/index.php/jele/article/ view/13 mcneil, aurelia. 2000. computer assisted instruction: it’s value to second language learners. eric digest. no. ed 444365. muhrodin, ultivatun. 2011. improving the process of teaching and learning speaking through macromedia flash animation. yogyakarta: undergraduate thesis. uin. avaiblefrom: http://eprints.uny.ac.id/21061/1/ultiv atun%20deka%20ocvaliana%20m% 2007202244133.pdf nagata n. 1998. input vs. output practice in educational software for second language acquisition. vol 3. no. 1, june 2017 issn : 2541-6421 28 language learning and technology, 1(2), 23-40. reviewed. august available from: http://llt.msu.edu/vol1num2/article1/ default.html. journal. prajayanti, isna. 2012. knowladge of genres: improving students writing ability in english. available from https://isnanamaxu.wordpress.com/20 12/06/26/ knowladge-of-genres improving-students-writing-ability in-english/. [accessed 26 june 2012]. shamoo, a.e., resnik, b.r. 2003. responsible conduct of research. england: oxford university press. sugiyono. 2012. metode penelitian kuantitatif kualitatif dan r & b. bandung: alfabeta. thorson h. 2000. using the computer to compare foreign and native language writing processes: a statistical and case study approach. modern language journal, 84(2), 155-170. urdan, timothy c. 2010. statistics in plain english. london: santa clara university. wardani, ratna k. 2013.using flash animation to improve students’ learning behaviors in speaking class particularly in retelling story. undergraduate thesis. available from: http://lib.unnes.ac.id/17077/1/22 01406565.pdf. warschauer m. 1999. electronic illiteracies: language, culture, and power in online education. hillsdale, nj: lawrence erlbaum associates. wyrick, jean. 2011. steps to writing well: with additional reading eight edition. boston: wadsworth. available from:https://pakpuguh.wordpress. com /2011 /08/ 12/description text/. [accessed 12 august 2011]. zarkoni. 2014. the use of macromedia flash to increase vocabulary mastery. undergraduate thesis, upi, bandung. available from: http://perpus.iainsalatiga.ac.id/d ocfiles/fulltext/090b2e5979dfc4e f.pdf . microsoft word elisa 28 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 28-36 http://dx.doi.org/10.26486/jele.v4i1.317 jele@mercubuana-yogya.ac.id improving students’ reading comprehension through cooperative learning strategies using numbered heads together nelli1,*, elysa hartati2 12 english education departement faculty of teacher training and education universitas mercu buana yogyakarta, indonesia 1 thisnelli@gmail.com*; 2 hartatielysa@gmail.com * corresponding author 1. introduction time travels continuously which brings different eras that have their own characteristics on each. nowadays, we live in the modern era, which are so many technologies and facilities can be accessed to fulfill the continuity of our life. all of the aspect is always renewed, transformed and improved. similarly with the teaching program, it is the time to change and enhance our capacity to make students more interested in learning; especially in english subject; it is to be the one of important things in the world that should be taken note as crystal (2000) says “english is a global language” (p.1). it means english is used to exchange the information by people around the world as the medium of interaction. english in indonesia is still used as foreign language; therefore our government policy remarks the english program to be a mandatory in this era of communication and globalization. according to widyaiswara (2014) argues about english is decided as foreign language that was learnt in junior and senior high school in 1967 with the purpose is to give opportunity to the students in accessing knowledge and technology to strengthen the international relationship. it means the function of english in junior high school as an organ of capacity build-up students in science, technology and arts. the purpose of teaching english language in the school is to develop the students’ language skills. there are four major skills that should be mastered by students in learning english such as listening, speaking, reading, and writing which all of them is to develop the learners’ ability and skills. a r t i c l e i n f o a b s t r a c t article history received october 24, 2017 revised desember 20 2017 accepted februari 19, 2018 this research aimed at improving students reading comprehension through cooperative learning strategies using numbered heads together in mts ma’arif 2 muntilan. this was classroom action research with 3 cycles. there were 4 steps in conducting the research; (1) planning; (2) acting; (3) observing; (4) reflecting. this research involved 27 students of eight graders. the instruments used in this research were observation, interview, test (pre-test and posttest), field-notes, questionnaire, and documentation. it was found that the students’ average score in pre-test was 46, the first post-test was 59. the second post-test was 81 and the third post-test was 94. it meant that the post-test was higher than pre-test. besides, the students also had been well interested during the learning process in each cycle. in conclusion, the findings of this research showed that through cl strategies using nht could improve the students’ reading comprehension. hence, it is recommended for the further researcher to use nht as an alternative strategy in improving the students’ reading comprehension. this is an open access article under the cc–by-sa license. keywords classroom action research improving reading cooperative learning numbered heads together jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 28-36 29   nelli et.al (improving students’ reading comprehension through cooperative...) one of the skills that cannot be neglected is reading skill because the success of their study depends on the greater part of their ability to read. therefore, reading is essential not only to get the information but also to comprehend the text. reading is always involved in examination, either midterm or final term; we can find almost of the question in the exam is testing the reading skills. although students have received english subject since they are in elementary school and learn with more time allocation in junior high school, based on observation when doing preliminary study in mtsma’arif 2 muntilan, the student had difficulties and weaknesses to understand the contents of reading and information in reading. the fact was based on the result of examination that many students failed in reading section. this situation was caused by the students who were not able to comprehend the reading text. the problem can be indicated by some factors. one of the factors is learning strategies in which the teacher less developed the learning model/ method maximally to enhance their reading skills. moreover, the researcher found in mts ma’arif 2 muntilan the learning process was still monotonous. it was less variety of learning process; made the students uninterested and unmotivated to study because of the activity always same. besides, the students did not get the benefit of learning english that caused their reading comprehensionis low; they only asked to read the lks book in order it made the student got difficulties on comprehending the reading text so that it is not effective. menges and weimer (1996) as cited in tsay& brady (2010: 8) states that “active learning in the context of higher education is often a social and informal process where ideas are casually exchanged through student involvement and intellectual and interpersonal activities”. the statement means, to make the students in the process of learning can be active and get them motivated in the classroom, the teacher should be creative to make the learning process activities. so, the students can cooperate in help each other. the concepts of teaching and learning should tell in wide of the effective teaching and learning process. sequeira (2012) argues “the modern teacher is a facilitator: a person who assists students to learn for themselves. instead of having students sitting in rows, they are likely to be in groups, all doing something different; some doing practical tasks, some writing, some not even in the room but in another part of the building using specialist equipment or looking up something in the library” (p. 4). she argues that, a teacher is facilitator to guide the students in learning process in giving them tasks. arguing this issue, the researcher developes the post method in teaching reading comprehension which is appropriate with the condition of students so that the students do not get bored when learning.as slavin (1995) explaines “cooperative learning has been suggested as the solution for wide array of educational problems; it is to encourage students to interact with each other” (p.2). cooperative learning means of emphasizing thinking skill and increasing higher in order learning as an alternative to be able to be in form of grouping and remediation; it can improve race relations and as a way to prepare students for increasing work force collaboratively, like in 2013 curriculum which focuses on morality, responsibility, religiosity, etc. such as mentioned in ministry of education and culture 2012 (as cited in ahmad, 2014, p.7) “the main purposes of this curriculum are to shape the individuals who are faithful in god, good in characters, confident, successful in learning, responsible citizens and positive contributors to the civilization”. in line with cooperative learning which has five pillars learning out comes based on johnson, johnson and smith (1991) as cited in jones a and jones l (2008) which is included: “ positive interdependence, promotive; face to face interaction, individual accountability, social skills and group processing” (p.62). based on the explanations above, the researcher implements cooperative learning strategies using numbered heads together models. cooperative learning strategies using numbered heads together is assumed can increase the students’ comprehension by making the process of learning being active. the word “active” means the students can involve each other in their learning activities because the learning process in mts ma’arif 2 muntilan is passive and monotonous. this research uses numbered heads together strategy which is done by giving each student a number. yet, beforehand they have known; only one student will be called to represent their group. after that they share the information about the right answer to their group members then from this they will not be afraid whose number will be chosen. 30 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx   nelli et.al (improving students’ reading comprehension through cooperative...) in conclusion, the implementation of cooperative learning strategies using numbered heads together can solve the students’ problems in comprehending the material on reading text at mts ma’arif 2 muntilan because it has strong effects on student learning, as well as other positive outcomes in the academic, social, affective and psychological. it can be applied for any subject and all levels in the school. 2. method the design of this research is classroom action research (car) which aimed at improving students’ reading comprehension through cooperative learning strategies using numbered heads together at mts ma’arif 2 muntilan. it was chosen because it provided a method that could be done by the researcher to identify a problematic situation and the problems students face. the subjects of this research were the students for second grade (viii b) at mtsma’arif 2 muntilan which consisted of 27 studentsin academic year 2015/2016. action research is a way of improvements and changes in educational practice by studying the issues. according to ferrance (2000) “action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research” (p.1). it means, in doing action research we need to be carefully to choose the steps in order to make it successful. in addition, the definition of action research that is taken from carr and kemmis (1986) as cited by riding, fowell and levy (1995) they state that “all adopt a methodical, iterative approach embracing problem identification, action planning, implementation, evaluation, and reflection”. it means this research consists of four major phases; the first is planning the theory formulation, the second is action what intervention is carried out, the third is observation of the data collection of intervention and the forth is reflection of the data analysis. in drawing the conclusion of research, it was made from the data getting on the research instrument. thefirst, researcher collected the result of the interview and observation to describe what happened in the teaching and learning process. itwas in form of observingtheteacher, observingtheclassroomand observingthestudents. second, to find out whether the student’s reading comprehension improved or not after treatments the researcher collected the result of test, both pretest and post-test in each of cycle based on the students’ score. third, in analyzingthestudentsinteresttheresearcherdistributedthequestionnaire. then, after all of data were collected, the researcher analyzed it to find out the result. in this research procedures, the researcher used carr and kemmis (1986) ideas which includes planning, acting and observing as well as reflecting.the first steps is planning, in this stage, the researcher carry out the problems that appear in reading comprehension by giving some question to the english teacher (interview), observe the students learning process. before giving the treatment to solve the problems which are faced by the students, the researcher was given the pre test first. it was purposed to measure the students’ reading comprehension. besides that, to maximize the classroom action the researcher was prepare the instructional planning for overall session such as the designing teaching lesson plan, adapting syllabus for learning, deciding the topic for the first and second cycle, preparing the teaching aid such as reading text that used for the first, second cycle and third cycle, making post tests in the form of question and answer sheet at the end of each session. the second steps is action, it was the implementation of previous planning. action refers to what the researcher really was done in the classroom setting during the processes of teaching reading through cooperative learning strategies using numbered heads together. there were three phases what the researcher was done in very session namely pre-activities, while-activities, and pots-activities. the teaching learning activities started with pre activities. in this phase the researcher was greeted the students, checked their present list, gave motivation and try to introduce the general view of the material. the second phase was while activities, the research given the reading text to the students and asked them to discuss and did the task in group based or reading text was given. in this phase the researcher was use numbered heads together reading strategies to teach reading comprehension. in this phase the researcher was divided it into three categories, the first category was exploration, gained information from the students about the material which would discussed. in here, the researcher was taught narrative text. second category was elaboration, consisted of giving explanation about the material. the last category was confirmation; in this step, the researcher used numbered heads together jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 28-36 31   nelli et.al (improving students’ reading comprehension through cooperative...) reading technique in teaching reading comprehension by giving opportunity to the student to read and learn the text in their group.the last phase was post activity. the researcher concluded the material and asked them to answer the question based on the number that researcher was chosen. then, the third steps is observation, it was done while the researcher was teaching to see whether the technique could improve the students’ ability or achievement in reading comprehension. it is mainly intended to know if there are any chances of students’ behavior, attitudes, and motivations in learning and practicing reading and they are certainly reflected through their activity and creative participation and involvement in reading english. this step, the researcher tried to know or find out what happened in doing action in the classroom. then, the researcher observed the class activities to find out the problem, students interested and problems while learning process. the last steps is reflection, in this action research, reflection purposed to know whether the students understood the material which are given on the basis of teaching reading through numbered heads together strategies. the present classroom action study was divided into two cycles where each cycle consists of two seasons and the total tests got four. the research evaluated the result of learning process to get feedback whether it runs well or not. besides that, the researcher analyzed pre-test and post-test to know their scores whether it increased or not. the result of the entire reflection in cycle 1 used as a feedback and basis plan and carried out the action in cycle ii in a way to improve. the point of reflection was looking at the result in the first cycle; the researcher revised the weaknesses of the planning in the first cycle through making a new teaching scenario. the teaching scenario formulated might solve the problem which is evident in the first cycle. in the cycle two, the cycle process is not too far from the first cycle. fig. 1. the action research cycle (mctaggart et al., 1982) to analyze the data, the researcher collected the result of test, both pre-test and post-test to find out whether the student’s reading comprehension were improved or not after treatments based on their score. then, after all of data collected, researcher was analyzed and calculated from the result of observation, in-depth interview, and the result of both pretest and posttest. in analyzing the result of observation, the researcher was used fieldnotes. while, to analyze the result of interview, the researcher categorized the students’ answers and majority answers. then, choose the data based on categorization that was taken from observation, interview and result of pretest. if the result of posttest is higher than pre-test, it implies that cooperative learning strategies using numbered heads together could be effective to be used as a method to teach reading. in analyze the quantitative data; researcher was used statistics descriptive with the conclusion based on the students mean score. mean is the average data that is get in form of numeral. according to sutrisno (1998) “mean is the total of scores divides with the total of person”. from the explanation the researcher will use formula of mean: x ∑𝑋 𝑁  notes: x : mean 32 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx   nelli et.al (improving students’ reading comprehension through cooperative...) ∑x : total students score n : total of students after that, the resulted of qualitative data connect with the answer of the problem. as the criterion for success, researcher will use kriteria ketuntasan minimal (kkm) that was decided by the teacher (75). then, from the data students interest for each cycle it was calculating with total score based on scale that used. the scales used are not agree, doubtful, agree, very agree. after that, it will change to be percentage (%). to know the students reading comprehension are interest or not the percentage of students interest compare with cycle i, cycle ii and cycle iii. the comparison of interest can be get because the interest instrument that used is same. 3. findings and discussion based on preliminary study, it reviews the identification of the field problems and the actions to solve the problems. in this part the researcher collected the data by using interview, observation and pretest. the followings are the detail explanation of this research. table 1. field problems in the english teaching and learning process in class viii b of mts ma’arif 2 muntilan no. problems 1. the students were not interested in the material given by the english teacher. 2. the teacher could not create interesting reading activities. 3. the students got bored with the classroom activities. 4. the students lacked vocabulary mastery in understanding texts. 5. the students were passive during the english teaching and learning process. 6. the teaching and learning process was dominated by the teacher. 7. the teacher did not use any interesting media to engage students with the lesson. 8. the teacher did not give interesting materials. 9. the materials were mostly taken from text books and lks. 10. the teacher only focused on translating when he taught reading to the students. 11. there was a lack of variation of the teaching strategies in reading. pretest result x  where, x : mean σx : total students score n : total of students (taken from sutrisno (1998) so, x = 𝟏𝟏𝟔𝟎 𝟐𝟓 = 46 (3) the result of cycles  cycle 1 x = 𝟏𝟓𝟗𝟗 𝟐𝟕 = 59 (4) jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 28-36 33   nelli et.al (improving students’ reading comprehension through cooperative...) the mean score of post test cycle 1 was 59  cycle 2 x𝟐𝟏𝟖𝟒 𝟐𝟕  the mean score of post test cycle 2 was 81  cycle 3 x𝟐𝟒𝟑𝟓 𝟐𝟔  the mean score of post test cycle 3 was 94 fig. 2. figure of improvement the students’ reading comprehension comparison between each cycle in cycle 1, the implementation of numbered heads together was successful to improve students’ reading comprehension ability and involvement. numbered heads together gave students situation which could make them active in the process of teaching and learning of reading. they were trained to perform mutual interaction with the students and the teacher. they were given opportunities to share ideas and knowledge about the materials to the other students. besides, the use of interesting media and reading activities also supported the success of cycle 1. however, there were still some problems occurring in implementing the actions related to the students’ reading comprehension ability, motivation, and involvement. therefore, the researcher tried to solve the problems so that in cycle 2 the students’ reading comprehension ability could be improved successfully. the researcher also giving reward to the best group in form of dictionary improved the students’ motivation to read english texts and participation during the teaching and learning process. cycle 2, the activity helped the students in understanding the narrative text since theycould ask their friends in the same team if they did not understand. by workingtogether with their friends, they could avoid the confusion as they could discusstogether. this activity also aimed at ensuring the individual accountability. the students, who in cycle i always made some noise, tried their best to be able toready and answer the questions when the researcher called them. it can be seen on interview transcript (appendix). from the interview the students enjoyed the activity because they could help one another in order to achieve the common goal. the collaborators and the researcher observed them when they conducted the activity. besides, the researcher could manage all students during the cooperative learning strategies using nht. the students who always made noise during the cycle i, pre‐test post test cycle 1 post‐test cycle 2 post‐test cycle 3 series1 46 59 81 94 0 20 40 60 80 100 34 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx   nelli et.al (improving students’ reading comprehension through cooperative...) in the cycle ii could cooperate with the group since the researcher changed the sitting arrangement of these students. the changing of the sitting arrangement had made these students more concentrated with their own group. they stopped joking with other students and started to pay attention with the lesson. in order to optimize the role of individual in the group, because the implementation of nht is more cooperative learning activity that requires the individual contribution in the group that followed by individual. in order, the researcher also give reward to the best groupto make the students’ participation during the english teaching and learning process, the rewards were given had successfully encouraged the students to do their best. their involvement to ask and answer questions increased. when this action was done, there were more active students. they were more motivated in reading english texts. they competed in worksheet to get reward asthe best group. the reward was also given to the student who showed good cooperation and good achievement during the lesson. the students’ interest in learning reading through cl using nht the additional data required for the present class action study were collected through administering questionnaire to the subjects under study at the end of cycle. the questionnaire was used to know the students’ response toward the implementation of numbered heads together in the teaching learning process. it consisted of ten items of statements. the answers to the questionnaire were qualitatively scored using rating scale 4-1. the score gathered from administering questionnaire showed the subjects’ changing attitude and motivation in reading comprehension through cl strategies using nht. the first and the second questions asked about english in general. first question asked about the likeness in english subject; in cycle i there was 63% the students like english subject, in cycle ii it was only improved 64% and in cycle iii it was significantly interested 79%. then, second question asked about the important of english. in cycle i there was 74% students’ answer it is important; in cycle ii 77% they feel it is important while in cycle iii they feel it was important 85%. the third question asked about the reading comprehension, there was 74% the students like reading comprehension in cycle i; the liked of reading comprehension was 77% in cycle ii then cycle iii to be 85% they liked reading comprehension. the forth until ten questions asked about the using nht strategy in learning english; especially reading comprehension. the result of forth question in cycle i was 75%, cycle ii 79%, cycle iii 83% it is asked about their satisfying in learning english using nht strategy. the fifth question talked about the liked on comprehending the reading using nht, there was 73% they liked it in cycle i but in cycle ii they decreased to be 72% after that in cycle iii they feel liked was 79%. the sixth question asked about how far using nht can help them on comprehending the text in english. the students answer 79% in cycle i, then in cycle ii they answer 74% and in cycle iii the result was 79%. the seven question asked about the learning using nht can motivate them. the result in cycle i and cycle were same 70% they feel could motivate and in cycle iii they answered 78% was motivated them in learning. the eighth question asked about their involvement in learning using nht. there was 70% in cycle i the students’ involvement in teaching and learning, in cycle ii the result was 73% and cycle iii was 78% their involvement. the ninth question asked about the teaching reading comprehension by the teacher before. in cycle i there was 81% then cycle ii was 78% and cycle iii was 75%. the last question asked about their opinion about the appropriately of using nht in learning reading. in cycle i they feel 79% appropriate for easier them in reading, cycle ii got 77% and cycle iii got 79% for it. jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 28-36 35   nelli et.al (improving students’ reading comprehension through cooperative...) in conclusion, by seeing the students’ response that was distributed in questionnaires the students’ likeness in english subject from cycle to cycle is improved. then, each of cycle they also improved their satisfying in learning english using nht strategy; especially reading comprehension. 4. conclusion based on research finding as written above, the classroom action research in improving students reading comprehension through cooperative learning strategies using numbered heads together in mts ma’arif 2 muntilan can be concluded as follows. first, the english reading comprehension of the eighth grade students of mts ma’arif 2 muntilan could be improve through cooperative using numbered heads together. the improvement of teaching strategy could be clearly seen by comparing score of pre-test to post tests in cycle i, cycle ii, and cycle iii. the mean of pretest that was gathered from 27 students was 46. this data obtained before the researcher applied nht in teaching reading. after that, the mean score improved to 59 in cycle i. while after following the second cycle treatments the students’ mean score increased 81 of achievement. then, the next following third cycle increased enormously to 94. as a result, it could be concluded that nht could improve the reading comprehension of the eighth grade students of mts ma’arif 2 muntilan. second, the questionnaire that the researcher had given to the subjects under study showed the students’ positive changing learning behavior. the interest of the subjects understudy to learn english especially reading comprehension was increased by the use of nht. it was supported by requiring data from the questionnaire item to the subjects. acknowledgment based on the conclusions above, the researcher proposes some recommendation for the english teacher and other researchers. the english teacher; especially class viii b of mts ma’arif 2 muntilan are suggested to apply numbered heads together strategy in teaching english. it is very necessary to apply this strategy in order to make the students understand more easily to the reading passage. by applying this strategy, the teacher not only can improve the students’ reading comprehension but also make the students become more communicative and be able to share their own knowledge with their friend in group or entire the class and make the teaching learning process become more attractive to avoid the students feel bored during the class. for the other researchers, since in this study, the use of numbered heads together is only experimented in reading comprehension, it is recommended to conduct further research to examine the improvement of the use of nht in teaching english for junior high school. for the students, the students must do more in practicing their english in order to improve their reading comprehension. therefore, the students can use this strategy as an alternative way to improve their reading comprehension. references   ahmad, d. (2014). understanding the 2013 curriculum of english teaching through the teachers’ and policymakers’ perspectives. international journal of enhanced research in educational development (ijered). (vol. 2, issue 4, july-august). p. 6-15. crystal, d. (2003). english as a global language (second edition).unitedkingdom:cambridge university press. ferrance, e. (2000). action research.northeast and islands regional educational laboratory: brown university. jones, a. k and jones, l. j. (2008).making cooperative learning work in the college classroom: an application of the ‘five pillars’ of cooperative learning to postsecondary instruction.the journal of effective teaching.(vol. 8, no. 2).p.61-76. riding, p.,fowell, s and levy, p. (1995, april).an action research approach to curriculum development.department of information studies university of sheffield, sheffield, uk 36 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx   nelli et.al (improving students’ reading comprehension through cooperative...) information research.(vol. 1 no. 1). slavin,r. e. (1995). cooperative learning; theory, research, and practice (2ndedn)englewoodcliffs, nj: prentice hall. sequeira. h. a. (2012). introduction to concepts of teaching and learning.india: national institute of technology karnataka, surathkal slavin. a. robert (1995). co-operative learning: what makes groupworkwork?.chapter seven: university of york and johns hopkins university sutrisno, hadi. (1998). analisisregresi. yogyakarta: gadjahmada university press. sugiyono. (2010). metodepenelitianpendidikanpendekatankuantitatif, kualitatif, dan r&d. bandung: alfabeta tsay,m and brady, m. (2010, june). a case study of cooperative learning and communication pedagogy: does working in teams make a difference?.journal of the scholarship of teaching and learning, (vol. 10, no. 2). p. 78 – 89. widyaiswara, f. (2014).bahasainggrisdanpengaruhnyaterhadapkurikulumpendidikan di indonesia.tribuntimur. [online] 19th february. p.3. available   microsoft word khitunisa jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 43-50 43   http://dx.doi.org/10.26486/jele.v4i1.298 jele@mercubuana-yogya.ac.id reading habits and its effect on academic writing skill: a study of master degree students khoirunnisa1,*, ida dwi safitri2 12 faculty of teacher training and education sebelas maret university, indonesia 1 eannisanisa662@gmail.com *; 2 idadwisafitri@gmail.co * corresponding author 1. introduction recently, student-centered became a popular strategy in english language teaching. the students had a big role in increasing their skill in english. the student should be an independence people that explored many things to be a knowledge. one of the exploring activity was reading. reading was an activity to collect information or to find knowledge. it was one of the most important skills in english. students could continue to the next level of english skill for instance: writing, if they have reading many sources. as the key concept of getting information, reading provided an experience that made people linked without leasing in place, date, and time (noor, 2011: 2). usually, students who had good reading habit also had the good academic achievement. it happened because reading habit gave the student experience in recording information. reading should be the student's habit because reading could promote good comprehension in acquiring knowledge based on self-experience. (acheaw and larson, 2014: 2). reading many sources should be done continuously because it was the basic requirement of starting writing. the source of reading can be taken from a book, newspaper, magazine, article, journal, internet, etc. johari,et.al. stated that reading activity was very valuable in our life because every day we found much information about texts. it was in line with krashen (2004), he maintained that reading effectively and continuously could effect and enhance student a r t i c l e i n f o a b s t r a c t article history received september 08, 2017 revised january 15, 2018 accepted march 20, 2018 nowadays, students centered became a popular strategy in english language teaching (elt). teacher preferred to become a facilitator in the learning activity. thus, as the learner, students should do an activity that had a big effect on their learning process. reading was one of the important activity that had a great advantage to increase students writing skill. they should take reading as their habitual activity to get a significant improvement of learning achievement. in the context of higher education, reading activity was a basic requirement to start an activity in academic work such as writing a scientific journal. through reading, they could get new information from the text. then, it could be synthesized, evaluated, and implicated as the prior knowledge or supporting information in their writing. the aim of this study was to examine the reading habit of master degree students’ and its effect on their academic writing skill. twenty students from the master degree of sebelas maret university, indonesia were selected to participate in the study.the data collected through an e-survey analyzed qualitatively. the finding indicated reading habit was crucial for students’ academic writing skill. furthermore, the conclusion discussed the implication of the finding in relation with teaching advanced learner. this is an open access article under the cc–by-sa license. keywords reading habit academic writing elt case study 44 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) performance in the academic skill such as grammar, vocabulary, spelling, reading, and writing (cited in johari, et.al, 2013: 19). in order to academic writing, reading played essential role in constructing an idea. the readers were free to develop their own interpretation of what they read. they could write the interpretation in their own language in order to make written text. despite the idea was influenced by the text they have read, the formulation of delivering text was still different. furthermore, this study was conducted to examine the reading habits of master degree students’ and its effect on their academic writing skill. the finding would provide the importance of students’ reading behaviors and awareness on the role of reading toward the skill of academic writing. related theories reading was an action cognitive process of interacting with print and monitoring comprehension to establish meaning (scheiner cited in kustaryo, 1988). heilman said that reading was not the simple sum of its parts because in every case the reader must be considered in the process and each reader was unique (heilman, 1967: 3). reading was a complex process of acquiring knowledge. it required the students to have a good cognition strategy functions to know the organization, heading, and summary of the text. it also requires repertory of reading skill such as extensive reading (to know the information deeply), skimming (to know the general ideas), scanning (to know the detail information), and so on (birch, 2002: 128). it meant that the reader not only understood printed materials but also must have the background knowledge of the text, so understanding a written material would be easier for them. moreover, aebersold and field (1997) stated that reading was something that people looked at the text and assigned meaning to the written symbols in that text, further, the text and the reader were the two physical entities necessary for the reading process to begin. the reader should be his knowledge of the language, knowledge of the writing system, and ability to interpret and to get meaning from the text. in the term of reading scientific article/essay, the readers needed to have an appointment with critical reading because digging essay’s information could not be executed instantly. they had to read the whole text not the piece of the paragraph. sometimes habit of reading essay proposed the reader to be a critical one then helped them to draw the main point easily. it happened because they knew well the common structure of essay itself (wall and wall, 2005: 200). according to gardiner, reading habit could promote students productivity and creativity (gardiner, 2005: 128). habit itself meant that the action practice which did continuously until it became a pattern of behavior (carter in elliyina, 2012: 12). the students with the good habit of reading would be easier to understand the meaning of the written material. students should have a good habit of reading because students could get a lot of information from what they have read. it can help students improve their knowledge of english. in the accordance with academic writing skill, reading played essential part in the writing process. without reading, the writing process would not run well. as we knew that writing was a process of producing a final product of student proficiency in learning the language. producing a writing product was required long process because writing had some sequential steps that should be passed. flower and hayes 1980 in tuan stated that writing was a complex process of constructing thought or idea to deliver meaning or message of the text (cited in tuan, 2012: 489). in line with the previous expert, nunan explained that writing was a complexity of cognition process maintaining critical effort to overcome the idea in long period (nunan, 1999: 273) in higher education for instance: university level, writing was an important skill that should be master well by the student as the requirement in doing an assignment. bailey stated that academic writing was formulated to the students at the medium level of universities in order to do task or assignment in particular coursework. academic writing not only required the students to have complexity in vocabulary but also to learn the style of referencing and organizing text (bailey, 2003: 1). academic writing skill had integration with reading because reading was the step of writing process which was functioned to collect information. in relation to academic writing, for instance: issn 2541-6421 jele (journal of english language and education) 45 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) essay, reading was an important activity that should be done by students. they should read many appropriate sources that had similarity with the text they wanted to write. it would help them to construct their own theory based on some references. crimmon said that before writing a critical essay, we should do some steps such as reading related work. he added that usually understanding text was not easy; sometimes we needed to read in many times (crimmon, 1975: 189). in line with crimmon, bailey explained that student should beware in choosing most appropriate source in assess reading a text. it was important because after choosing it, they should select relevant area of text to keep a record for references. thus, they could synthesize theory from some sources by paraphrasing or summarize (bailey, 2003: 2). there were some findings in related studied that dealt with reading and reading habit: 1. reading habits had a direct relationship to academic performance. (acheaw and larson, 2014: 19); 2. reading materials had advantages in enhancing and constructing an idea of writing. both of student and teacher had a high percentage in choosing reading as the suggestion in teaching and learning writing (tuan, 2015: 498); 3. reading materials associated with academic work would be regarded as an importance for study (noor, 2011: 6). 2. method this study aimed to examine the reading habit of master degree students’ and its effect on their academic writing skill. the design of this study was qualitative research in the form of case study. the case study was applied to explore particular phenomena deeply by using extensive data collection (creswell, 2012: 465, fraenkel, et. al, 2012: 434). participant twenty students from the master degree at faculty of teachers training and education, sebelas maret university, indonesia were selected to participate in the study. there were 6 males and 14 females participants of ages that ranged between 22-31 years old. they were enrolled in an academic writing program that was a required subject offered by english education study program. data collection the data would be collected through an e-mail survey consisted of some questions related to the students' reading habit, academic writing and also its effect on their writing skill. as the effect of expanding technology, email survey became a popular form of data collecting technique that could be used effectively and efficiently (creswell, 2012: 220) data analysis the collected data would be analyzed and interpreted qualitatively. the researcher analyzed the data based on creswell theory. there were six common steps in analyzing data such as 1. prepared and organized the data; 2. engaged data exploration through a coding process; 3. developed general data description used the codes; 4. narrated and visualized the findings; 5.reflected personally and theoretically the result using an interpretation of the meaning; 6. conducted strategies to validate the findings (creswell, 2012: 236) 3. findings and discussion to address the research question, this study used data from e-mail survey toward students’ reading habit and their academic writing. there were 25 questions consisted of students' personal identity, students' reading habit, and students' skill on academic writing. the questions about personal identity consisted of students’ names, age, gender, department, semester. all of them were first semester students’ of master degree program on english education study program who followed academic writing. most of the participants were 23 years old males. 46 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) students reading habit the participants had various respond in answering how much they like reading. the found that 50% students like reading, 25% students like reading so much, 20% like reading enough, and the rest do not quite like reading. it showed that majority of the participant like reading because only a few participant 5% who had not preference in reading activity. reading frequency related to the frequency, most of the participants had the high frequency in reading. frequency is the special aspect of reading. it not only promoted students' vocabulary and knowledge, but also their skill in critical reading simultaneously. each student had a distinction in saving their reading time but most of them could be categorized into diligent students because of the reading frequency. it also meant that they had a reading habit. every day, they spent their time between 15-60 minutes in reading (80%). even there were 15% participants read more than 60 minutes every day. only a few participants (5%) read less than 15 minutes. types of reading material moreover, the participants read many kinds of reading source. almost of them read printed book, e-book, website, newspaper, etc. but the highest percentage of reading material (65%) was from the electronic material such as website and e-book. in master degree program, it would be expected that the students would prefer to read course material from the books but the finding showed the opposite. the most favorite reading material was the website then followed by e-book, printed book, others kind. it showed that reading e-material from internet or computer was the most popular reference in the master degree program. this phenomenon also happened in many previous studies related to reading habit or reading activity. a study conducted by noor revealed that the highest percentage of students 88% liked to read internet materials (noor, 2006: 6). it was also found in shen study that there were 47% students used their time more than 3 hours to online while 57% used to online 1-2 hours. it meant that reading by the electronic device was the very easier thing to do and they were always available to take their time in reading that material. the rest of the participants (20%) preferred to read other sources of the book such as story and comic. it was an interesting finding because in the master degree program still existed the student who liked story and comic very much whereas it usually happened in the children age. reason for reading table 1. the reason for reading reading reason percentage necessity 70% hobby 15%, pleasure 15,% in the term of the reasons for reading, this study found three types of reason for instance: the necessity of particular information, hobby, and the pleasure of entertain. the entire participant read because of them. no one read because of pressure from other people. the great quantity of participant (70%) chose necessity as the reason, and then 33% participant chose hobby and pleasure as the reason. based on the reason above, it meant that they had a good preference in reading activity. they realized that reading was a necessity in life. as the result of reading activity, they not only got a lot of information to increase their knowledge but also got a pleasure dealt with the hobby. necessity of reading reading could not be separated from student activity. they had to read as much as possible and as fast as possible. it had a close relationship with their reason for reading. they have realized what issn 2541-6421 jele (journal of english language and education) 47 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) important reading is. it was showed in the finding of reading necessity. 40% participant agreed that reading was very important for them, 40% participant agreed that reading was important for them, and 20% participant agreed that reading was important enough. academic writing skill in accordance with writing academic skill, this study found some fact based on the e-survey such as preference and interest, and types of academic work. it was summarized from five questions related to academic writing skill. students’ interest of academic work the finding showed that the participants had good interest to write academic work. 35% participant interested in writing academic work, and 40% more interested enough to do this work. thus, 15% participant interested very much, and the rest did not interest enough in doing this work. the entire participant ever wrote this kind of academic writing. around 65% of the participant ever wrote more than 3 academic works. based on the finding above, it meant that the students of master degree program realize that writing academic work can promote pleasure because commonly academic work proposed to overcome the problems in many aspects of society or to get the solution of appeared problem in recent time. automatically they also helped others to build better future. types of academic work table 2. types of academic work types percentage essay 40% article 10%, manuscript 15% journal 10% thesis 5% there are some types of academic work such as essay, article, journal, manuscript, thesis, etc. this type was categorized based on the writing purpose and organization. every participant had their own preference in writing those types. the most common type written by master degree students was the essay (40%). essays also become the most favorite type chose to write. it happened because the essay was the simplest form of academic work. another work that had a high percentage to be written was journal (30%). it had the high percentage because of the importance. as the advanced learners, master degree students required writing journal and publish it in the international publication. reading habit and its effect on academic writing skill academic writing skill was influenced by students reading habit. the students who had a good reading habit they also had good skill in academic writing. this statement has known prominently in the academic environment. this study provided some finding of reading habit and it effects on academic writing skill. there are some questions about reading and writing. the question consisted of reading habit, reading frequency, reading time, reading reference, reading effect, and reading importance. thus, it was sum up into some terms. frequency of reading references reading references became a crucial activity that should pass by the writer before starting writing. there are some advantages would get if the writer read material first before starting writing such as promoting ideas, enhancing information, constructing rationale, and collecting source. besides that, the paraphrasing activity of authors’ ideas became easier to do. this study found that the entire participants had reading habit before they start writing. most of them put reading as the important part in writing academic work. 50 % participant stated that they 48 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) frequently read the references they want to write. 10 % was the percentage of the participant who always read references before starting writing. thus, 40% participant stated that they were frequently enough in reading references. moreover, almost of the participants prepared the specific time used to read references. they were around 85% while, the rest of the percentage did not do that. in addition, they could spend more than 20 minutes per day in reading the reference. 70% participant used more than 20 minutes to read references. some of them could spend their time to read more than one hour. only a few participants spent the time to read less than 20 minutes. table 3. frequency of reading references types percentage <20 minutes 30% 20-60 minutes 55%, >60 minutes 15% type of reading reference in the term of academic writing, reference played important role in strengthening the work. the more the references the more strengthen the work. in other words, the student should collect many sources of reference to make their work more qualified. reference was the requirement of writing academic work. the result will be acceptable if the writer wrote many references related to their work. this study found that the participants used many references to support their writing. 55% participant usually read more than 4 references while the rest read less than 4 references. moreover, the journal was the reference that had the highest percentage (55%). they prefer to read journal because the journal was the reference that provided specific issue related to the particular field. it would make the reader focus only on their field. besides that, they also read e-book/ printed book as the references (20%). the additional references they read were the article and internet material (25%). no one read newspaper/magazine as the references to support their writing. the complete percentage could be seen in this following table: table 4. the reading references types number percentage journal 11 55% e-book/ printed book 4 20%, article 3 15% internet material 2 10% newspaper/ magazine 0 0% reading habit effect toward academic writing skill reading had a big effect toward academic writing skill. the quality of writing product showed how many times writer read. in academic writing, reading references encouraged the writer to be a critical thinker so that, the quality of writing product would be more acceptable. moreover, if it became a lifelong reading, it would make students be more critic, creative, and productive writer (gardiner, 2005: 128). the finding of this study showed that the major participants had the same appointment. 60% participant thought that reading habit provided a great effect in their academic writing skill. 20% participant thought that reading gave big effect and the rest 20% participant thought that reading had sufficient effect in their academic writing skill. in addition, they sought that reading was very important for them. it built up inspiration/ ideas, promoted critical analysis, enhanced knowledge, enriched diction, collected detail information, strengthened theory, improved writing quality, etc. issn 2541-6421 jele (journal of english language and education) 49 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) 4. conclusion this case study examined the reading habit and its effect on academic writing skill of master degree students. these findings provided empirical evidence toward students who liked reading and also like writing. the interesting finding was the student views about reading habit toward their academic writing skill. the entire students had the same idea about the effect of reading habit. reading habit could build up inspiration/ ideas, promoted critical analysis, enhanced knowledge, increased diction, got detail information, strengthened theory, and improved writing quality, and so on. it revealed reading habit was important for master degree program because they were required to write journals. in addition, the result of this study showed that students of master degree program agreed that reading was a necessity. thus, to fulfill the necessity, they preferred to read ematerial such as ebook and website. that preference was caused by the developing of digital technology. this made the student download and access freely. the finding of this study offered several implications for teaching academic writing of master degree students in advanced learner context. first, the lecturer should be aware in giving the instruction of academic writing. consider their understanding about academic writing (sufficient or not). second, the lecturer should give feedback to the student in the process of writing academic work. the lecturer should teach the steps to write qualified academic work. third, the lecturer should give the student task to read some journal reference to promoting their academic writing skill. the last, the lecturer should provide a reading log to motivate students to practice reading habit. references acheaw, micheal owusu and larson, agatha gifty. (2014). reading habits among students and its effects on academic performance: a study of students of koforidua polytechnic. library philosophy and practice (e-journal): university of nebraska-lincoln. bailey, stephen. (2003). academic writing, a practical guide for student. new york: routledgefalmer. bian, xiaoyun and wang, xiaohong. (2016). chinese efl undergraduate’s academic writing: rhetorical difficulties and suggestions. indonesian journal of applied linguistics, 6 (1), p. 20-29. brich, barbara m. (2002). english l2 reading: getting to the bottom. london: lawrence 50 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 43-50   khoirunnisa et.al (reading habits and its effect on academic writing...) erlbaum associates. carroll, joyce amstrong and wilson, edward. e. (1993). act of teaching, how to teach writing. usa: teacher ideas press. creswell, j. (1998). qualitative inquiry and research design: choosing among five traditions. thousand oaks, ca: sage. creswell, j. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson. fraenkel, jack, r. et. al. how to design and evaluate research in education. new york: mcgrawhill. gardiner, steve. building student literacy through: sustained silent reading. usa: association for supervision and curriculum development. johari, aiza, et. al. (2013). students’ reading practices and environments. indonesian journal of applied linguistics, 2 (1), p. 17-28. noor, noorizah mohd. (2011). reading habit and preferences of efl post graduates: a case study. indonesian journal of applied linguistics. nunan, david. (1999). second language teaching and learning. usa: heinle & henle publishers. starcher, keith and proffitt, dennis. (2011). encouraging students to read: what professors are (and aren’t) doing about it. international journal of teaching and learning in higher education, 23 (3), p. 396-407. stuart, christian. (2008). connecting reading and writing in second language writing instruction. journal of english for academic purposes, 7 (1), p. 68-73. tuan, trong luu. (2012). teaching writing with reading integration. journal of language teaching and research, 2 (3), p. 489-499. wall, amy, and wall, regina. 2005. the complete idiot’s guide to critical reading. usa: alpha book.                 journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 84 the analysis of errors of omission in english narrative composition made by efl students paramita kusumawardhani english department, aba bina sarana informatika-indonesia paramita.pmi@bsi.ac.id abstract this research was done to investigate kinds of errors of omission, classify them, explain the characteristics of the errors and evaluate the errors produced by the english foreign learners. errors of omission could happen because the learners were still lack of form or grammar that is supposed to have in the sentence but the learners omit it. writing is the most difficult skill in learning english as what is spoken is different with what is written. the writing skills are complex and certainly difficult to teach, requiring not only of grammatical and theoretical devises but also conceptual and judgmental elements. the research was done by using descriptive method and the data were collected from 20 english foreign learners' english narrative composition. the results found in the learners' english narrative composition are omission of "of" for about 5 errors or 25%, omission of "auxiliary" for about 3 errors or 15%, omission of "articles" for about 3 errors or 15%, omission of "countable and uncountable nouns" for about 4 errors or 20%, omission of "apostrophe's" for about 3 errors or 15% and omission of "preposition" for about 2 errors or 10%. keywords: error analysis, errors of omission, english narrative composition, efl introduction abushihab (2014) explains in his research that contrastive analysis (ca) is based on structuralism and behaviorism which gained great popularity in the 1950s and 1960s. ca was formulated by fries (1945) and developed by ladies (1957). ca deals with the comparison of the structures of two languages or more and with the attempt of finding out the points of differences which are the main source of difficulty for language learner. the main aim of ca is to compare phonological systems, morphological systems, syntax and lexical meanings of two or more languages. the development of ca is the result of the need to teach l2 in the most effective way. as lado (in ellis) 1985, made clear that the teacher who had made a comparison of the foreign language with the native language of the students would know better what the real problems were and could provide efficient methods for teaching them. error analysis (ea) henceforth is a branch of applied linguistics and has two journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 85 functions. the first function is theoretical which has its place in methodology and describes the learners' knowledge of the target language. it also helps the researcher find out the relation between the knowledge and teaching the learners has been receiving. the practical area of ea is to overcome the mismatch between the knowledge of the learners and the demands of the situation. mourtaga (2004) pointed out that errors and mistakes are different from each other because an error cannot be self-corrected and is caused by a learner's inadequate knowledge of the target language whereas a mistake can be self-corrected. gas and selinker (2001) explained that a mistake can be self-centered, but an error is systemic. errors occur repeatedly and cannot be recognized by the learners. hence, only the teacher or researcher could locate them. while mistakes according to yuksel (2007) are not a result of deficiency in competence, they can be characterized by the slips of the pen or the slips of the tongue. lapses may result from some factors such as memory failure and physical or mental fatigue. richards et al (1985) describe errors as "the use of a linguistic item in a way which a fluent or native speaker of the language regards as showing faulty or incomplete action". the interlanguage was introduced by selinker (1972) and views the learner's verbal performance in l2 as a series of overlapping systems characterized by having aspects from both l1 and l2. selinker talks about five central processes related to interlanguage: 1. language transfer. it is about the process of the result of overgeneralization and of fossilization of items, rules and subsystems, which are transferred from the native language to the target language during the performance of interlanguage. 2. transfer of training. it is about the errors in the process result from misleading and over generalized information given by textbooks and language teacher. 3. strategist of second language learning. this is about the different strategies which affect the surface structure of sentences. this process is exemplified by tendency of learners to simplify the target language. 4. strategies of second language communication. it is about the strategy which can be characterized by the avoidance of grammatical formatives like articles, plural forms, past tense forms, etc. 5. overgeneralization of target language linguistic material. it is about the second journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 86 language learners who tend to over generalize the rules in the target language in order to reduce them to a simpler level. hourani (2008) remarked that the primary causes of errors can be as follows: "interlinguage errors and intralingual errors. interlinguage errors are those which are related to the native language whereas intralingual errors are those which are due to the language being learned". correction is essential in helping the learners become more accurate in using the foreign language as russel and spada (2006) stressed that there is growing evidence that error correction is overall useful and can be helpful in l2 learning. from the beginning, error analysis was beset with methodological problems. in particular, the above of typologies are problematic: from linguistic data alone, it is often impossible to reliably determine what kind of error a learner is making. also, ea can deal effectively only with the learners' production, such as speaking and writing and ea is not related with the learners' perception such as listening and reading. however, the learners' could be decreased or solved by conducting systematic analyzing to identify types and characteristics of the errors from the learners' production of speaking or writing in order to provide them with appropriate feedback and correction. corder (1967) identified the significance of errors in three ways, they are: (1) undertake a systematic analysis so the teachers can learn from their learners' linguistic progress and difficulties; (2) errors provide evidence of how the learners learn or acquire the language and what strategies or procedures do they employ to achieve the learning goal; and (3) errors are vital to the learners themselves since they are an essential device for them to test their hypotheses during the process of language learning. richard's & sampson (1974) supported that error analysis is an important tool for teachers to evaluate the learners' learning ability in order to set the priority to solve the learners' problems from the most frequent errors made by them. kinds of errors based on the errors which happened commonly, richards (1974) explained that the errors are: 1. interlingua errors. interlingua errors are the errors happen in the learners' grammar which reflects the learners' mother tongue. these errors occur because there is an interference from the learners' mother tongue, ex.: it is a book green, not what journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 87 you, what number? 2. intralingua errors. intralingua errors is the errors happen in the learners' mother tongue but they don't reflect the learners' mother tongue, but it looks like a language which is made by the learners studying the target language as their mother tongue or looks like the errors in the target language occur because the grammar, itself, effects one another in the target language, ex : she can dances. i opening my book. based on dulay (1982), he divided the errors into four types, they are: 1. linguistic category taxonomy. this error based on the language components or the linguistic main elements which affect the errors. the language components consist of phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaningand vocabulary) and discourse (style). the linguistic main elements consist of the elements which compare each language component. 2. surface strategy taxonomy. these errors explained about the way to change the strategy taxonomy which occurs. 3. comparative taxonomy. these errors based on the comparative between the structures of the errors in the second language with the certain another type construction. comparative taxonomy consists of: a. developmental errors (intralingua errors). this error happened because the learners’ study the target language as their first language, ex.: brother drink milk. mother eat apple. b. interlingua errors. this error happened commonly in the structure of the language becoming the semantic which is same as phrase or in the learners’ native language, ex.: the woman beautiful. the sky cloudy. 4. communicative effect taxonomy. surface strategy taxonomy and comparative taxonomy only focus on the errors happened in both of those taxonomies. communicative taxonomy influences the classification with the errors from the listeners' or the readers' view. based on hendrickson (1979), he grouped the errors into two types, they are: 1. global errors. global errors are same as communicative errors. global errors are the errors happened in the structure language which cause the learners misinterpret the oral or written message or consider that the message couldn't be journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 88 understood in the whole contexts it. 2. local errors. local errors are also called linguistics errors. local errors are the errors happened in the structure language which seems strange or weird, but they didn't make the learners felt difficult in understanding the meaning of the sentences. based on the theories, the linguistics experts classified the errors into four types, they are: 1. social error. the social errors, the errors commonly occurred in the structure element. the errors could be happened because of the failure in application the english patterns which was based on the language which referred to the social context. 2. register error. this error happened because the language used didn't suitable for a certain occasion. register error has a strong relationship in the usage of a language based on the situation. usually the learners did the error because they haven't mastered if one language doesn't suitable to use in a certain situation. this happened because there is only limited material which discusses about the appropriateness in using a language for a certain occasion but this still considers as the learning process for the learners. 3. referential error. this error happened between the linguistics form with the objects or the situations happening outside the class. this error also happened because the learners haven't known what they thought and felt exactly. 4. textual error. this error happened related with the learners’ knowledge based on the target language patterns. corder (1971) explained, "the learner's errors are classified as a textual error when he does not select the structurally correct form in his sentence of intended relation between two sentences". textual errors are: a. errors of omission. error of omission is the missing of some elements which should exist. ex.: woman is very beautiful. (it should be: the woman is very beautiful). she eat apple. (it should be: she eats an apple). b. errors of addition. error of addition is the adding of some elements which shouldn't exist. ex.: i ate with bread and egg this morning. (it should be i ate bread and egg this morning). it is a meat. (it should be it is meat). c. errors of selection. error of selection is the use of words which shouldn't be used. ex.: do he go to school? (it journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 89 should be does he go to school?). she is thinking about you. (it should be she is thinking of you). d. errors of ordering. error of ordering is the elements which are not put in the proper place. ex.: she doesn't know what is my name. (it should be she doesn't know what my name is). they know where do i live. (it should be they know where i live). the nature of writing gloria (2013) stated, “the writing is good when it gives information or messages clearly and creates effective verbal dialogue to readers. it aims to give point of view of the ideas in text where it organizes in different way of writing such as narration, description, exposition, and argumentation”. when students write a paragraph, they try to explore what they are thinking in mind, and they also concern with the language, meaning, and the structural of context related to english language acquisition as second or foreign language. mousapour (2011) said that writing must be related to the content, the language and grammatical rules. in order to avoid misunderstood, the students have to use correct sentences by creating a well written text and giving attention to the arrangement of words their composition to express their idea and to give the value of the writing to readers. writing is seen as a product constructed from the writer’s command of grammatical and lexical knowledge, and writing development is considered to be the result of imitating and manipulating models provided by the teacher. for many who adopt this view, writing is regarded as an extension of grammar-a means of reinforcing language patterns through habit formation and testing learners’ ability to produce well-formed sentences. alamargot et al. (2010) explained that developing writing is related to the writer’s knowledge of language and writing exposure. writing process is the way the writers give their ideas and messages to readers in the form of text. the writers present their ideas in various ways of writing such as narration, description, classification, comparison and contrast, argumentation and etc. first narration is a basic writing strategy for presenting past event or activities. it can be used for a variety of purposes such as to illustrate and support ideas with anecdotes, to entertain readers with revealing stories, to analyze causes and possible effects with journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 90 scenarios, and to explain procedures with process narrative. second, description is a strategy used to create a dominant impression. for example, students describe a place in order to set a scene and make readers aware of its atmosphere and to describe people to show a kind of person’s performance. third, classification is aimed to classify number of items or ideas into a small number of classes. in a classification of paragraph, it is important to set up adequate categories and define what goes into categories. fourth, comparison and contrast are to compare similar aspects or to contrast different aspects of two subjects, people or things. at last, argumentation is to argue ideas or opinion by giving some argues to proof the concept or research. a good paragraph must give readers complete information and unified by a controlling idea. it is organized form and can be understood what the paragraph is going to be about. a paragraph is a group of sentences that works together to develop a main idea. paragraphs are organized differently depending on their purposes. there are three main types of paragraphs in english: narrative, descriptive, and expository. a narrative paragraph tells a story or a series of events. it tells what person or thing did during a particular period of time. as white stated, “in narrative it is activities which are important; in description it is things. and in describing things we are usually more concerned with the noun rather than the verb phrase. thus, description gives us a reason for teaching features of the noun phrase which, while occurring in other uses of the language, are of particular importance and frequency in describing things, people and places". the nature of narrative composition writing is the most difficult part in english subject as what it is said different from what it is written. ron white and valerie ardnt (2011) stated, "writing is far from being a simple matter of transcribing language into written symbols; it is a thinking process in its right". so, before the learners starting to write an english composition, they should master the english pattern correctly. mc. dougal (2008) said, "a composition is a group of closely related paragraph that develop a single idea". david crystal (2011) also said, "writing a composition with vocabulary and structure which the student has either learnt to use orally or written exercises for each lesson. these exercises may be of various types. the range from filling blanks to the composition and may be modification, sentences composition and paragraph writing". so the theory of the composition based journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 91 on mc. dougal is the activity of writing which is started by mastering words and the grammar itself. there are 4 kinds of compositions; they are argumentation, description, exposition and narration. george e. wishon and julia m. burks (2010) stated, "argumentation is used in persuading and convincing; it is closely related to exposition and is often found combined with it. description is used to create a visual image of people, places and even of units of time-days, time of day or seasons, exposition is used in giving information, making explanation, and interpreting meanings and narration is the form of writing used to relate the story of acts or events". based on as hornby (2006), "narration is telling of a story", meanwhile based on john m. echols and hassan shadily (2006), "narration adalah 1. penceritaan, pengisahan; 2. cerita, kisah". narratives are stories. narratives are plots. they are essays that tell a story, hopefully in an interesting way, that also convey themes. often, if you are asked to write a narrative essay, you will not be asked to research a theory or topic. rather, you will be asked to use your imagination instead of a bibliography. you may need to research for this narrative essay; nonetheless, the writing of it may come more easily to you for you do not need to quote specific words from primary sources. a narrative paragraph tells a story or a series of events. it tells what person or thing did during a particular period of time. as white (2011) stated, “in narrative it is activities which are important; in description it is things. and in describing things we are usually more concerned with the noun rather than the verb phrase. thus, description gives us a reason for teaching features of the noun phrase which, while occurring in other uses of the language, are of particular importance and frequency in describing things, people and places". methods descriptive method was used to do the research. there are 3 types of descriptive method, they are observational method, case study method and survey method. observational method as a part of descriptive method was used to take the data. descriptive method was used as best (1974) stated, “descriptive method is the method which tries to give the explanation about the symptoms relating with the recent situation. it consists on the effort of giving the journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 92 note, the analysis and the interpretation of the recent symptoms which have the characteristics as follows: try to give the fact, straight to the problem and the recent variables aren’t manipulated by the researcher". the learners’ english narrative compositions were used as the research instruments and they were taken from 20 learners and it was taken by asking the learners to make english narrative composition. after that, identifying, classifying, analyzing and correcting were done in order to know what kinds of syntax were found in the learners’ english compositions. findings and discussion after collecting, identifying, describing, explaining and correcting the errors, there are some errors found in the learners’ english narrative composition. the errors are explained below: table 1. omission of “of” students’ errors the correction 1. i was still exhausted because the monkeys. i was still exhausted because of the monkey. 2. … because the broken car … because of the broken car 3. she took care her baby last time she took care of her baby last time 4. i am thinking my final test i am thinking of my final test score score 5. there are many kinds people at the beach there are many kinds of people at the beach based on the errors above, most of errors were done because the learners still don't know about the rules of using "of". "of" is usually used after verb, such as; rest, because, care, kind and think and "of" is usually used before noun. table 2. omission of “auxiliary” students’ errors the correction 1. the very happy last holiday they were very happy last holiday 2. i tired i was tired 3. i had been to bali when i two years old i had been to bali when i was teo years old from the errors above, the learners made the errors of auxiliary. there are some auxiliary verbs, such as; can, could, may, might, shall, should, will, would, ought to. verb 1 or bare infinitive is usually used after auxiliary verbs. is, am, are, was and were are also kinds of auxiliary verbs. they are used before adjective, present participle and noun. table 3. omission of “articles” students’ errors the correction 1. there was an unicycle near the beach there was a unicycle near the beach 2. we drank a coffee last time we drank (-) coffee last time 3. a moon was so bright last night the moon was so bright last night the errors above articles. a, an, the and zero article (-) are kinds of articles. a is used journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 93 for consonant sound; an is used for vowel sound; the is used for specific things, place at home, things in the universe and things which are mentioned again; zero article (-) is used for uncountable noun. the errors about countable and uncountable nouns (table 4). there are some words that can be used for countable nouns, such as; many, some, any, a lot of, several, a few. -s, -es and -ies are usually written after countable nouns. the words such as much, a little, some and any are usually used to show about uncountable nouns. table 4. omission of “ countable and uncountable nouns” students’ errors the correction 1. there were so many tourist at the beach there were so many tourists at the beach 2. we arranged some puzzle we arranged some puzzles 3. there wasn’t many coffee left in the cup there wasn’t much coffee left in the cup 4. there was many white sand at the beach there was much white sand at the beach table 5. omission of “apostrophe’s/ possessive” students’ errors the correction 1. we went to rangunan by father car we went to rangunan by father’s car 2. i stayed in my aunt house last holiday i stayed in my aunt’s house last holiday 3. … so lisa wore my sister’s tshirt … so lisa wore my sister’s t-shirt the errors above are about apostrophe’s. apostrophe’s is written before noun and the noun can besingular or plural. table 6. omission of “preposition” students’ errors the correction 1. we went there six o’clock we went there at six o’clock 2. the sun on our head was so bright last time the sun above our head was so bright last time the errors above are about preposition. there are many kinds of preposition, such as; in, on, above, under, below, beside, to, from, in front of, at, by, behind, between, along, through, etc. preposition is written before noun. conclusions learning a foreign language demands not only willingness but also practice and commitment by both learner and teacher as well. indeed, the process of language learning depends on the decisions and involvement of the learners, based on their experience of life and language as individuals. a better understanding of the learner can help the teacher understand what elements are playing a role in the learners’ learning process. likewise, by analyzing and recognizing learners’ errors, we may come to value the fact that errors are the most significance evidence journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 94 of their efforts to follow the path of the learning process. based on the errors found in the learners' english narrative composition, most of them made the errors because (1) the learners haven't understood and mastered the target language so they still made the sentences in their mother tongue; (2) most the errors are in textual error; (3) the learners' mother tongue influenced them much in making the target language; (4) the errors done by the learners perhaps happened because of the teacher’s style in teaching; and (5) the learners weren’t used to write or make an english narrative composition by the english teachers so they got some difficulties when they were asked to make an english narrative composition. after being doing some steps based on corder, the errors found in the learners' english narrative composition are omission of "of" for about 5 errors or 25%, omission of "auxiliary" for about 3 errors or 15%, omission of "articles" for about 3 errors or 15%, omission of "countable and uncountable nouns" for about 4 errors or 20%, omission of "apostrophe's" for about 3 errors or 15% and omission of "preposition" for about 2 errors or 10%. error analysis is an important instrument for teachers to not only find out the learners’ language difficulties, but also to evaluate their ability and progress of linguistic development. therefore systematic error analysis should be widely informed to and undertaken by second or foreign language teachers of all levels. nonkukhetkhong (2013) suggested that the results of an error analysis can be used for further research to solve the learners’ problems, for example, providing the learners with noticing grammar lessons, developing error analysis exercises, promoting selfcorrection and peer-correction, enhancing the use of grammar through communicative activities or implementing other teaching techniques to reduce the grammatical errors. references abushihab, i. (2014). an analysis of grammatical errors in writing made by turkish learners of english as a foreign language. international journal of linguistics, 6(4), pp. 213-223. doi: 10.5296/ijl.v6i4.6190. alamargot, dennis and fayol, michel. (2010). modelling development of written composition. journal of second language writing. 23-47. best, john, w. (1974). research in education. new jersey: prentice hall. corder, s. p. (1967). the significance of journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 95 learner’s errors. international review of applied linguistics. pp. 160-170. corder, s. p. (1971). error analysis and interlanguage. hongkong: oxford university press. crystal, david. (2011). a dictionary of linguistics and phonetics. usa: cambridge university press. dougal, mc. (2008). little english. usa: cambridge university press. dulay, heidi. (1982). language two. new york: oxford university press. echols, john m. and hassan shadily. (2006). kamus inggris indonesia. jakarta: pt. gramedia. ellis, r. (1996). the study of second language acquistion. oxford: oxford university press. fries, c.c. (1945). teaching and learning english as a foreign language. michigan: university of michigan. gass, s. & selinker, l. (2001). second language acquisition: an introductory course. lawrence: erbaum. heaton, j.b. (1988). writing english language tests. new york: longman group. hendrickson, j. m. (1979). error analysis and error correction in language teaching. singapore: seamo recl. hornby, as. (2006). oxford advanced learner’s dictionary of current english. new york: oxford university press. hourani, t. m. (2008). an analysis of the common grammatical errors in the english writing made by 3rd male secondary students in the eastern coast of the uae, dissertation, institute of education, british university in dubai. lado, j. (1957). linguistics across culture. michigan: university of michigan press. mourtaga, k. r. (2004). investigating writing problems among palestinian students: studying english as a foreign language. indiana: author house. mousapour, giti. (2011). a study of efl learners’ writing skill. intenational journal of english linguistics. pp. 299307. nonkukhetkhong, k. (2013). grammatical error analysis of the first year english major students, udon thani rajabhat university. the asian conference on language learning, pp. 117-126. richard, jack c. (1974). error analysis a non contrastive approach to error analysis. london: longman group. richard, et al. (1985). longman dictionary of applied linguistics. essex: longman group limited. richards, j. c. & sampson, g. p. (1974). the study of learner english. reprinted in j. c. richards. (ed.) (1994). error analysis. perspective on second language acquisition. (13th ed). london: longman. ron, white, and valerie ardnt. (2011). process writing. london: longman group. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 96 russel, j., & spada, n. (2006). the effectiveness of corrective feedback for the acquisition of l2 grammar. in norris and ortega (006) (ed.) synthesizing research on language learning and teaching. hawi: john benjamins. selinker, l. (1972). interlanguage, iral: international review of applied linguistics, 10. connor, u. (1996). contrastive rhetorics. usa: oxford university press. wishon, george e., and julia m. burks. (2010). let’s write english. new york: american book company. yuksel, g. (2007). grammatical errors in the compositions written by turkish learners of english, master thesis. erzrum: ataturk university. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 64 improving students‟ listening competence by using contextual teaching and learning (a classroom action research conducted at the second grade of mts. ma‟arif 2 muntilan, magelang) happy annisa‟ octaviani 1 , hermayawati 2 1,2 english education study program, faculty of teachers training and education mercu buana university of yogyakarta 1 email : rucortzrera@yahoo.co.id 2 email : hermayawati@yahoo.com abstract this research was conducted to improve students‟ listening competence by using contextual teaching and learning (ctl) method. the aims of conducting this research were as follows: (1) improving students‟ listening competence through ctl; (2) finding the students‟ interest improvement on their listening by using ctl; (3) finding the improvement of the students‟ listening competence by using ctl. the classroom action research was used by the researcher in conducting this research. furthermore, the pre-test, treatments, and post-test were given to find the students‟ listening improvement in learning using ctl.the result of the research showed that ctl could improve the students‟ listening competence. it could be seen from the average scores in the pre-test and post-test. the average score of students in the pretest was about fifty six point two. meanwhile, the average score in the first post-test and second post-test were seventy two point five and eighty point six. the result of the students‟ average score showed the improvement in their listening achievement by by using ctl. the students‟ interest improved through the students‟ active contribution during the learning processes which was measured by using scoring rubric of “metacognitive rubric motivation”. therefore, it can be concluded that ctl is effective to teach listening to the students. in short, the method can be used by the teacher as an alternative to teach listening. keywords: classroom action research, ctl, listening, method, motivation introduction language is the system of communication consisting of sounds, words, and grammar that it is used by people to communicate between each other. moreover, it is as a communication tool to convey ideas, opinions, and even feelings to other members of society. as a communication tool, language is very important to human life. there are many languages that are used by people in the world, such as english, spanish, portuguese, arabic, indonesia, mandarin, etc. one of the languages mostly used in the world is english. english has become an international language. as an international language, it has an mailto:rucortzrera@yahoo.co.id mailto:hermayawati@yahoo.com journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 65 important role in the world, especially in the globalization era like today. in indonesia, english is considered as the first foreign language. as the first foreign language, it should be taught in the school. students have to learn it from elementary school until university. based on the previous studies, although it has been learnt by the students since in elementary school, they have not mastered it yet. there are many factors which affect it such as the materials, teaching learning process in the class, teaching method, facilities, or even the student themselves who do not have high motivation to learn english (milena: 2014). the condition above also happens to the students in mts ma‟arif 2 muntilan, magelang. this school can be classified as good school because they get score a for the accreditation. the school also uses school-based curriculum (ktsp) for the second and the third grade students, while the first grade uses the new curriculum, curriculum 2013. based on the early observation and interview with the teacher and some students there, it was found that many students in mts ma‟arif 2 muntilan had problems in learning english. although the students have studied english from elementary school, they still had difficulties in mastering english. in english there are four skills (listening, speaking, reading, and writing) that should be mastered, but the skill that they felt most difficult was listening. from the observation, there were three things that were very important to be noted such as materials, facilities, and their motivation. the first was about materials. sometimes, the material that the teacher gave to the students just from the english book. even though the teacher gave them the materials from other sources, but they still had difficulties to catch what they heard. it was because the materials that did not really related to the real life. if the students had difficulties in guessing what words they listened it would be easier if the materials related to the real life because they could guess the words. the second was about the facilities in the school. this school did not have language laboratory. students rarely got listening practice. if they got listening practice, it was just in the class and used tape. the teacher also often used teacher‟s talk or teacher‟s journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 66 reading aloud (manual listening) to teach listening. however, although it just used teacher‟s reading aloud, it was more effective to the students. from the observation, the researcher could conclude that they would absorb the materials well from the teacher‟s reading aloud than from the recorder because of the situation and condition around the class. other students from other classes sometimes were noisy and disturbed students while they had listening practice in the class by using recorder. they considered that it would be clearer from the teacher‟s reading aloud. the last problem was about their motivation. actually they liked english, but sometimes the teacher did not really care with their motivation. if they got difficulties, tired, bored, sleepy, afraid in making mistakes, the teacher just let them. they still needed more motivation from the teacher. when they got bored or sleepy, the teacher should try another way to make them wake up. sometimes, if the teacher gave them instruction in english they did not understand what they had to do. even in the simple instruction, the teacher should repeat it for two or three times. so, the teacher had to explain in indonesian. as nunan (2005:13) states “it is important that the students are presented with language that they can understand” so that bilingualism is still needed for them in this school. moreover, it became more difficult if the materials did not relate to their real life which made them more confused. they got difficulty to guess what the text was about. in fact, if the materials related to their real life, it would help them to imagine what they were studying or hearing. from the interview and observation explained above, the researcher believed that the difficulties in listening and motivation were the crucial problems there. linse and nunan (2005:25) states that listening is the foundation for other skills like speaking, reading, and writing. if the foundation is not strong enough, the other skills will be more difficult to master. as we know that the sequences of learning language start from listening, speaking, reading, and writing. if listening as the foundation is not mastered, the other skills will be more difficult also to master. from the explanation above, the researcher interested to overcome the problems. but, the researcher journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 67 focused on how to improve student‟s listening competence by using contextual teaching and learning (ctl) at the second grade of mts. ma‟arif 2 muntilan, magelang. not only focusing on improving listening competence, but also the researcher will try to give more motivation to the students in learning listening using contextual teaching and learning (ctl) method related to the real life, hopefully it could be the alternative strategies to improve students listening competence. the nature of listening competence listening is one of the four skills in english beside speaking, reading, and writing. here are some definitions of listening proposed by some writers: (a) according to oxford advanced learner‟s dictionary 5 th edition, listen means “paying attention to somebody/something that you can hear”; (b) “listening is a skill and any help we can give students in performing that skill help them to better listeners” (harmer, 1998:98); (c) according to scott (1990:21) listening is the first skill that children acquire first, especially if they have not learnt to read; (d) “listening as a major component in language learning and teaching first” (brown, 2001:247). from all the definitions above, it can be concluded that listening is the first step in learning a language and a complex process of interpretation in which listeners match what they hear with what they have already known before. as the researcher has been written before, listening is the first step in learning a language, so it is very important to teach listening well and make students understand. in the teaching learning process, students need to have some competences in mastering the objectives of the study. competence itself is being able to do something well (oxford, 1995:232). there are some competences that students have to master. for example in listening competence, students have to answer based on the teacher questions orally, they can respond well to the teacher‟s instruction or even complete the text while listening. on the other hand, listening competence is being able to listen well and they can respond well both in writing or orally. this skill is important because if students can‟t journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 68 listen well, they can‟t respond to the teacher‟s instruction or question. “listening to a foreign language is a hard work, especially for young children/learners” (brewster, 2002:98). making students have good competences in listening is hard thing. according to brewster (2002:98); it is important to remember that listening is not a passive activity. always asking students to simply “listen and remember” may make them feel anxious, places a great strain on their memory and tends not to develop listening skill. the teacher will be able to support children‟s understanding more effectively if the teacher directs her student‟s attention to specific points that have to be listened for. using authentic materials that relate to the real life may help them so much in learning process. using contextual teaching and learninghelps students in catching the sentences or words in understanding what they hear. ctl serves the materials that the students get in the classroom and relate it to the real world situation. besides, it may be easier for them in learning listening because of the relation of materials and the students‟ real life. motivation according to woolfolk (2007:372) motivation is usually defined as “an internal state that arouses, direct, and maintains behavior”. motivation is divided into two major points. the first is intrinsic motivation and the second is extrinsic motivation. “intrinsic motivation is the natural tendency to seek out and conquer challenges as we pursue personal interest and exercise capability” (deci & ryan, et al) cited in (woolfolk: 2007). while “extrinsic motivation is something that we do in order to earn a grade, avoid punishment, please the teacher, or for some other reason that has very little to do with the task” (woolfolk:2007). both intrinsic and extrinsic motivation affect the students in learning language. teacher‟s skill in motivating learners plays an important role in student‟s achievement, especially for the students that have lack of motivation to learn english. as dornyei (2001:116) notes “teacher journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 69 skills in motivating learners should be seen as central to teaching effectiveness”. lack of motivation leads to lack of focus and effort, and ultimately lack of success. teacher must figure out effective techniques to motivate students, so that, students make improvements in their english language capabilities. as dornyei (2001) states that giving motivation can be done such as by giving appropriate teacher behavior, creating a pleasant and supportive atmosphere in the classroom (basic motivational conditions). encourage the students by saying “do not be afraid in making mistakes” is also the best way to make them more motivated. besides, teachers also can give appraisal and reward to the students. table 1 shows some activities in the classroom that the researcher did to motivate students by dornyei. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 70 table 1. the list of the action in the classroom (dornyei, 2001: 3149) creating the basic motivational conditions tried it out part of my teaching 1. demonstrate and talk about resercher‟s own antushiasm for the course materials, and how it effects resercher personally. share researcher‟s personal interest in the l2 with the students. √ show students that researcher value l2 learning as a meaningful experience that produces satisfication and enriches researcher‟s life. √ 2. take the students‟ learning very seriously show students that researcher care about their progress. √ indicate resercher mental and physical availability for all things academic. have sufficiently high expectations for what researcher‟s students can achive. √ 3. develop a personal relationship with the students show students that resercher accept and care about students. √ pay attention and listen to each of them. indicate researcher‟s physical and mental availability. 4. develop a collaborative relationship with the student‟s parent. keep parent regularly informed about their children‟s progress ask for their assistance in performing certain supportive tasks at home. 5. create a plesant and supportive atmosphere in the classroom. established a norm tolerance. √ encourage risk-taking and have mistakes accepted as a natural part of learning. bring in and encourage humor. encourage learners to personalise the classroom environment according to their taste. 6. promote the development of group cohessiveness. try and promote interaction, coooperation and the sharing of genuine personal information among learners. use ice-breakers at the begining of a course. √ regularly use small-group task where students can mix. √ encourage and if possible organise extracurricular activities and outing. try and prevent the emergence of rigid seating patterns. include activities that lead to the successful completion of whole group tasks or involve small-group conpetition games. promote the building of a group legend. 7. formulate group norms explicitly, and have them discussed and accepted by the learners. include a spesific group rules activities at the beginning of a group‟s life to establish the norm explicily. explain the importance of the norms researcher mandate and how they enhance learning, and ask for the students agreement. elicite suggetion for aditional rules from the learners and discuss these in the same way as the rules that has proposed. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 71 all the ticks above were done by the researcher to improve students‟ motivation. to find out the improvement of students‟ motivation, the researcher used the following rubric. table 2 explains about the stage of motivation. the lowest stage of metacognitive motivation is in column 1, and the highest stage is in column 5. table 2. metacognitive rubric motivation 1 2 3 4 5 strong external locus of control, blames others for lack of success; external locus of control, often blames others for lack of success; sometimes accepts responsibility, sometimes blames others for lack of success; has internal locus of control, takes responsibility for success and failures has strong internal locus of control, takes full responsibility for success and failures; has no goals has unrealistic goals and no plans to achieve them has unrealistic goals or vague plans to achieve goals sets realistic goals and makes plans to achieve them sets realistic goals and makes concrete, written plans to achieve them always needs direction. does not complete distasteful tasks or tasks for which there is no drive usually needs direction. seldom completes distasteful tasks or tasks for which there is no drive often needs direction. sometimes completes distasteful tasks or tasks for which there is no drive is self directed or regulated and usually completes distasteful tasks or tasks for which the drive is not present is very self directed or regulated and completes distasteful tasks or tasks for which the drive is not present has no sense of time management has a vague idea of how to manage time understands the importance of time management but has no system or does not implement a plan has an effective time management system and uses it most of the time. has a well developed, effective time management system and uses it regularly does not care about success. has a negative attitude. very stressed. sometimes tries to do well, but has a negative attitude. is experiencing stress. tries to do well but has trouble keeping a positive attitude. has trouble with stress. usually strives to do well and retains a positive attitude. manages stress. always strives to do well; controls attitude with positive self talk; manages stress effectively journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 72 contextual teaching and learning berns and erickson (2001) define that: contextual teaching and learning (ctl) as method of teaching and learning which helps teachers relate subject matter or content to the real world situations, and motivates students to make connections between knowledge and its application to their lives.in contextual learning theory, learning occurs only when students process new information or knowledge in such a way that it makes sense to them. another definition promoted by johnson (2002:25) is that “ctl is an educational process that help student see meaning in the academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances”. to achieve this aim, it covers the following eight components: “(1) making meaningful connections; (2) doing significant work; (3) self-regulated learning; (4) collaborating; (5) critical and creative thinking; (6) nurturing the individual; (7) reaching high standards, and (8) using authentic assessments” (johnson, 2002:65-66). in other word, when talking about context, most people say that it is related to their social life. in the classroom teaching, ctl means teacher should present the student real world inside the classroom. there are some strategies in ctl. they are problem based, using multiple context, drawing upon students diversity, supporting selfregulated learning, using interdependent learning groups, employing authentic assessment (johnson, 2002:21-23). ctl emphasizes the student‟s involvement in the whole process to be able to seek out the material learned and relate the real life situation in order to motivate students to apply the knowledge or skill acquired in their life. besides, it helps the teacher relate the subject matter content to real world situation and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers in the hard work that learning requires. moreover, one of the teacher‟s roles in ctl is to motivate students to learn. the motivation can be in the form of appraisal or reward. teachers also create or facilitate students by journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 73 designing “a supporting learning atmosphere” in the classroom. from the explanation above, it can be concluded that ctl relates to the real life and teachers try to present it to the class. through relating it, it can be more beneficial for the students and not only learning in the class but also, they can more understand how to implement it. on the other hand, the teacher‟s role is as facilitator or even motivator to motivate students in learning the materials in the class. methods this research belongs to a collaborative classroom action research. the research involved collaboration and cooperation between the researcher and the english teacher. both the english teacher and the researcher worked as a team teaching in the implementation. furthermore, hopkins (2008:47) defined that “action research combines a substantive act with a research procedure; it is action disciplined by enquiry, a personal attempt at understanding while engaged in a process of improvement and reform. to carry out the action research, the research consisted of several cycles”. the cycles depended on the situation which happened in the research setting. the cycle would not stop until there was improvement from the students in their listening competence. based on kemmis and mc taggart, there are four steps in action research. they are planning, acting, observing, and reflecting. findings and discussions dealing with the problem that happened to the students in mts ma‟arif 2 muntilan, the researcher conducted a research which consisted of two cycles. each cycle had four stages, namely planning, acting, observing, and reflecting. the lesson plan, the observation sheet, materials and method had been prepared and designed by the researcher. all the plans ran well but sometimes, there was unexpected condition or result in the implementation of the cycle that needed to be improved. the students‟ interest also became the important aspect in the teaching and learning process. without interest in learning, the learning achievement will not be journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 74 satisfying. lack of motivation leads to lack of focus and effort, and ultimately lack of success”. from the need analysis, designing the plans of research, cyclical implementations, reflection, etc the students‟ interest in learning english could be seen. they were more active in joining the teaching and learning processes in the class. researcher implemented the materials which might draw the students‟ interest. based on the interview that was conducted after the two cycles with the same students, it was found that the students felt enjoyable in learning listening using contextual teaching and learning. they could relate the materials with their real life and made the teaching learning process more enjoyable. even, when they did not know the words or sentences that they were hearing, they could guess because it had relation to their real life. besides, the researcher‟s reading aloud also helped them in catching what words or sentences they were hearing. good, clear, and right pronunciation had important role to improve their achievement in listening competence. the students could improve their motivation because the researcher applied the basic motivational strategies by dornyei (2001). researcher implemented some actions such as the researcher showed the interest of the l2 to the students, cared to the students both their attitude or achievement in their score, established norm tolerance, gave ice breaker before the teaching learning process and regularly used group works in the teaching learning process or did the assignment. after implementing those strategies, the researcher could see the improvement of students‟ motivation. the scoring rubric motivation showed that before the treatments the students sometimes blamed the other mistakes, having lack of responsibility in learning or even did the assignment. even, they had to be instructed to do the task. but after the treatments, the students were respect their other friends, the responsibility was also improved. if researcher gave them task, they were enthusiastics to do it. even, they became more responsible and enjoyed in the class. the attitude was better than before. it could be seen like in the table metacognitive rubric motivation. from the beginning, the students were in the column number 1, but after journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 75 treatments, they were in the column number 3. there were no specific scores to know the improvement of the students‟ motivation, but it is from the researcher‟ observation during the research. the researcher had notes about every students, so during the research, the researcher knew the improvement of the students‟ motivation. 1 2 3 4 5 strong external locus of control, blames others for lack of success; external locus of control, often blames others for lack of success; sometimes accepts responsibility, sometimes blames others for lack of success; has internal locus of control, takes responsibility for success and failures has strong internal locus of control, takes full responsibility for success and failures; has no goals has unrealistic goals and no plans to achieve them has unrealistic goals or vague plans to achieve goals sets realistic goals and makes plans to achieve them sets realistic goals and makes concrete, written plans to achieve them always needs direction. does not complete distasteful tasks or tasks for which there is no drive usually needs direction. seldom completes distasteful tasks or tasks for which there is no drive often needs direction. sometimes completes distasteful tasks or tasks for which there is no drive is self directed or regulated and usually completes distasteful tasks or tasks for which the drive is not present is very self directed or regulated and completes distasteful tasks or tasks for which the drive is not present has no sense of time management has a vague idea of how to manage time understands the importance of time management but has no system or does not implement a plan has an effective time management system and uses it most of the time. has a well developed, effective time management system and uses it regularly does not care about success. has a negative attitude. very stressed. sometimes tries to do well, but has a negative attitude. is experiencing stress. tries to do well but has trouble keeping a positive attitude. has trouble with stress. usually strives to do well and retains a positive attitude. manages stress. always strives to do well; controls attitude with positive self talk; manages stress effectively journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 76 at the beginning of the research, students were less motivated so that the researcher had to give clear explanation about the materials which were learning in the class. the cyclical processes implemented and the treatment was given to them to solve the problems. the two cycles were given to the students and the improvement could be seen. both the average score of the students and the student‟s motivation were improved. these were the results of the pre-test, first post-test, second post-test: 1) the result of the students‟ average score in pre-test was: m= ∑ = = 56, 2 2) the result of the student‟s average score in the first post-test was: m= ∑ = = 72,5 3) the result of the student‟s average score in the first post-test was m= ∑ = = 80,6 from the result of the tests, it was found that there were different scores between pre-test, the first posttest, and the second post-test. the average score in pre-test was 56,2. it was under the passing grade which was 75. it needed improvement. the students could not do the pre-test well. furthermore they were lack of motivation to do the pre-test well. after implementing the treatments in the cycle one, the average score of the students improved. they got 72.5 for the first post-test. they could get the better average score because of the treatment by the researcher who used ctl method and gave more motivation to them. finally, in the second post-test the average score of the students improved and could reach higher than the passing grade. the average score in the second post-test was 80,6. it showed that the treatment could improve the students‟ listening competence. from the explanation above, it can be concluded that ctl can be the alternative method to teach listening. the method is effective because it can improve the average score of the students. furthermore, the method relates the materials to the students‟ real life. meanwhile, motivation is also needed to improve the students‟ achievement especially listening competence at the class 8a of mts. ma‟arif 2 muntilan. the method of contextual teaching and learning and journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 77 give more motivation could improve the student‟s listening competence. it could be seen in the result of pre-test, the first post-test, and the second posttest. in the pre-test the average score was 56,2, the first post-test 72,5, and the second post-test 80,6. meanwhile, the improvement of the students‟ motivation could be seen in the metacognitive rubric motivation. at the beginning of the research, the students were in the column 1, but after treatment, they were in the column 3. furthermore, observation is used to score improvement of the students‟ motivation. conclusion based on the result of the data calculation above, it can be concluded as follows. the first was students‟ learning listening can be improved using ctl. it is known from the students‟ listening achievement in the pre-test, the first post-test, and the second post-test. on the other hand, the activities in the teaching and learning processes in the class were more enjoyable. the second was the students‟ were much more motivated in learning than before. the encouragement from the researcher could improve their motivation. they can relate the materials that they get in the classroom with their daily life, so that they can be easily in joining the teaching learning process in the class. it also could be seen from “metacognitive rubric motivation”. the students‟ learning achievement were improved from 56.2 until 80.6. the result of the students‟ average score showed that ctl and gave more motivation could improve that students‟ listening achievement. it can be concluded that ctl can be used as an alternative method to teach listening to the students. it does not only improve the students‟ listening score, but also motivate them to learn english seriously. references berns, r.g. and erickson, p.m., (2001). contextual teaching and learning:preparing students for the new economy. brewster, j, ellis, g & girard d. (2002).the primary english journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 78 teacher’s guide. england :pearson education limited. brown,h.,d.(2001). teaching by principles: an interactive approach language pedagogy (second edition). white plains, new york: longman/pearson education. caroline t. linse ; david nunan. (2005) practical english language teaching: young learners. new york : mcgraw-hill/contemporary. dornyei, z. (2001). motivational strategies in the language classroom. cambridge: cambridge university press. harmer, jeremy. (1998). how to teach english. england:longman.pearson. education. _______________. (2001). the practice of english language teaching. 3 rd ed. london: wesley company. longman handbook. _______________. (2007). how to teach english. london: longman. hopkins, david. (2008). a teacher’s guide to classroom research. new york: open university press. johnson, elaine b. (2002). contextual teaching and learning: what it is and why it’s here to stay. usa: corwin press. kemmis, stephen, and mc. taggart, robbin. (1988). the action research planner. 3 rd ed. victoria: deakin university press. oxford. (1995). oxford: advanced learner’s dictionary. 5 th ed. english: oxford university press. scott. a. wendy and yteberg lisbeth. (1990). teaching english to children. new york:longman. inc. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 44 multilingual learning program: pesantren students’ perceptions on the multilingual simultaneous-sequential model saidna zulfiqar bin-tahir1, haryanto atmowardoyo2, syarifuddin dollah3, yulini rinantanti4 1 english education department of universitas iqra buru, maluku, indonesia 23 english education department of universitas negeri makassar, indonesia 4 english education department of universitas cenderawasih, papua, indonesia 1saidnazulfiqar@gmail.com, 2haryanto@unm.ac.id, 3syarifuddindollah@unm.ac.id, 4yrinantanti@gmail.com abstract this study aimed at determining whether or not the knowledge, educational level, perception, and attitude of the pesantren students affect the implementation of the multilingual simultaneoussequential model (mssm). this research employed quantitative research using a survey design. the sample of the study consisted of 100 students of three pesantren schools in the city of makassar (pesantren modern immim, pondok madinah, and pesantren darul arqam muhammadiyah gombara). the data were collected through the questionnaire and be analyzed descriptively and inferentially using spss program. the results found that the knowledge, level of education, perception, and attitude of pesantren students collectively had a positive impact on the mssm. however, these perceptions have no significant effect on the mssm implementation partially. the results of this study contributed to developing further multilingual teaching and learning material such as ssyllabus, lesson plan, and course book for pesantren students in indonesia, especially in makassar. keywords: multilingual program, mssm, perception, knowledge, attitude introduction pesantren school is an islamic boarding school that prioritizing the islamic teaching and sciences using two of foreign languages such as arabic and english, besides the indonesian and local languages as the language of instruction in teaching and learning process and also as tools of communication in the daily life inside or outside the pesantren environment where the students and teachers live together (mastuhu, 1994; daulay, 2009, p. 61; madjid, 2013, p. 3; nizar, et al, 2013, p. 85; engku, et al, 2014, p. 107; bin-tahir, 2015a&b, p. 34; amri, et al, 2017, p. 125). the existence of various languages teaching and using them in the daily communication has led to the diversity of methods, strategies, and models applied by teachers in teaching activities. most of them applied eclectic methods that combining several of immersion, transitional, dual language, and pullout methods. they also combined the teacher-student communication, student-student relationships, daily routines, and language-group time strategies (bin-tahir, 2017, p. 74). besides, they employed an interested of a multilingual instructional model namely multilingual simultaneous-sequential model (mssm) (bin-tahir, et al, 2017, p. 87). this model was an old model implemented by the modern pesantren in teaching and learning languages. in the past time, this model could have been a very effective model in languages teaching and learning, but this model couldn’t journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 45 be necessarily suitable to be applied to the present day. this reason is certainly caused by several factors, such as; a) the changing of students’ mindset in languages learning, b) the lack of students’ awareness in languages learning, c) the less of students’ attitude concerning with languages learning, and d) the degeneration of students’ language skills performance comparing with the previous of pesantren graduates (bin-tahir, 2015b, p. 210). based on the background, the researchers intended to measure the influence of knowledge, educational level, perception, and attitude of the students partially and collectively to the implementation of the multilingual simultaneous-sequential model at pesantren schools. the results of this study are expected to provide theoretical and practical information and references for the governments, pesantren stakeholders, the researchers themselves, the further researchers, and other interested parties of this field in order to manage and provide the alternative solutions for the further multilingual teaching and learning model in indonesia. there are many definitions of multilingual proposed by some experts. most of them defined it as a person’s ability to speak three or more languages either separately or in various degrees of codemixing (mcarthur, 1992, p. 673; edwards, 1994, p. 33; vildomec, 1963, p. 28; kemp, 2009, p. 11). it is in line to what stated by cenoz (2002, p. 53) and herdina & jassner (2000, p. 53) that multilingual is a considerable number of people who can speak more than two languages in their everyday life due to some interaction reasons. besides, cruz-ferreira (2010) stated that multilingual is not about what several languages can do for people but what about people can do with several languages. therefore, the multilingual people in this study refer to the ability of a person to speak and communicate actively using three or more languages in a circumstance or in an occurrence of the communication and not in separate circumstances. recently, the multilingual instructional models are generally adapted the bilingual instructional model, such as; a) esl model that contained the esl pull-out, esl class period, and esl resource center, b) bilingual model that consisted of early-exit program and two-way program, c) sheltered model or content-based model, and d) structured immersion model (collier 1992; ramirez, yuen, and ramey, 1991). for esl/efl students, the right choice of multilingual instruction model was the mother tonguebased (mtb) model. this model will easy to place on a solid footing of the students’ first language (l1), then build gradually into their second language (l2) and then reforming their third language (l3). this model also will give the students the opportunities to learn the concepts of the new language (malone, 2009, p. 34). there is no claim that one model is better than another since each model could be more effective in some cases or places. it journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 46 depends on how to choose the right model for the right school and for the students’ level. a variety of mtb model was the multilingual simultaneous-sequential model (mssm) that has some phases to develop the students’ multilingual performance. in the other word, this model creates the students from monolingual become multilingualism and at the end, they become a monomultilingualism. the first phase was developing the students’ fluency and confidence in using their l1, l2, and l3 orally in everyday communication. the second phase was building the students’ oral in l1, l2, and l3 by introducing the reading and writing skills in their l2 and l3. the third phase was developing oral and written skills in l2 and l3 specifically and separately. the fourth phase was developing the students’ reading, written, and oral skills in l2 and l3. the fifth phase was developing the students’ fluency and confidence in using l2 and l3 in the monolingual classroom (bin-tahir, et al, 2017, p. 87). this mssm model was an old model implemented by pesantren schools in the city of makassar. for further developing of this model, the researchers begin by measuring the students’ perception to the mssm model. perception is a basis for comprehending the individual differences as for how the individual perceives something will influence how he/she behave (cillessen, 2002, p. 635; lopes, 2010, p. 63). the perceptions have a very close relationship with the attitude. it deals with the use of knowledge to understand a person’s surroundings. the attitude, on the other hand, is the feeling of a way of thinking about something based on their perception (pickens, 2005). in the other term, the attitude is a feeling, belief, or opinion of approval or disapproval towards something. it is predisposition or the conception to respond cognitively, emotionally, or behaviorally to a particular object, person, or situation in a particular way (strickland, 2001, p. 56; a’yun, et al, 2017, p. 030040). the students’ attitude is a reflection of their perception that can guide and set their sights on their learning activities (artini, 2010). the students’ learning activities and styles are related to the perception of learning and often determine their decisions to conduct many aspects of classroom activities such as the interaction, presentation, engagement, attention, discussion, and assessment (zhu & wang, 2014, p. 299; stipek, et al, 2001, p. 213). therefore, the researchers intended to measure the influence of knowledge, educational level, perception, and attitude of the students partially and collectively to the implementation of the multilingual simultaneous-sequential model at pesantren schools. methods this research was a survey research that employed a sample from a population using the questionnaire as the principal instrument of data collection (singarimbun and efendi, 1989, p. 3). the research sample was gained using simple random sampling technique which is drawn from the 10% of the total of journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 47 the population (arikunto, 1998). thus, the number of sample in this study was 85 participants then be fulfilled to 100 samples. the sample of the study consisted of 100 students of the three pesantren schools in the city of makassar which have chosen randomly, they were; 35 respondents from pesantren modern immim, 30 respondents from pondok madinah, and 35 respondents from pesantren darul arqam muhammadiyah gombara. the instrument of this study was the questionnaire which is a technique to collect data by providing a set of statements or questions to respondents to be answered in writing or by checking the scale of the likert scale model that has been provided in the list of the questionnaire. the questionnaire can be closed or open questions and can be given to the respondent directly or by post (sugiyono, 2010, p. 199). the instrument used in this study has been qualified validity and reliability test as it was done by the empirical validity tested on 30 respondents who have the similar characteristics to the population. the collected data were analyzed as follows; 1) to examine the effect of independent variables x1, x2, x3, and x4 partially toward the dependent variable y used the simple regression with the equation: � � = a + bx; 2) to examine the effect of independent variables x1, x2, x3, and x4 collectively to the dependent variable y used inferential analysis with multiple regression equations. findings and discussion the descriptive analysis results in determining the effect of the students’ knowledge, educational level, perception, and attitude toward the implementation of the multilingual simultaneous-sequential model by distributing the questionnaire to 100 respondents that can be described in table 1 below: tabel 1. descriptive analysis of variaables knowledge, education, perception and attitude toward the mssm program varia ble n mini mum maxi mum s u m m ea n std. devi ation kno wled ge 1 0 0 45 90 54 80 55 11.6 99 educ ation 1 0 0 21 46 28 71 28 .7 1 8.69 8 perce ption 1 0 0 31 75 53 64 53 .6 4 11.3 52 attitu de 1 0 0 21 50 32 02 32 .0 2 8.07 5 toler ance 1 0 0 16 46 28 71 28 .7 1 7.69 8 source: research data, 2016 table 1 illustrates the lowest score of the knowledge variable was 45 and the highest was 90 with average value was 55. the standard deviation was 11.699 with the interpretation as much as 68% or the majority of the pesantren students have the knowledge level of the mssm program ranged from 43.301 to 66.699. the lowest score of the educational level was 21 and the highest was 46. the lowest score of perception was 31 and the highest was 75, it can be interpreted that 68% of pesantren students have a good perception of the mssm program ranged journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 48 42.288 to 64.992. while the interpretation of the students’ attitude toward the implementation of the mssm program ranged from 23.574 to 39.946. as to determine the contribution of each research variable, it can be presented in table 2 below: table 2. analysis of coefficient correlation and determination of knowledge, education, perception, and attitude toward the mssm program model r r squa re adjust ed r square std. error of the estim ate knowled ge .36 3a .132 .123 .63736 educatio n .44 2a .196 .187 .61356 perceptio n .37 0a .137 .128 .63554 attitude .49 9a .249 .241 .59297 collectiv ely .65 3a .427 .403 .52604 source: research data, 2016 table 2 shows that knowledge variable has a weak relationship to the implementation of the mssm program whereby the coefficient of correlation was 0.363 and the coefficient of determination was equal to 0.132. this means that the level contribution of knowledge towards the implementation of the mssm program was 13.2% and the rest of the contributions derived from other variables. while the education level has strong enough relationship to the mssm program in which the coefficient of correlation was 0.442 and the coefficient of determination was 0.196. this means that the level of education contributed 19.6% towards the implementation of the mssm program. the perception variable has a strong enough relationship to the implementation of the mssm program whereby the coefficient of correlation was 0.370 and the coefficient of determination was 0.137. this means that the level contribution of the perception towards the implementation of the mssm program was 13.7%. while the attitude has a strong enough relationship to the implementation of the mssm program in which the coefficient of correlation was 0.499 and the coefficient of determination was 0.249. that means that the contribution of the attitude towards the implementation of the mssm program was 24.9% and the rest of the contributions derived from other variables. the results of the analysis also found that the coefficient of correlation (rr) was 0.653. it showed a strong correlation to the value of the determination coefficient (r2) was 0.427. this means that the contribution level of knowledge, education level, perception, and attitude impact collectively toward the implementation of the mssm program was 42.7% and the rest contributions (57.3%) originated from other variables that were not addressed in this study. to determine the influence of knowledge, education level, perception, and attitude towards the implementation of the mssm program of pesantren students in this study using a probability value was 0.005. the analysis results can be presented in table 3. table 3 shows the regression of each variable partially, namely knowledge, education level, perception, and attitude of journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 49 pesantren students have a relationship with the implementation of the mssm program, but the data obtained indicated that the contribution of the perception of pesantren students was considerably low, while the education level has a high contribution to the implementation of the mssm program. however, the combined regression for all variables collectively has a significant relationship and effect to increase the implementation of the mssm program success. the regression table also shows that to increase the implementation of the mssm program success at pesantren schools should be integrated collectively and not partially. table 3. regression analysis of knowledge, education level, perception, and attitude toward the implementation of the mssm program source: research data, 2016 the significant influence of the students’ knowledge toward the implementation of the mssm program in pesantren schools contributed as much as 13.2%. it means that the students’ knowledge has not been able to encourage them to be involved in the implementation of the mssm program. on the other word, the knowledgeable people without having the multilingual awareness will make them become apathetic towards the implementation of the mssm program. the insufficient of the students’ knowledge has an impact on the less participation of the students in the implementation of the mssm program activities. this is caused by the notion that defined knowledge as the basis to behave properly and can be socialized in the real circumstances and in real conditions, as well as the ability to justify, assess, and evaluate the implementation of the mssm program activities based on the principles of sustainability (zhu & wang, 2014, p. 299; stipek, et al, 2001, p. 213). the influence of education level of pesantren students toward the implementation of the mssm program in pesantren schools contributed 18.6%. it indicated that the level of education has not been able to encourage the students to engage voluntarily in the implementation of the mssm program activities. this is due to the low of students’ educational level so it is difficult to mobilize them to learn actively in the mssm program. the characteristics of the students were more concerned with the interest of individuals in the form of learning, teaching, and acquiring languages compared to engage in the spoken activities. the influence of students’ perception towards the implementation of the mssm model unstandardiz ed coefficients standar dized coeffici ents t sig. b std. error beta 1 (consta nt) .619 .322 1.923 .057 attitud e .415 .086 .397 4.853 .000 percept ion .138 .104 .115 1.323 .189 educati on .201 .076 .230 2.640 .010 knowle dge .205 .073 .233 2.787 .006 journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 50 program had a contribution of 13.7%. this shows that the students’ perception cannot change the level of the implementation of the mssm program in pesantren schools. this is due to their knowledge and experience to the previous language teaching and learning program and their characteristics which tend to be negative prejudices to other languages as the factors that increasingly influenced the implementation of the mssm program in pesantren schools (pickens, 2005). the students’ experience in the previous teaching and learning program has led to being a negative prejudice against all forms of the teaching and learning activities on behalf of the multilingual program. as noted by artini (2010) that the negative expectations of the students will greatly influence their perception and attitude toward the implementation of the mssm program. the students’ attitude towards the implementation of the mssm program in pesantren schools has contributed to 24.9%. it shows that the students’ attitude has not contributed significantly to increasing the implementation of the mssm program. this is due to the students’ attitude which evolving directly to their awareness behaving. as many experts stated that the attitude associated with the behavior in the real context which contains three components, namely the attitude of cognitive, affective, and psychomotor. the individual attitude is usually consistent between those components in cognitive and actions (zhu & wang, 2014, p. 299; stipek, et al, 2001, p. 213). the effect of knowledge, education level, perception, and attitude of the students toward the implementation of the mssm program has contributed quite high at 42.7%. it means that the entire variables collectively have an influence on the implementation of the mssm program in pesantren schools. but partially, the students’ perception did not have significant effect toward the implementation of the mssm program because of the three variables (knowledge, education level, and attitude) are the underlying factor that related to the basic of human need directly in which the knowledge has a role in planning, utilization, and evaluation of the social communication relationship, while the low level of education will affect the tendency to be unawareness. conclusion based on the results and discussion, the researchers draw the conclusions as the following: a. there was a positive and significant influence of the students’ knowledge towards the implementation of the multilingual simultaneous-sequential model whereby the lack of knowledge will impact on the low of the implementation success. b. there was a positive and significant influence of the students’ educational level towards the implementation of the multilingual simultaneous-sequential model in which the low level of education will affect the low level of the journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 51 implementation success at pesantren schools. c. there was a positive and significant effect of the students’ perception towards the implementation of the multilingual simultaneous-sequential model in pesantren schools. d. there was a positive and significant influence of the students’ attitude towards the implementation of the multilingual simultaneous-sequential model in pesantren schools. e. the students’ knowledge, educational level, perception, and attitude collectively have the positive influence on the implementation of the multilingual simultaneous-sequential model in those three of pesantren schools. but the perception was not significantly affecting the success of the implementation. this variable collectively will provide a very meaningful contribution in order to encourage the increase of awareness and the attitude of the pesantren students to uphold the implementation of the multilingual simultaneous-sequential model. the researchers suggest the involvement of the government and pesantren stakeholders’ role to enhance the students’ comprehension of the multilingual teaching and learning and increasing the students’ awareness of the important of languages for their futureoriented, increase the students’ educational level, socialize the importance of the local and foreign languages, form the regular of meeting club in empowering the students’ multilingual performances, and organize the language competition. references amri, m., tahir, s. z. a. b., & ahmad, s. (2017). the implementation of islamic teaching in multiculturalism society: a case study at pesantren schools in indonesia. asian social science, 13(6), 125.doi: https://doi.org/10.5539/ass.v13 n6p125. arikunto, s. (1998). prosedur penelitian suatu pendekatan praktek, 8th edition. jakarta: rineka cipta. artini, l.p. (2010). theories of english as a foreign language teaching and learning. singaraja: ganesha university education. a’yun k, suyono, poedjiastoeti s, and bintahir sz. (2017). reduction of cognitive conflict and learning style impact towards student-teacher’s misconception load. aip conference proceedings. volume. 1868 (1). doi: http://dx.doi.org/10.1063/1.4995103. bin-tahir, s.z. (2015a). multilingual education in pesantren context. yogyakarta: penerbit deepublish. bin-tahir, s.z. (2015b). the attitude of santri and ustadz toward multilingual education at pesantren. international journal of language and linguistics. vol. 3(4), pp. 210-216. doi: 10.11648/j.ijll.20150304.13. bin-tahir, s. z. (2017). multilingual teaching and learning at pesantren schools in indonesia. asian efl journal, 89, 7494. bin-tahir s.z, atmowardoyo h, dollah s, rinantanti y. (2017). multilingual instructional model of pesantren schools in indonesia. journal of language teaching and research. 8(6), 87. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 52 cillessen, a.h.n., & lafontana, k.m. (2002). children’s perceptions of popular and unpopular peers: a multi-method assessment. developmental psychology, 38(5), 635 – 647. collier, v. p. (1992). a synthesis of studies examining long-term language minority student data on academic achievement. bilingual research journal, 16. 187212. cruz-ferreira, m. (2010). multilinguals are...?. london: battlebridge publications. daulay, h, putra. (2009). sejarah pertumbuhan dan pembaruan pendidikan islam di indonesia. [the history of islamic education growth in indonesia]. jakarta: kencana prenada media group. edwards, j. (1994). multilingualism. london: routledge. engku, i & zubaidah, s. (2014). sejarah pendidikan islami. [the history of islamic education]. bandung; pt remaja rosdakarya. herdina, phillip; jessner, ulrike. (2000). the dynamics of third language acquisition”. in: cenoz, jasone; jessner, ulrike (eds.) english in europe. the acquisition of a third language. clevedon: multilingual matters. 84-98. kemp, c. (2009). defining multilingualism. in l. aronin & b. hufeisen (eds.), the exploration of multilingualism. amsterdam, the netherlands: john benjamins. pp. 11-26. lόpes, c. (2010). moral responsibility and confidence as factor that influence teacher involvement in educational change. profile issues in teachers’ professional development. 12(1), 63-78. madjid, n. (2013). bilik-bilik pesantren; sebuah potret perjalanan. [the corner of pesantren: a figure of trip]. jakarta: penerbit dian rakyat. malone, s. (2005). education for multilingualism and multi-literacy in ethnic minority communities: the situation in asia. in first language first: community-based literacy programmes for minority language context in asia. bangkok: unesco, pp.71-86. mastuhu. (1994). dinamika sistem pendidikan pesantren: suatu kajian tentang unsur dan nilai sistem pendidikan pesantren. [the dynamic of pesantren education system]. jakarta: inis. mcarthur, t. (ed). (1992). the oxford companion to the english language. oxford: oup. nizar, s. (2013). sejarah sosial dan dinamika intelektual pendidikan islam di nusantara. [social history and intellectual dynamic of islamic education in nusantara]. jakarta: kencana prenada media group. pickens. j. attitudes and perceptions. in borkowski, n. (eds.). (2005). organizational behavior in health care. mississauga: jones & bartlett publisher. ramirez, j. d., yuen, s. d., & ramey, d. r. (1991). longitudinal study of structured english immersion strategy, early-exit, and late-exit transitional bilingual education programs for languageminority children. san mateo, ca: aguirre international. singaribuan m. & effendi s. (1989). metode penelitian survei, lembaga penelitian, pendidikan dan penerangan ekonomi dan sosial. jakarta:lp3es. stipek, d. j. givvin, k. b., salmon, j.m. & macgyvers, v.l. (2001). teacher’s beliefs and practices related to mathematics instruction. teaching and teacher education, 17, 213-226. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 53 strickland, b. (ed.). (2001). gale encyclopedia of psychology. second edition. farmington hills: gale group. sugiyono. s. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. tahir, b., & zulfiqar, s. (2015). multilingual behavior of pesantren immim students in makassar. asian efl journal, 86, 4564. vildomec, v. 1(963). multilingualism. leyden: a.w. sythoff. zhu, c. & wang, d. (2014). key competencies and characteristics for innovative teaching among secondary school teachers: a mixed-methods research. asia pacific education review, 15 (2), 299-311. jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 issn 2541-6421 38 an analysis code mixing and code switching in teaching muatan local “ muna language” at smp munadistric (muna folklore ) sri wulan suhartini 1,*, la ode nggawu 2 1 yogyakarta state university, karang malang, yogyakarta and 55281, indonesia 2* halu oleo university, kambu , kendari and 93232, indonesia ar tic l e inf o abs tr ac t article history received revised accepted this study aims to determine the type of code-switching and code mixing used by teachers and students in the learning process, especially in the “local contents” subject. this research was conducted using a qualitative descriptive method. the data collection in this study was carried out by observation and interview, then analysis and describing the results. the results show: the type of code that is often used in this local load class is inter-sentential switching, with a percentage of 54.3% for this type of code-switching, and for code-mixing, which is often used is alternation of 47.6%. so, the code switch dominates in this class. the teacher uses folklore as a medium for language learning because it is considered to attract students for the effectiveness of the teaching and learning process. folklore is deemed to cause relaxing and fun reflexes to reduce boredom; folklore is also considered to rebuild a culture that has begun to be forgotten. keywords code switch code mixing teaching of “muatan lokal” 1. introduction each individual has a different definition and perspective on the meaning of culture. historically, culture is defined as community heritage; normatively, culture is defined as behavior. genetically, a culture is defined as the work of humans. thus, culture has a flexible meaning according to each individual's perspective. wilson (1966:51) says that culture is the knowledge that is transmitted and disseminated socially, whether it is extensional, normative, or symbolic, which is reflected in actions and objects made by humans (artifacts) (via sibarani, 1992: 99-100 ). indonesia is a country which rich in ethnic groups. each tribe has its cultural heritage, called 'local culture.' one of the cultural heritages is literature. one of the results of literary works is regional literature that develops during society. this type of literature is passed down from generation to generation. the contents of regional literature have noble values. its spread during association through interaction and communication relies heavily on spoken language, so regional literature is also called oral literature. the oral literature is folklore because it is spread orally in the community. according to yuwono (2007), folklore is a story that does not make sense. it's happened and fantastical or imaginary. besides functioning as a channel to preserve culture, folklore is also a reflection of the natural mind, outlook on life, and an expression of the sense of the beauty of the jele@mercubuana-yogya.ac.id mailto:jele@mercubuana-yogya.ac.id jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 issn 2541-6421 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 39 people who own it, which is called regional cultural values. folklore is a part of the oral tradition that lives in the people of southeast sulawesi, especially the muna tribe. as a cultural product, folklore expresses attitudes and values of life that are very beneficial for the local community. in particular, among the people of southeast sulawesi, there is a diversity of regional literature that is now almost extinct. from a sociolinguistic perspective, language is not seen as a language, but language is seen as a medium of interaction in social relations. folklore is an oral tradition because the ancestors used to make folklore ethical teaching to their children, who at that time the people could not write, so it was conveyed orally. in this era, high-value folklore seems to be displaced along with technological developments. children prefer contemporary stories such as doraemon, detective conan, naruto, or dragon ball, which are broadcast almost daily by several television stations. children are more familiar with visualization than reading folklore. students are less interested in reading folk tales that contain much advice. lack of introduction to academic learning to students, it appears that students prefer to fill their spare time by playing or watching tv rather than reading. the story that children watch television with many words that contain blasphemy and ridicule. so, to maintain an eastern culture where good manners, educators, and families play an active role in reviving folklore as a means of moral learning for children. thus, family and school educational institutions, ranging from pre-school education (tk) to secondary education, play an essential role in reviving folklore that is almost forgotten or extinct. thus, legend has a function as an expression of the nature of thoughts, attitudes, and values of life that are very beneficial for the local community. seha quoted in nursuciati (2020) that good reading can help children understand life and learn from reading. so, children can have good skills in language, thinking, and writing. folklore can train students' critical thinking skills in understanding the content of mythology related to good and bad grades, as well as what is good for students to imitate or not. good reading, such as folklore, must be able to stimulate children to be creative and critical of the stories they read; creative children will stimulate imagination from reading, while children will be required of the content of stories they read to appreciate literary works. so, it can be interpreted that the ability to think critically is that all the information or reports we read are not necessarily good and have been proven true. folklore has a variety of exciting stories for students to read, such as the folklore alaga-alaga bhekabhiku-bhiku, kapolukabhe o ndoke in its position as regional literature contains educational values that are very beneficial for people's lives, especially for students. according to experts, sociolinguistics cannot be separated from the problem of language relations with social activities because language is part of the culture and culture of life in society. sociolinguistics is a study that emphasizes and bases its approach on things outside of language, which is related to the use of language by speakers in social groups. culture and language are two aspects that are difficult to separate; some theories of experts say that language is culture, and some think that culture is language. the relationship between language and culture includes many ideas. these theories can be grouped into two categories: stating subordinating and coordinating relationships. the relationship between language and culture is subordinate, meaning that language is under the scope of culture. meanwhile, the collaborative relationship between language and culture is equal with the same high position. issn 2541-6421 jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 40 in the current era of globalization, the extinction of a language is a serious topic that must be addressed. various ways have been to save local languages. regional languages are self-identity for their speakers, so it is not surprising that native speakers can interact with their interlocutors using their local language either directly or indirectly. one of the regional languages that have begun to escape its use among its speakers is the regional language from southeast sulawesi, muna regency, namely the muna regional language, which is the identity of the muna tribe. the use of regional languages cannot be forgotten. one of the factors of local language being abandoned by native speakers is the lack of interest of speakers in the use of their regional language. some speakers think that local languages do not exist among the current generation. indirectly, native speakers have begun to decrease or are almost non-existent, so that we will lose our national identity. indonesia is a country that is rich in culture, and cultural preservation, such as language preservation, must be maintained, one of which is the preservation of the muna regional language. the preservation of the muna regional language comes not only from the family environment but from the educational environment. it can also be done. for example, there are "local content" subjects with the curriculum renewal. local content, as referred to in the elucidation of law number 20 of 2003 concerning the national education system, is a study material intended to form students' understanding of the potential in the area where they live. one of the supporting factors in preventing the extinction of the regional language, or muna language, is getting used to teaching children their first language as the mother tongue, namely the muna regional language. therefore, the role of parents and the environment around us has a significant influence in educating children to use the local language or first language so that the regional language is maintained and does not fade to the next generation's children. in abdin's opinion (2021), one way to save regional languages threatened with extinction can be through learning (education) and community/extracurricular. one effort that is quite influential is through education and outside of learning. holding a curriculum through the educational pathway for learning regional languages can help save the extinction of regional languages, especially muna. in line with the opinion of makhmutov (1975), as cited by mikhaleva (2014) that language education has a function to develop talents, improve intellectual abilities as well as the cultural and socio-cultural orientation of language learning, foster positive values, encourage positive attitudes towards the world. we can conclude that language is one of the most critical cultural representations.in teaching the local language, we do not use the local language completely. there is a mixing of languages in the process of teaching and learning. no matter on language mixing or language switching, which we often call code switch and code mix in linguistics. code-switching is how someone transfers their speech from one language to another. in teaching and learning other languages, both international and regional languages. code switch is a linguistic phenomenon usually occurring in bilingual and multilingual speech communities. the terms, which also appear as 'code switching' and 'code switching' in the literature, broadly refer to the systematic use of two or more languages or varieties of the same language during spoken or written discourse. code-switching is often used to make students better understand what the teacher explains. the function of student code-switching is equality. in this case, students use the original equivalent of certain lexical items in the target language, or sometimes they do not know how to say it in the second language. hence, they switch the code to their mother tongue with the same number of languages used. the students try to speak a second language but may find it difficult, so they change the language to their mother tongue even though they are still talking about the same topic of conversation. (eldridge: 1996). jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 issn 2541-6421 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 41 in bilingual communities, we often encounter people who change languages when people mix one or more languages in speech acts without anyone being forced to mix the languages. usually, when people talk about code-switching, it is followed by code-mixing. because it is generally found in a bilingual society, the equations of code-mixing and code-switching are used from two or more languages or variations of speech acts. code mixing is another phenomenon that is closely related to code-switching. code mixing is how someone mixes two languages in speech. it happens every day. the habit of mixing languages has become commonplace among people. the way someone says to judge without realizing it is code-mixing. blom and jumpers, as quoted (ansar: 2017), state that code-mixing is the behavioral elements of one code to some extent integrated with another. one code, the base code, is usually dominant, and speakers use the second code additively. the elements of the latter code tend to be assimilated to some extent and consequently are used less consciously. according to muysken (2000), code-mixing is divided into three parts: insertion, alternation, and congruent lexicalization . code-mixing insertion is the embedding of a constituent where a constituent is a syntactic unit such as a lexical element. another feature of the insertion code-mixing of the components that precede the insertion and the parts that follow are grammatically related. alternation is proper code switching in muysken code-mixing. when insertion involves a word from one language being inserted into another language's grammar or sentence, alternation consists of switching from one language to another and requires grammar and lexicon. usually found at the clause level. then, congruent lexicalization is a situation where two languages share a grammatical structure that can fulfill lexically with elements from each language. congruent lexicalization is defined at the purely observational level as combining different lexical items into a typical grammatical structure. both languages contribute to the grammatical structure of sentences, which are divided into many elements.(putriani w et al., 2019) meanwhile, muysken (2000) also divides code-switching into three parts: tagswitching, intra-sentential switching, and inter-sentential switching. tag-switching is the insertion of a tag in one language in the speech entirely in another language. intersentential switching is the switch between sentence boundaries, where one sentence is in one language and another. intra-sentential switching refers to the switching that occurs inside the same clause or sentence, which then contains elements of both languages.(wayan et al., 2017). 2. method the research method chosen is qualitative. qualitative research uses techniques such as participant observation, which produce narratives in the form of descriptive explanations. researchers used descriptive qualitative research methods to describe the opinions and understanding of code-switching for teachers and students of class viii. the data is taken from the primary, where the information is in the form of factual and original data adapted explicitly to the researcher's needs. the researcher took the data directly in the process of the incident through the voice notes of the local language teacher to see the mix and use of the language. they conducted research at smpn 1 duruka, muna regency, southeast sulawesi, which was taken from one local content teacher and 20 students. code-switching was analyzed using the poplack (1980) framework cited by schmidt (2014). the analysis results show that code-switching consists of three types of code-switching: tag switching, intra-sentential switching, and inter-sentential switching. issn 2541-6421 jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 42 3. findings and discussion code switch code-switching is a communicative phenomenon of continuous switching between two languages (bilingual). sometimes bilingual speakers have problems talking to other bilinguals, so they change their language from code to another language in sentence construction so that other people can understand. hymes (1974) defines code-switching as "a general term for the alternative use of two or more languages, various languages or even styles of speech," while bokamba (1989) defines code-switching as the mixing of words, phrases, and sentences from two languages. different grammar (sub)systems. across sentence boundaries in the same speech event. so, code switching can be described as a means of communication that involves a speaker alternately between one language and another communicatively to understand the intent and purpose of each gumperz (1982:59) highlights the structural aspects of code-switching that dominate the last three languages. decades of research in this area, by defining codeswitching ''as the juxtaposition in the exchange of the same speech of parts of speech belonging to two different grammatical systems or subsystems.'' in this case, codeswitching does not change the meaning of the language, but the purpose is the same. but there is a language shift, which changes the grammatical system. there are two types of code-switching. first, internal code-switching and codeswitching occur between regional languages in one national language, dialects in one regional language, or between several styles in one dialect. second, external codeswitching if there is code-switching between the original language and a foreign language. in this study, we will discuss internal code-switching where the muna language often transitions to indonesian for specific reasons. code-switching is analyzed using the poplack (1980) framework cited by schmidt (2014). the analysis results show that codeswitching consists of three types code-switching: tag switching, intra-sentential switching, and inter-sentential switching. a) tag-switching switching tag switching is realized by inserting a tag (sentence tail) in the target language and becoming a sentence in the target language. example : fitu bidadari dekadiu we tehi , tehi itu adalah laut. b) intra-sentensial switching intra-sentential is a transition from the target language to the source language that occurs in a sentence, and code-switching involves syntactic units of words, phrases, or clauses. example: anano sangia latugho , la ode wuna dikatakan benar adanya . nonturu dowurae jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 issn 2541-6421 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 43 c) inter-sentensial switching code-switching occurs when switching from the target language to the source language or vice versa in a clause or complete sentence. in other words, inter sentential code-switching occurs when the transition of the linguistic element exceeds the limit of a clause or sentence. example : dekadi-kadiu di anu we tehi taaka norakoe sangia latugho jadi tertangkaplah mereka maka hampir tidak kembali dilangit based on the observations, the dominant language used in class is not a regional language. this statement is supported by what the teachers and students in the class said. they said that the language that is often used in the classroom is indonesian. during observations in two meetings, the teacher and students made a language switch, namely from muna language to indonesian and vice versa, namely indonesian to muna language, a total of 70 times the transition divided into three types of code-switching. the data are presented in figure 1: figure 1 type of code switch type of code switch number of saying’s p1 p2 percentage tag switching 7 5 17,1% intra-sentential switching 11 9 28,6% inter-sentential switching 21 17 54,3% total 39 31 100% code mixing in everyday communication, sometimes it is not realized that the use of codemixing that often occurs is the type of insertion of words, phrases, or clauses used in touch. there is some vocabulary that is often used in everyday life that is mixed with the primary language. muysken (2000) defines code-mixing as all cases where two languages' lexical and grammatical features appear in one sentence. code mixing is another phenomenon that is closely related to code switching. code mixing takes place without changing topics and can involve different language levels such as phonology, morphology, grammatical structure, or lexical items. kachru in nusjam (2004) defines code-mixing as a term that refers to the use of one or more languages for the consistent transfer of linguistic units from one language to another, and with such a mixture of languages developing a new limited or less limited linguistic code. related to kachru's definition above, we can see the reality in the classroom that when students say something in english, they mix several languages in a sentence that they don't know how to communicate in english, which means combining indonesian and english languages. muysken (2000) emphasizes three types of codemixing: insertion, alternation, and congruent lexicalization. a) insertion the process of code-mixing through insertion relates to lexical borrowing or foreign phrases inserted into another language's structure. issn 2541-6421 jele (journal of english language and education) vol. 8 no. 2, december 2022, pp. 38-46 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 44 example : “cerita-cerita tersebut adalah cerita rakyat dari nenek moyang kita namun jangan di–judge bahwa cerita bohong karena setiap budaya punya cerita .” b) alternation usually found at the clause level example : “konon katanya dulu system pemerintahan masih berbasis kerajaan sehingga ada disebut sangia latugho .” c) congruent lexicalization code mixing allows the use of two different grammar grammars simultaneously. congruent lexicalization tends to be applied randomly to two languages with similar structures. example :“tula-tulano raja dan bidadari ini menjadi mitos yang seringkali dibicarakan...” the researcher observed in two meetings that the teacher and students mixed languages, namely from muna language to indonesian and vice versa, namely indonesian to muna language, a total of 21 times combining which was divided into three types of code mixing. the data are presented in figure 2: figure 2 type of code mix type of code switch number of saying’s p1 p2 percentage insertion 4 3 33,3% alternation 4 6 47,6% congruent lexicalization 2 2 19,1% total 10 11 100% based on the results of the percentage above, it can be proven that there is codeswitching and code-mixing in the teaching and learning process in the muna regional language local content class. the researcher also conducted interviews to discover the second problem, namely the reason for using local language class code-switching and code-mixing in the local language class by using folklore learning media. based on the interview, the teacher revealed that the teacher used code-switching and code-mixing to clarify something the students did not understand when the teacher spoke the regional language. the english teacher did code-switching for specific reasons to facilitate communication between the teacher and students. according to the teacher's opinion, code-switching occurs due to a lack of ability to master regional languages for students. jele (journal of english language and education) vol. 4, no. 1, june 2022, pp. xx-xx issn 2541-6421 sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 45 code switching and cod e mixing in teaching in the classroom, when the teacher teaches a foreign language, code switch is also a learning strategy to develop students' english skills. at the beginning of the meeting, the teacher used the target language when explaining the material, and then they switched again to indonesian to ensure students' understanding. students use the target language as much as possible but return to their mother tongue for any elements of speech they cannot produce in the target language. the application of code-mixing is usually contained in spoken or written language. as the target language, english is an inseparable part of indonesian, even though it has grammatical and lexicon differences as we all know that the source language (indonesian) and the target language (english) do not only occur in dailyconversation but also occur in mass media such as newspapers, magazines, and academic writings. so, code-mixing can be interpreted as the use of two or more languages by consistently inserting linguistic elements in one language into another language. in code-mixing, the characteristic of dependency is characterized by a relationship between the role and function of the language. suppose a speaker mixes his code or language. in that case, the speaker can master many languages and have more opportunities to use code-mixing to make it easier for speakers to convey messages to the interlocutor. in general, people use two languages that are used in one sentence. indonesian and foreign languages are like the teaching and learning process in the classroom. the teacher uses indonesian to explain the real meaning of learning a foreign language so that the purpose is conveyed to students. in general, code-mixing in language classes is not always a barrier or a drawback in language learning. however, it can be considered a helpful strategy in classroom interaction if it aims to clarify meaning and transfer knowledge to students efficiently. many teachers used code-mixing in teaching at several levels of students. it depends on the situation, topic, and participants, but the teacher is more dominant in code-mixing in front of the students. teachers must know and understand when they should emphasize language so that students understand what he means by code-mixing. the teacher has the media to apply learning to learning local content. the researcher uses folklore as a teaching medium where the folklore comes from the muna district itself. the teacher must, of course, use code experts and code-mixing to convey stories with the aim that students understand the story better, and also implicitly, the teacher teaches new vocabulary to students. besides that, students are also more familiar with the culture and levels of their area through folklore. students are required to recognize and understand folklore and are also required to master the vocabulary conveyed by the teacher in teaching practice. conclusion conclusions from this study include: 1. the type of code often used in this local content class is inter-sentential switching, with 54.3% for this type of code-switching, and for code-mixing, which is often used is alternation of 47.6%. so can say that the code switch dominates in this local load class. 2. the teacher uses folklore as a medium for language learning because it attracts students to the effectiveness of the teaching and learning process. folklore is deemed to cause relaxing and fun reflexes to reduce boredom, and folklore is considered to rebuild a culture that has begun to be forgotten. issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx sri wulan suhartini & la ode nggawu (an analysis code mixing and c o d e s w i t c h i n g in t e a c h i n g muatan l o c a l ) 46 46 3. code mixing and code-switching in local content learning can help teachers to facilitate teaching practice in providing an understanding of stories and introducing culture to students. in fact, in teaching local content, the teacher is certainly not monotonous in using one language but is oriented towards two languages, namely indonesian and the local language. students can also recognize stories and culture and increase vocabulary in regional languages. one way to maintain language is through the younger generation so that in this teaching practice, it is not only a learning process but also a part of language defense. references abdin, n. (2021). upaya masyarakat dan pemerintah dalam mencegah kepunahan bahasa daerah untuk menghadapi tantangan revolisi industri di era 4.0. jurnal akademika. ansar, f. (2017). code switching and code mixing in teaching-learning process. english education: jurnal tadris bahasa inggris, 29-45. gumperz, j. (1982). discourse strategies. cambridge: : harvard universty press. hymes, d. (1974). foundations in sociolinguistics. philadelphia: pa: university of pennsylvania press. mikhaleva, l., & regnier, j.-c. (2014). , parallel study of native and target-language cultures in foreign language teaching. procediasocial and behavioral science , 118 121. muysken, p. (2000). bilingual speech. a typology of code-mixing. cambridge: cup. nursjam. (2004). indonesian-english code mixing in tourism context. hasanuddin university. nursucianti, i. (2020). cerita rakyat sebagai penunjnag pembelajaran . prosiding konferensi ilmiah dasar retrieved from the article is published with open acces at :http://prosiding.unimpa.ac.id/index.php/kid, vol. 2. putriani w, p. d., adnyani, k. e. k., & hermawan, g. s. (2019). analisis campur kode pada lirik lagu babymetal. jurnal pendidikan bahasa jepang undiksha, 5(2), 101. https://doi.org/10.23887/jpbj.v5i2.18611 wayan, n., puspitha, y., sedeng, i. n., & wayan, i. (2017). context of situation in code switching found in the movie entitled check-in bangkok. 19, 215–221. schmidt, a. (2014). between the languages: code-switching in bilingual communication. some thoughts on the notion of communication strategy. hamburg: anchor academic publishing.tarone tesol quarterly 15, 285-295. sibarani, & robert. (1992). hakikat bahasa. bandung: citra aditya bakti. yuwono, u. (2007). gerbang sastra klasik. jakarta: wedatama widya sastra. http://prosiding.unimpa.ac.id/index.php/kid https://doi.org/10.23887/jpbj.v5i2.18611 journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 54 deconstruction of the character lydia bennet in jane austen’s pride and prejudice rita hayati universitas pamulang dosen01163@unpam.ac.id abstract pride and prejudice is one of the greatest literary work. it is a story about the bennets daughters’ love life. one of whom is lydia bennet, assumed as the antagonist, whose character is going to be deconstructed using derrida theory of deconstruction. the purpose of this research is to find out how the readers’ interpretation over a character in a story may be different from what has been expected by the author. the readers, however, may attack what has been structured hierarchically once they doubt about what it is written in the text. since family is the first to shape a child’s behaviour, thus lydia’s parents as well as her four older sisters are responsible for her misbehaviour. keywords: derrida’s deconstruction, pride and prejudice, lydia bennet introduction when we hear or read a family named ‘the bennets’, we will automatically remember a popular novel written by jane austen, pride and prejudice. it is a story about five girls whose parents are so eager to find them husbands. living single in the twenties were used to considered miserable hence the parents would visit some matchmakers to arrange a marriage for their children. lydia bennet, aged 15, is the youngest daughter of the family so her parents were not really considering to get her marriage arranged so soon, however she became the first to get married. lydia is depicted as a daughter with misbehaviour. she is so imprudent that people tend to be annoyed over her character. besides, she does not care about what people think over her. she is her mother’s child. mrs. bennet is always on her side whenever her sisters are arguing with her. being misbehaved, she then is less favored. however the writer doesn not take a blame over the character for it is purely shaped by the condition of the family. to strengthen her opinion, the writer uses the deconstruction method from derrida in helping her analyse what triggers lydia to be so. related research was done by dr. haryatmoko in his critical discourse analysis (2016). there he deconstructed a short story entitled ‘jendela tua’ by jyut fitra. the story of jendela tua was deconstructed into how the loneliness is considered another form of selfishness in seeking the social attention which cannot be achieved. this loneliness is the unaccepted feeling about the surrounding situation opposite to what is expected and thus accusing about how impertinent and ungrateful the others are. deconstruction does not show that all texts are meaningless, but rather that they are overflowing with multiple and often conflicting meanings. similarly, deconstruction does not claim that concepts journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 55 have no boundaries, but that their boundaries can be parsed in many different ways as they are inserted into new contexts of judgment. although people use deconstructive analyses to show that particular distinctions and arguments lack normative coherence, deconstruction does not show that all legal distinctions are incoherent. deconstructive arguments do not necessarily destroy conceptual oppositions or conceptual distinctions. rather, they tend to show that conceptual oppositions can be reinterpreted as a form of nested opposition (balkin 1990a). a nested opposition is an opposition in which the two terms bear a relationship of conceptual dependence or similarity as well as conceptual difference or distinction. deconstructive analysis attempts to explore how this similarity or this difference is suppressed or overlooked. hence deconstructive analysis often emphasizes the importance of context in judgment, and the many changes in meaning that accompany changes in contexts of judgment. deconstruction's emphasis on the proliferation of meanings is related to the deconstructive concept of iterability. iterability is the capacity of signs (and texts) to be repeated in new situations and grafted onto new contexts. derrida's aphorism "iterability alters" (derrida 1977) means that the insertion of texts into new contexts continually produces new meanings that are both partly different from and partly similar to previous understandings. (thus, there is a nested opposition between them.). the term "play" is sometimes used to describe the resulting instability in meaning produced by iterability. although deconstructive arguments show that conceptual oppositions are not fully stable, they do not and cannot show that all such oppositions can be jettisoned or abolished, for the principle of nested opposition suggests that a suppressed conceptual opposition will usually reappear in a new guise. moreover, although all conceptual oppositions are potentially deconstructible in theory, not all are equally incoherent or unhelpful in practice. rather, deconstructive analysis studies how the use of conceptual oppositions in legal thought has ideological effects: how their instability or fuzziness is disguised or suppressed so that they lend unwarranted plausibility to legal arguments and doctrines. because all legal distinctions are potentially deconstructible, the question when a particular conceptual opposition or legal distinction is just or appropriate turns on pragmatic considerations. hence, deconstructive arguments and techniques often overlap with and may even be in the service of other approaches, such as pragmatism, feminism or critical race theory. scope and limitation the research will be focus on the character lydia bennet. the researcher will analyse what factors trigger lydia bennet’s misbehaviour. problem statement 1. what factors trigger lydia bennet’s misbehaviour? journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 56 2. how is lydia bennet’s misbehaviour deconstructed? benefits of research 1. to comprehend what factors trigger lydia bennet’s misbehaviour. 2. to comprehend how derrida’s deconstruction theory may help us understand lydia bennet’s misbehaviour. methods this is a library research in which the researcher will peruse some sources supporting her data. she will start it from reading the substantial novel then underline data related to lydia bennet. some supporting material related to derrida’s construction will also be perused in order to synchronize the data. in the end, the sociology theory will also be used to study the character’s background back then. when younger, children acquire social knowledge and attitudes which may endure into adulthood and which have the potential to lead to shortand long-term psychological and physical harm to young members of minority groups. (drukin, 1995). children learn their attitudes toward particular ethnic groups, either by direct training or by observing and imitating their parents’ verbal and non-verbal behaviour, presumably because the children are rewarded for their imitative behaviour, identify with their parents with their parents, or want to please them. (nesdale, 2012). a child’s attitude to other groups of the children depends upon his/her level development in relation to two overlapping sequenes of perceptual-cognitive development. (aboud, 1988) technique collecting data the researcher has been reading the pride and prejudice novel for more than ten years, however in order to conduct this research, she reread it and particularly focused on the character of lydia. she wrote down the focal point which then by the help of derrida’s deconstruction. pride and prejudice, a novel written by a famous author, jane austen, was published in 1813. the writer uses the novel from wordsworth editions first published in 1993. findings and discussion chapter 1 mr. bennet was so odd a mixture of quick parts, sarcastic humour, reserve, and caprice, that the experience of three-and-twenty years had been insufficient to make his wife understand his character. her mind was less difficult to develop. she was a woman of mean understanding, little information, and uncertain temper. when she was discontented, she fancied herself nervous. the business of her life was to get her daughters married; its solace was visiting and news. on chapter one, the readers have been described the characteristics of mr. and mrs. bennet. children learn their attitudes toward particular ethnic groups, either by direct training or by observing and imitating their parents’ verbal and non-verbal behaviour, presumably because the children are rewarded journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 57 for their imitative behaviour, identify with their parents with their parents, or want to please them. (nesdale, 2012) chapter 2 “...lydia, my love, though you are the youngest, i dare say mr. bingley will dance with you at the next ball." "oh!" said lydia stoutly, "i am not afraid; for though i am the youngest, i'm the tallest." the former citation was spoken by mrs. bennet. she was not so sensitive about the fact that her first daughter was still single that she gave the outspoken statement over whether lydia would have the same opportunity to be liked by mr. bingley, center of the attention to which the girls searched for. then the latter citation which clearly replied by lydia with convidence that she could be the rival of getting a husband for she had a good appearance. chapter 7 the two youngest of the family, catherine and lydia, were particularly frequent in these attentions; their minds were more vacant than their sisters', and when nothing better offered, a walk to meryton was necessary to amuse their morning hours and furnish conversation for the evening; and however bare of news the country in general might be, they always contrived to learn some from their aunt. at present, indeed, they were well supplied both with news and happiness by the recent arrival of a militia regiment in the neighbourhood; it was to remain the whole winter, and meryton was the headquarters. a child’s attitude to other groups of the children depends upon his/her level development in relation to two overlapping sequenes of perceptual-cognitive development. (aboud, 1988). at the time, an unmarried girl must be chaperoned when going out. however, mr. and mrs. bennet do not seem to mind their leaving without a chaperone. chapter 9 lydia declared herself satisfied. "oh! yes—it would be much better to wait till jane was well, and by that time most likely captain carter would be at meryton again. and when you have given your ball," she added, "i shall insist on their giving one also. i shall tell colonel forster it will be quite a shame if he does not." lydia is not a modest girl. she says what is it in her thought. it is indeed what mrs. bennet is despite its impertinence. chapter 10 "i hope," said she, as they were walking together in the shrubbery the next day, "you will give your mother-in-law a few hints, when this desirable event takes place, as to the advantage of holding her tongue; and if you can compass it, do cure the younger girls of running after officers. and, if i may mention so delicate a subject, endeavour to check that little something, bordering on conceit and impertinence, which your lady possesses." caroline bingley says the abovementioned statement. it supports what is is written on the previous chapter. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 58 chapter 12 catherine and lydia had information for them of a different sort. much had been done and much had been said in the regiment since the preceding wednesday; several of the officers had dined lately with their uncle, a private had been flogged, and it had actually been hinted that colonel forster was going to be married. when younger, children acquire social knowledge and attitudes which may endure into adulthood and which have the potential to lead to shortand long-term psychological and physical harm to young members of minority groups. (drukin, 1995) the subject about militia draws lydia’s attention so much. her mother even support her to get married to one of the militia. chapter 14 lydia was bid by her two eldest sisters to hold her tongue; but mr. collins, much offended, laid aside his book, and said: "i have often observed how little young ladies are interested by books of a serious stamp, though written solely for their benefit. it amazes me, i confess; for, certainly, there can be nothing so advantageous to them as instruction. but i will no longer importune my young cousin." when mr. collins, a cousin, is reading the sermons, lydia does not seem to care and thus talks to her mother instead. her two elder sisters even warn her to behave, however mrs. bennet protects her. chapter 15 but the attention of every lady was soon caught by a young man, whom they had never seen before, of most gentlemanlike appearance, walking with another officer on the other side of the way. the officer was the very mr. denny concerning whose return from london lydia came to inquire, and he bowed as they passed. all were struck with the stranger's air, all wondered who he could be; and kitty and lydia, determined if possible to find out, led the way across the street, under pretense of wanting something in an opposite shop, and fortunately had just gained the pavement when the two gentlemen, turning back, had reached the same spot. mr. denny addressed them directly, and entreated permission to introduce his friend, mr. wickham, who had returned with him the day before from town, and he was happy to say had accepted a commission in their corps. inspite of her sisters and mr. collins’s company, lydia shows no modesty to talk cheerfully with the militia. her sisters do not even try to stop her for they consider it means no harm. chapter 23 mrs. bennet was really in a most pitiable state. the very mention of anything concerning the match threw her into an agony of ill-humour, and wherever she went she was sure of hearing it talked of. the sight of miss lucas was odious to her. as her successor in that house, she regarded her with jealous abhorrence. whenever charlotte came to see them, she concluded her to be anticipating the hour of possession; and whenever she spoke in a low voice to mr. collins, was convinced that they were talking of the longbourn estate, and journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 59 resolving to turn herself and her daughters out of the house, as soon as mr. bennet were dead. she complained bitterly of all this to her husband. mrs. bennet detests someone to be above her family. whenever other families have more fortune, she always has something to say as if they did not deserve the fortune. chapter 26 all this was acknowledged to mrs. gardiner; and after relating the circumstances, she thus went on: "i am now convinced, my dear aunt, that i have never been much in love; for had i really experienced that pure and elevating passion, i should at present detest his very name, and wish him all manner of evil. but my feelings are not only cordial towards him; they are even impartial towards miss king. i cannot find out that i hate her at all, or that i am in the least unwilling to think her a very good sort of girl. there can be no love in all this. my watchfulness has been effectual; and though i certainly should be a more interesting object to all my acquaintances were i distractedly in love with him, i cannot say that i regret my comparative insignificance. importance may sometimes be purchased too dearly. kitty and lydia take his defection much more to heart than i do. they are young in the ways of the world, and not yet open to the mortifying conviction that handsome young men must have something to live on as well as the plain." elizabeth realizes how she opposes the way lydia thinks about a handsome man. she tries to do something to fix but their mother has more influence to lydia’s character. chapter 29 "that is very strange. but i suppose you had no opportunity. your mother should have taken you to town every spring for the benefit of masters." "my mother would have had no objection, but my father hates london." "has your governess left you?" "we never had any governess." "no governess! how was that possible? five daughters brought up at home without a governess! i never heard of such a thing. your mother must have been quite a slave to your education." ' are any of your younger sisters out, miss bennet?" "yes, ma'am, all." "all! what, all five out at once? very odd! and you only the second. the younger ones out before the elder ones are married! your younger sisters must be very young?" as stated by lady catherine de bourgh, some family should have a governess to teach manner to the daughters in order to get their accomplisment to fulfill society’s demand over good wives. she added that the younger sisters may not attend some ball until the eldest was engaged to matrimony. in this case, jane should be the only one to attend the ball. the companion from elizabeth as what mr. bennet said as the most sensible child would not do any harm but to save the bennets name. however that the fact that jane was still single and that elizabeth as the second daughter may journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 60 attend a ball with jane had been an excuse to mrs. bennet to let the other girls to attent the same ball. the only thought of mrs. bennet was to get her daughters married. she did not care about who would be the first to get into matrimony. chapter 39 "how nicely we are all crammed in," cried lydia. "i am glad i bought my bonnet, if it is only for the fun of having another bandbox! well, now let us be quite comfortable and snug, and talk and laugh all the way home. and in the first place, let us hear what has happened to you all since you went away. have you seen any pleasant men? have you had any flirting? i was in great hopes that one of you would have got a husband before you came back. jane will be quite an old maid soon, i declare. she is almost three-andtwenty! lydia’s only concern is the militia life. she would like to attract the soldier’s attention. she thinks she is the loveliest daughter and so she will get married first while her first sister will remain old maid. she even impertinently asks her sister to flirt a man as a way to get a husband. "oh! mary," said she, "i wish you had gone with us, for we had such fun! as we went along, kitty and i drew up the blinds, and pretended there was nobody in the coach; and i should have gone so all the way, if kitty had not been sick; and when we got to the george, i do think we behaved very handsomely, for we treated the other three with the nicest cold luncheon in the world, and if you would have gone, we would have treated you too. and then when we came away it was such fun! i thought we never should have got into the coach. i was ready to die of laughter. and then we were so merry all the way home! we talked and laughed so loud, that anybody might have heard us ten miles off!" lydia is lucky enough to have a foolish sister like kitty. kitty will follow her lead and so, they enjoy their time among the others. chapter 41 the rapture of lydia on this occasion, her adoration of mrs. forster, the delight of mrs. bennet, and the mortification of kitty, are scarcely to be described. wholly inattentive to her sister's feelings, lydia flew about the house in restless ecstasy, calling for everyone's congratulations, and laughing and talking with more violence than ever; whilst the luckless kitty continued in the parlour repined at her fate in terms as unreasonable as her accent was peevish. "i cannot see why mrs. forster should not ask me as well as lydia," said she, "though i am not her particular friend. i have just as much right to be asked as she has, and more too, for i am two years older." mr. bennet saw that her whole heart was in the subject, and affectionately taking her hand said in reply: "do not make yourself uneasy, my love. wherever you and jane are known you must be respected and valued; and you will not appear to less advantage for having a couple of—or i may say, three—very silly sisters. we shall have no peace at longbourn if lydia journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 61 does not go to brighton. let her go, then. colonel forster is a sensible man, and will keep her out of any real mischief; and she is luckily too poor to be an object of prey to anybody. at brighton she will be of less importance even as a common flirt than she has been here. the officers will find women better worth their notice. let us hope, therefore, that her being there may teach her her own insignificance. at any rate, she cannot grow many degrees worse, without authorising us to lock her up for the rest of her life." mr. and mrs. bennet do not forbid lydia’s leaving for brighton. elizabeth tries to warn her father of how hazardous it will be considering lydia’s bahaviour yet her father thinks lydia should not be stopped to do something she really wants for it will make her wilder. chapter 42 when lydia went away she promised to write very often and very minutely to her mother and kitty; but her letters were always long expected, and always very short. those to her mother contained little else than that they were just returned from the library, where such and such officers had attended them, and where she had seen such beautiful ornaments as made her quite wild; that she had a new gown, or a new parasol, which she would have described more fully, but was obliged to leave off in a violent hurry, as mrs. forster called her, and they were going off to the camp; and from her correspondence with her sister, there was still less to be learnt—for her letters to kitty, though rather longer, were much too full of lines under the words to be made public. this chapter shows how little lydia’s attention to her family is. she cannot be blamed for her mother is always standing on her and thus she gradually becomes selfish. chapter 47 "my dear harriet, "you will laugh when you know where i am gone, and i cannot help laughing myself at your surprise to-morrow morning, as soon as i am missed. i am going to gretna green, and if you cannot guess with who, i shall think you a simpleton, for there is but one man in the world i love, and he is an angel. i should never be happy without him, so think it no harm to be off. you need not send them word at longbourn of my going, if you do not like it, for it will make the surprise the greater, when i write to them and sign my name 'lydia wickham.' what a good joke it will be! i can hardly write for laughing. pray make my excuses to pratt for not keeping my engagement, and dancing with him to-night. tell him i hope he will excuse me when he knows all; and tell him i will dance with him at the next ball we meet, with great pleasure. i shall send for my clothes when i get to longbourn; but i wish you would tell sally to mend a great slit in my worked muslin gown before they are packed up. good-bye. give my love to colonel forster. i hope you will drink to our good journey. "your affectionate friend, "lydia bennet." journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 62 her family’s permission for her going gets lydia define that she is allowed in searching of a husband. her elopment is not a shame for her. chapter 48 "you go to brighton. i would not trust you so near it as eastbourne for fifty pounds! no, kitty, i have at last learnt to be cautious, and you will feel the effects of it. no officer is ever to enter into my house again, nor even to pass through the village. balls will be absolutely prohibited, unless you stand up with one of your sisters. and you are never to stir out of doors till you can prove that you have spent ten minutes of every day in a rational manner." kitty, who took all these threats in a serious light, began to cry. "well, well," said he, "do not make yourself unhappy. if you are a good girl for the next ten years, i will take you to a review at the end of them." after what happens to lydia, mr. bennet turn strictly about tending to his daughters. kitty becomes his most concern for she is the closest with lydia. chapter 49 "my dear, dear lydia!" she cried. "this is delightful indeed! she will be married! i shall see her again! she will be married at sixteen! my good, kind brother! i knew how it would be. i knew he would manage everything! how i long to see her! and to see dear wickham too! but the clothes, the wedding clothes! i will write to my sister gardiner about them directly. lizzy, my dear, run down to your father, and ask him how much he will give her. stay, stay, i will go myself. ring the bell, kitty, for hill. i will put on my things in a moment. my dear, dear lydia! how merry we shall be together when we meet!" girls, can i do anything for you in meryton? oh! here comes hill! my dear hill, have you heard the good news? miss lydia is going to be married; and you shall all have a bowl of punch to make merry at her wedding." inspite of the elopment, mrs. bennet is shamelessly happy so long as it is about marriage. chapter 51 "only think of its being three months," she cried, "since i went away; it seems but a fortnight i declare; and yet there have been things enough happened in the time. good gracious! when i went away, i am sure i had no more idea of being married till i came back again! though i thought it would be very good fun if i was." her father lifted up his eyes. jane was distressed. elizabeth looked expressively at lydia; but she, who never heard nor saw anything of which she chose to be insensible, gaily continued, "oh! mamma, do the people hereabouts know i am married to-day? i was afraid they might not; and we overtook william goulding in his curricle, so i was determined he should know it, and so i let down the side-glass next to him, and took off my glove, and let my hand just rest upon the window frame, so that he might see the ring, and then i bowed and smiled like anything." journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 63 elopement was something lydia fail to understand. she, just like her mother, does not seem to be ashamed but shows off about her success in marrying a militia and outrunning her sisters. the writer had analysed the same novel using maslow’s hierarchy of needs in which she wrote about how some girls, one of whom was lydia bennter, were pursuing their happiness through matrimony. with the last analysis, lydia showed how marriage had affected her being more than her sisters, given the fact that she was the youngest. providing that elopment was a big issue, she failed to feel so but to consider it as vanity. we may not think this as his mistake. again, the abovementioned explanation has stated about how mrs. bennet herself considered that the marriage has effaced the imprudence. conclusion lydia bennet, the youngest daughter of the bennets, one of the least characters in the pride and prejudice novel is merely an innocent girl from a family who has spoiled her so that she became ignorant and disdainful. her father, mr. bennet was so lenient that he let her wife to always argue over his statement. principally, his family complied him in any situation but his characteristics which seemed to be not serious and tended to reply anything sarcastically was somehow unconsciously let them to ingore his rule. not to mention his unwillingness to argue his wife’s irritating demands. he preferred to be in the library to avoid the noise coming from his wife and daughters – except elizabeth, his favorite daugher. the elopment was actually happened due to his central point of ignorance over elizabeth’s request not to give a clearance for lydia to attend mrs. foster’s invitation for a vacation. her mother, mrs. bennet was an unintelligent woman. she happened to place her family as more important than others. that is what a family member should do, but her lack of propriety had brought her act to the unacceptable thus her daughters were mostly embarrased, and her husband seemed to be ingorant over this repeatedly act of mrs. bennet. in addition, it was so obvious that lydia was her favorite daughter for she was so lively like she was as a teenager. as stated by lady catherene de bourgh, some family should have a governess to teach manner to the daughters in order to get their accomplisment to fulfill society’s demand over good wives. she added that the younger sisters may not attend some ball until the eldest was engaged to matrimony. in this case, jane should be the only one to attend the ball. the companion from elizabeth as what mr. bennet said as the most sensible child would not do any harm but to save the bennets name. however that the fact that jane was still single and that elizabeth as the second daughter may attend a ball with jane had been an excuse to mrs. bennet to let the other girls to attent the same ball. the only thought of mrs. bennet was to get her daughters married. she did not care about who would be the first to get into matrimony. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 64 her third sister, mary was not reliable. she only concerned about moral life without even know how to apply it. her fourth sister, katherine or known as kitty, did not act at all as an elder sister for she tended to obey whatever lydia asked and followed every single thing lydia did. her role model was lydia herself. references aboud, f. e. 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(1964). setangkai bunga sosiologi. jakarta: feui press. microsoft word ozgur 12 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20 http://dx.doi.org/10.26486/jele.v4i1.382 jele@mercubuana-yogya.ac.id the use of first person pronouns in master’s theses written in english by turkish authors cemre isler1,* 1 english language teaching program, anadolu university 1 cemreisler@anadolu.edu.tr * corresponding author 1. introduction there is a growing perception among rhetoricians and social theorists that academic writing is not just about researchers’ presenting an ideational content, but also their representation of themselves. a number of studies have acknowledged that academic writing need not to be completely devoid of the writers’ presence, and suggest that writers should increase their visibility to readers by projecting an authorial identity and make readers recognize their individual contribution through demonstrating confidence in their commitment to their ideas (hyland, 2002a; 2003). accordingly, if writers depersonalize their writings, this could cause them to lose their credibility and their presence of authority (hyland, 2001). writers should gain a credible ethos to persuade their readers about the validity, novelty and appropriateness of their study being presented (duenas, 2007). one of the most influential sources of building such an authority is the use of first person pronouns and their corresponding determiners since they foreground the authors’ contribution while communicating implications of authority, and unveil how authors portray themselves in academic a r t i c l e i n f o a b s t r a c t article history received january 09, 2018 revised january 22, 2018 accepted june 07, 2018 the purpose of this study is to investigate and compare the use of first person pronouns (i, my, me, we, our, us) and their functions in creating authorial self in 20 master’s theses written in english by turkish authors and 20 research articles written in english by non-turkish authors. master’s theses used in the study were written in the field of english language teaching in twelve different turkish universities and they were selected from the database of turkish council of higher education. research articles used in the study were also written in the field of english language teaching and they were selected from five different journals: applied linguistics, system, tesol quarterly, english for specific purposes, and elt journal. for analyzing the data, each occurrence of first person pronouns in the theses and articles were coded and examined in order to find out the functions they serve. results revealed a large difference in the use of first person pronouns and the functions they have. turkish authors used these pronouns quite rarely and generally the use of these pronouns signaled low degree of authorial self; on the other hand, non-turkish authors used these pronouns more frequently and they mostly preferred to use them for expressing greater degree of authorial self. this is an open access article under the cc–by-sa license. keywords first person pronoun academic writing authorial identity turkish authors jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20 13 cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) communities (kuo, 1999; tang & john, 1999; hyland, 2002a). according to tang and john (1999), the use of first person pronouns does not only imply a self that a person already has, but also functions as a source creating that self. a number of corpus-based research on the use of first person pronouns in academic texts (tang & john, 1999, kuo, 1999; hyland, 2001, 2002b; harwood, 2005) pointed to their use as a powerful strategic source for the construction of an authoritative self and showed an array of functions they serve for in building this self. these studies have displayed that first person pronouns and corresponding determiners can function to create a sense of uniqueness for researchers’ writing (harwood, 2005), ensure readers recognize them as contributors to the study (harwood, 2005), confirm their aim (hyland, 2002b), share knowledge assertion (hyland, 2002b), report methodology (hyland, 2001), convey individual views (tang & john, 1999), and build an author identity in relation with their readers (kuo, 1999). on the other hand, although the use of first person pronoun functions as a strategic resource for emphasizing a contribution and establishes authorial presence, the extent to which academics appropriately use them in their writings is a controversial issue. opinions on intruding first person pronouns vary among scholars (duenas, 2007). while expert research article writers have been found to employ them for a number of discourse functions, mainly to point out the purpose of the study, to outline procedures conducted and to make a knowledge claim (harwood, 2005; kuo, 1999), novice writers have been reported to make much less use of them and employ for a narrower range of functions in their writings (hyland, 2002a). it causes confusion particularly among students because they receive instructions as to how objective and impersonal they are expected to be and therefore, they feel positioned by the dominant institutional discourses they confront in university studies (hyland, 2002a). this situation can especially be a problem for non-native speaker of english students whose rhetorical identities may be determined by a very different tradition of literacy different cultures may have different rhetorical conventions (hyland, 2002a). findings of several studies indicate that expert writers frequently make use of first person pronouns to promote their studies while novice writers either underuse them or use not to establish a strong authorial presence but for other functions rarely preferred by expert writers (tang & john, 1999; hyland, 2002a; hyland, 2004; hyland & tse, 2005). in an attempt to contribute to the existing literature on the manifestations of writer identity, the present study focuses on the use and functions of first person pronouns in master’s (ma) theses written in english by turkish authors. considering the turkish context, although there are a number of studies examined first person pronouns in ma theses (e.g. akbas, 2012), they do not provide a detailed analysis of how first person pronouns function for the notion of writer identity. in the present study attention has been paid to master’s theses since ma students tend to experience more challenges than phd students (bitchener & basturkmen, 2006; lee & casal, 2014). also in this study the writings of the students studying in elt (english language teaching) departments are studied because these students are expected to demonstrate high degree of familiarity and reasonable mastery to pick up the rhetorical and linguistic features for english language. in addition, the present study examines introduction parts of ma theses because they are the parts where the interplay of the student’s agency is reported (işık taş, 2008). the findings of this study are expected to shed light on how turkish authors of ma theses present and promote themselves as authorial selves by using first person pronouns; and as a consequence of this, the study was hoped to provide ma theses supervisors and ma education programs insights about the profile of their students in relation to authorial identity in writings. in this regard, the study addresses the following research questions: (1) what is the frequency of first person pronouns in the introduction parts of (a) ma theses written in english by turkish authors, and (b) research articles written in english by non-turkish authors?; (2) for what discourse functions are the first person pronouns used in (a) ma theses written in english by turkish authors, and (b) research articles written in english by non-turkish authors? authorial identity and first person pronouns in academic writing academic writing is not simply a process where findings are reported and ideas are conveyed, it is also an act of identity that projects a representation of the author (hyland, 2002a). authors cannot avoid holding a particular impression of themselves in their writings. how they take position in accordance with their arguments, their discipline and their readers has an influence on their 14 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20   cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) discoursal choice (hyland, 2001). in order to signal their ‘self’ in a text, authors have to make a discoursal choice which aligns them with a selection of words for self-representation (tang & john, 1999). however, in order to get acceptance for their contribution to the field, authors may sometimes refrain from explicitly intruding their presence as authorial selves. underlying reason for this may be the assumption that authors consider academic writing as a modest, self-effacing genre where they act “as a humble servant of the discipline” (hyland, 2001, p.209). according to hyland (2001), there is some truth in this assumption because publishing in academic journals requires authors’ displaying solidarity with the community by demonstrating appropriate patterns of rhetorical interactions. nevertheless, authors have to do more than conforming social understandings of community, they must highlight their own contribution to the field (kuo, 1999) because success in getting acceptance from academic community also depends on individuals’ novel contribution to that community. as stated above, academic writing carries information about an author’s personal projection through discoursal choices. how authors represent themselves by these choices has been argued by ivanic (1998) in which author identities are discussed in relation to possibilities of self-hood situated in the socio-cultural context of writing. ivanic suggests three aspects of identity interacting in writing: (1) autobiographical self (the identity writer brings with through his/her life-history, (2) discoursal self (his/her image projected in the writing), and (3) authorial self (writer as an originator in the text who stands in the writing and claims responsibility for its content). it is the ‘authorial self’ which is concerned in this study, investigating the degree of self as an authority writers manifested in their writings to personally get behind their assertions. authorial identity can be particularly achieved through the choice of using of first person pronouns (kuo, 1999) because their use identifies the author as the source of the given statement and helps him/her by mediating the relationship between his/her arguments and the expectations of the readers (hyland, 2001). the use of first person pronouns, then, is a powerful means by which authors establish an explicit writer presence and persuade the relevant audience by foregrounding their texts as novel and newsworthy (hyland, 2002a; duenas, 2007). by developing ivanic’s (1998) idea of ‘authorial self’, tang and john (1999) identify six functions of the first person pronouns and order these functions into a continuum with respect to their degree of authorial power, from the least powerful authorial presence (`i' as the representative) to the most powerful authorial presence (`i' as the originator). these categories are labeled with ‘i’ for the sake of uniformity and ease of reference, but they refer to all various forms of first person pronouns (i, me, my, mine, we, us, our, and ours). to briefly explain each category: • `i' as the representative: this function is projected when the authors refer to larger group of people, it is realized by first person plural pronouns, we or us. for example; “the differentiation of british and american english causes us to ponder about the right form of standard english.” (tang & john, 1999, p. 36). • `i' as the guide: this function points to the author as the guide of readers in their journey through the writing. for example, “as we examine the various classes of loan words from french, we can see the different ways french civilisation and culture has influenced english.” (tang & john, 1999, p. 36). • `i' as the architect: this function refers to authors’ use of first person pronouns to signal who writes and organizes the text. as an example; “i will concentrate on the period renaissance and its influence on the english language” (tang & john, 1999, p. 37). • `i' as the recounter of the research process: this function is realized while author describes the steps of research process. for example; “i tape recorded a conversation with each co-researcher about the role of literacy in their lives, past and present” (ivanic, 1998). • `i' as the opinion-holder: this is used when authors want to share opinions or attitudes with respect to given statements. for example, “looking back at kushwant singh's words, we can determine from this period that english did indeed absorb the languages it came into contact with” (tang & john, 1999, p. 37). jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20 15 cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) • `i' as the originator: this is the most powerful function, its use displays authors as originators of a claim or ideas in the text as an example, “to me the phrase embodies the whole evolution process of the language to its present day status” (tang & john, 1999, p.37). first person pronouns in student writings academic writing is a site where social positioning, the process by which writer identities are constructed through socially available discourses, is established (hyland, 2002a). the acquisition of academic discourse requires learning how to properly use academic writing conventions (tang & john, 1999). although university students are not required to enter an academic community, they may find themselves in a place where they must “appropriate (or be appropriated by) a specialized discourse” (bartholomae, 1985, p.135) and they can be evaluated according to this specialized discourse. they are expected to attain “peculiar ways of knowing, selecting, evaluating, reporting, concluding and arguing that define the discourse of the community” (bartholomae, 1986, p.4). however, they are rarely taught explicitly how to do this (tang & john, 1999) and as a consequence, they approach their assignments as distant and impersonal prose in order to be bestowed approval from academic discourse community. this can be a greater burden for students who have to write in a foreign language and whose identities are often shaped in different epistemologies (hyland, 2001; 2002a). they may not feel confident enough to represent a strong authorial stance if they come from a culture where the self is more collectively shaped (hyland, 2002a). a number of studies focused on non-native novice english writers’ use of first person pronouns. hyland (2002a) explored the use of first person pronouns and attitudes towards their use by investigating both experts’ and non-native undergraduate writers’ texts. results showed that expert writers made use of first person pronouns four times as much as novices. in relation to the expert writers’ use, hyland observed that “expert writers were more willing to make a solid personal commitment to the most authorially powerful aspects of their texts, those which carried both the most risks and potentially gained from the most credit” (p.1099). by contrast, with respect to nonnative writers, he found that they not only refrained from making use of first person pronouns, they also principally preferred not to use them at points in which their use signals making a commitment to an interpretation or a claim. studies also indicate that projecting a strong authorial identity involves risks where authors feel the need of carefully balancing their stance and deciding wisely when to utter a strong authorship to a statement. in relation to taking risks, martinez (2005) found that non-native english speaking novice authors tended to perform first person pronouns with non-risk functions such as reporting an aim, rather than, high-risk ones such as displaying their study and major findings. isik tas (2008) investigated the way first person pronouns were used in research articles written by expert native english speaking authors and phd dissertations written in english by turkish novice authors. results revealed that while experts made use of these pronouns frequently, novice turkish authors rarely positioned their self in the introduction parts of phd dissertations. in few examples where they displayed themselves, they referred to themselves as ‘the/this researcher’ or ‘this author’ instead of using first person pronouns. however, research article authors used only first person pronouns to refer to themselves. another difference was observed in that while research article authors used a variety of functions such as self-promotional first person pronouns expressing soundness and uniqueness for the study or personalizing the author’s claims. on the other hand, phd dissertation writers used none of these functions, they used first person pronouns in low-risk occasions such as describing the methodology and guiding the readers through their study. 2. method the data of the study were derived from two genre-specific corpora: the introduction parts of 20 master’s (ma) theses written in english by turkish authors (28.352 word corpus), and the introduction parts of 20 research articles written in english by non-turkish authors (7.618 word corpus). all the ma theses used in this study had been written between the years of 2010 and 2015 by students enrolled in english language teaching (elt) ma programs at 12 different turkish universities, and they were downloaded from the database of turkish council of higher education. the research article corpus of was compiled as the reference corpus. only single authorship articles 16 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20   cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) were included in the corpus which contained 20 research articles published between the years of 2010 and 2015 by elt scholars in five academic language teaching journals (applied linguistics, system, tesol quarterly, english for specific purposes, elt journal). this study adopts both qualitative and quantitative data analysis methods, including frequency counts and text analyses of the ma theses and the research article. before the analyses, the corpora were compiled and saved electronically. then, the corpora were analyzed in two stages: the first stage was a web program supported analysis of frequency counts for both the ma theses and the research articles, and the second stage was a hand-tagged analysis of the functions of first person pronouns. the web program called wordsmith tools (scott, 2004) was used for the data analysis in the first stage. this program helps find out how words behave in texts. it presents six tools for analysis, two of them were utilized in this study: wordlist and concord. wordlist provides word lists by bringing words either in alphabetical or in frequency order. concord generates concordances, identifies collocates of the word, and shows a graphical map addressing where the word appears in the corpus. only the cases of first person pronouns; i, my, me, us, we, our, us were examined. although both corpora were of single authorship, plural pronouns were also included in the analysis since authors may prefer using plural pronouns to reduce their authorial presence in their texts (hyland, 2002). in relation to the analysis of the first research question, the cases of first person pronouns were calculated for frequency counts for each corpus text. to ensure direct comparison of findings, the frequency counts were normalized at 1,000 words. the functions of first person pronouns were classified by using tang and john’s (1999) categorization framework of the functions of authorial identities. the functions were determined by analyzing the context of the occurrences. identified functions were coded manually and outlined with frequency counts in each corpus. 3. findings and discussion comparison of the use of first person pronouns table 1 presents the results related to the use of first person pronouns in the master’s (ma) theses and the research articles (ra). table 1. descriptive statistics for the use of first person pronouns in the two corpora pro. ma thesis research articles freq. normalized freq. normalized (raw) (1000 words) (raw) (1000 words) i 7 0.2 92 12.2 my 6 0.2 22 2.9 me 1 0.1 we 22 0.8 9 1.2 our 13 0.5 3 0.4 3.1 authors and affiliations as table 1 reveals, first person pronouns were comparatively more frequent in ra than ma theses. overall frequency of use per 1000 words is 16.8 in ra and 1.8 in ma theses. this finding indicates that expert ra authors presented themselves approximately 10 times more than the authors of ma theses. a possible explanation for this difference may lie in novice authors’ belief that academic writing should be objective, impersonal and distant, and depersonalization by avoiding the use of first person pronouns is a direct way to ensure the so-called convention of academic writing. tang and john (1999) state that the devoid of presence of first person pronouns by students shows something significant about how they perceive themselves at the university and in their writings. in this sense, small incidence of the personal pronouns may show turkish novice authors’ desire to gain credibility by adopting the impersonal nature of academic writing. hyland (2001) calls this as jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20 17 cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) authors’ wish to get ‘persuasive authority’ by highlighting the objective side of the research process. also, turkish novice authors’ possible view that academic writing is necessarily objective may in fact be part of a strategic attempt to reduce individual responsibility for their commitments. as millan (2010) suggests because there appears potential threat inherent in a writer’s presenting his/her stance in the text, writers can attempt to limit their responsibility for their statements. in contrast, high relative frequency of occurrence for the use of first person pronouns in ra may be taken to indicate that expert ra authors are likely to be aware of the importance of employing these pronouns in order to project a strong authorial presence and take credit for strengthening their personal claims, statements or findings. according to kuo (1999), this seems reasonable since the main communicative goal of journal article authors is to signal the merit of their own research claims and findings. table 1 also indicates that the use of singular pronouns is very different from the plural ones among the two corpora. notably, first person singular pronouns, including the subjective, possessive and objective cases (i.e. i, my, and me) occur far more frequently than plural pronouns (i.e. we, our, and us) in ra. however, in ma theses, first person plural pronouns occur more frequently than singular pronouns. this finding shows us that as opposed to the authors of ra, the authors of the ma theses did not tend to mark their presence as solely in their introductions. the tendency of turkish novice authors to project their identities in their writings with the plural person may be due to the fact that explicitly bringing their presence with singular pronouns is more daunting since it means the author himself/herself is responsible for the propositions raised. as tang and john (1999) states students may be ‘operating with a safety in numbers mentality’ (p.32) and therefore, not prefer to present their individuality in their texts. the greater frequency of the use of singular pronouns in single authored ra in this study can be explained with regards to the competitive environment of journals where they market their studies by persuading the readers for their novel contribution and this can demand the use of singular pronouns in order to make claims stronger. as harwood (2005) explains, by heavily marketing their research, ra authors seek to gain agreement of other members of their academic community and this is a difficult task where writers need to flag up their own contribution. as a good way of displaying novel contribution, first person singular pronouns can be preferred (harwood, 2005; hyland, 2002a). according to the findings related to the use of singular person pronouns, there is a large difference between the two corpora in terms of the use of subject pronoun i. it was much more frequent in ra than ma theses. also, possessive adjective form of i, my, was more common in the ra corpus than the ma theses corpus. unlike the pronouns i and my, the objective pronoun me occurred very rarely in ra. according to the results, no occurrence of me was detached in ma theses. the occurrence of i as the mostly used first person pronouns in ra may stem from that using it is a powerful means by which authors display an identity by enabling their claim to utter as an authority. accordingly, the absence or the presence of it is a conscious choice by authors to adopt a particular identity and a ‘contextually situated authorial stance’ (hyland, 2001). as for the use of first person plural pronouns in the two corpora, among first person pronouns, we was the most frequently used pronoun in ma theses. the fact that the writer of a single-authored thesis mostly uses we, instead of i while addressing himself/herself may refer to an intention to ‘reduce personal attributions’ (kuo, 1999). as tang and john (1999) state, by using we, students show their reluctance to ‘assert their individuality in writing’. this result can also be explained by the fact that theses are expected to be the result of the joint effort of the student and the supervisor. this may lead students to use we to indicate a teamwork. to summarize, the results indicate that the use of first person pronouns is highly more frequent in ra than ma theses. unlike first person singular pronouns, the plural pronouns, especially we with the most occurrences, are relatively common in ma theses. as for the ra, on the other hand, unlike first person plural pronouns, the singular pronouns, especially i with the most occurrences, occurred very frequently. discourse functions served by first person pronouns 18 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20   cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) according to the results, the two corpora showed a large difference in terms of the functions served by the first person pronouns used in them. table 2 presents the functions served by the first person pronouns in the two corpora (functions are defined according to tang & john, 1999). table 2. functions of first person pronouns in the two corpora ma thesis reserch articles raw norm. raw norm. ‘i’ as the representative 21 0.8 15 1.9 ‘i’ as the guide 4 0.5 ‘i’ as the architect 20 0.8 57 7.5 ‘i’ as the recounter 1 0.1 8 1.1 of the research process ‘i’ as the opinion holder 1 0.1 6 0.8 ‘i’ as the originator 5 0.3 23 3 total 48 2.1 113 14.8 according to table 2, in ra, there occurred a degree of variation in the use of functions but in ma theses two functions (‘i’ as the architect and ‘i’ as the representative) were used mostly and the rest were not preferred much. the next mostly used function in ma theses appeared as “‘i’ as the originator”; and “‘i’ as the recounter of the research process” and “‘i’ as the opinion holder” occurred with the lowest number of use. authors of ma theses mostly use functions that are related to the identities of ‘architect’ and ‘representative’ and this may stem from the fact that these functions manifest a less authorial stance than other functions. as millan (2010) states in the use of these functions, the threat to the writer’s face is much smaller when they are used. in order to be perceived as appropriate by the discourse community, writers can project an image of humility by employing functions with lower degree of authorial self. authors of ma theses seldom used functions for strong authorial self and this might be because of their feeling of weakness in the field. according to tang and john (1999), it is not surprising for students to feel as if they do not have the right to stand in academic writing and as a consequence to adopt a position that carries the least functional identities in their writings as individuals. therefore, ma theses authors in this study may have avoided the other functions constituting imposing and face threatening risks which can make them vulnerable to criticism by their discourse community. as for the ra, “‘i’ as the architect” had the most frequency of occurrence. only the use of this function was three times more than overall use of functions in ma theses. “‘i’ as the guide” occurred with the lowest amount of normalized frequency in ra. however, although it was the lowest used function in ra, its frequency was much more than the use of functions in ma theses, except the first two functions with 0.8 normalized frequencies. these results indicate that rather than neutrally presenting self, expert ra authors also make use of functions showing greater degree of authorial presence (recounter, opinion holder and originator). they are likely to use these functions as a strategy to promote their work by demonstrating that their study can be regarded as a significant work. as harwood (2005) suggests, the functions showing strong identity play a significant role in constructing self-promotional effect and make writers’ authority as experts on a topic. since the journals with highest impact expect the writer to adopt a strong authorial identity (millan, 2010), the ra authors in this study might have mostly made use of these functions, especially as compared to ma theses authors. 4. conclusion this study was an attempt to investigate and compare the use of first person pronouns (i, my, me, we, our, us) and their functions in creating authorial self in 20 master’s theses written in english by turkish authors and 20 research articles written in english by non-turkish authors. the findings revealed that in ma theses first person pronouns were quite less frequent and were used for a narrower range of functions, which signal a low authorial identity. the lower number of first person pronouns and their usage with limited functions in the ma theses corpus can be explained by their jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 12-20 19 cemre isler (the use of first person pronouns in master’s theses written in english by turkish authorsp) authors’ avoiding these pronouns due to some vague preconceived notion of impersonal and distant academic writing. the message derived from the results of the study implies the need to recognize that the issue is not simply whether or not the use of first person pronouns should be encouraged in academic writing, rather which specific function of the first person pronouns, if any, authors should employ, when and for what reason. in this sense, supervisors’ explicitly drawing attention of students to strategic use of first person pronouns can be a way of making these students consciously aware of various functional employments of these pronouns in making their authorial self visible while staying true to the conventions of their academic community. this will consequently affect students’ linguistic choice not only as graduate students but also authors who would like to recontextualize their ma theses as research articles. i believe that ma education programs should involve issues of writer identity and shift their expectations from ‘novices writing for admission to the academy’ to ‘experts writing for experts’ (dong, 1998). the present study only investigates the introduction parts in ma theses. future research can be conducted to examine each section of theses where the use and functions of first person pronouns may change. also, further research can include interview protocols in order to gain a deeper understanding of how ma students perceive their identity as 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(1998). writing and identity: the discoursal construction of identity in academic writing. amsterdam: john benjamins publishing company. kuo, c. 1999. the use of personal pronouns: role relationships in scientific journal articles. english for specific purposes, 18(2), 121–138. lee, j. j., & casal, j. e. (2014). metadiscourse in results and discussion chapters: a crosslinguistic analysis of english and spanish thesis writers in engineering. system, 46, 39-54. martinez, i. a. (2005). native and non native writers’ use of first person pronouns in the different sections of biology research articles in english. journal of second language writing, 14(3), 174-190. millan, e. l. (2010). "extending this claim, we propose..." the writer´ s presence in research articles from different disciplines. ibérica: revista de la asociación europea de lenguas para fines específicos, 20, 35-56. tang, r., & john, s. 1999. the ‘i’ in identity: exploring writer identity in student academic writing through the first person pronoun. english for specific purposes, 18, 23–39.   microsoft word didik jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11 1   http://dx.doi.org/10.26486/jele.v4i1.440 jele@mercubuana-yogya.ac.id corrective feedbacks and their implications on learners’ uptakes in academic speaking class didik hartono1* 1 brawijaya university jalan veteran, ketawanggede, lowokwaru, ketawanggede, kec. lowokwaru, kota malang, jawa timur 65145 1 didik_htono@yahoo.com * corresponding author 1. introduction lecturers’ habits dealing with students’ spoken errors are varied, reflecting different attitudes they hold toward spoken errors. some lecturers tend to correct all the errors while some tend to be tolerant and still some others do not correct at all. learners can make errors because of some aspects, including interference, overgeneralization, markers of transitional competence, strategies of communication, assimilation and lecturer induced errors (hasyim, 2002:42). furthermore, annet as cited in chaudron (1998:133) states that “from the language lecturer point of view, the provision of feedback, or ‘knowledge of results’ is a major means by which to inform learners of the accuracy of both their formal target language production and their other classroom performance and knowledge”. sometimes, the lecturers view errors made by the students as an indication of unproductive teaching or as proof of failure, and they believed that when they occur they must be repaired by provision of correct forms, or that is to say, use of serious drilling and over teaching (maicuzi and lopez, 2000 :169). a r t i c l e i n f o a b s t r a c t article history received april 04 , 2018 revised april 04, 2018 accepted mei 10, 2018 this study attempts to investigate a study on corrective feedbacks and learners’ uptakes in adult efl classroom. the study was aimed at finding the types of corrective feedbacks were used by the academic speaking lecturer, the types of oral feedbacks were the most effective in the lecturer’s opinion, the types of uptakes followed lecturer’s corrective feedbacks, and the types of oral corrective feedbacks were mostly preferred by the students. the study employed a qualitative research design through a passive-participatory observation of patterns of error treatment in an adult efl class. the research subjects were the lecturer and twenty seven students of the academic speaking class, the english department of faculty of culture studies, brawijaya university, malang. the findings show that the lecturer applied explicit correction mostly (90%), compared to another five types of corrective feedbacks. moreover, the lecturer said that explicit correction was the most effective type of corrective feedbacks. meanwhile, the findings also show that most student applied repetition type of uptake. on the other hand, most of the students answered that their preference of corrective feedback type was repetition corrective feedback. this is an open access article under the cc–by-sa license. keywords corrective feedbacks categories of errors explicit correction students’ uptakes repetition 2 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11   didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) when should errors be corrected? chaudron (1988:136) states that “the general tendencies vary according to the instructional focus”. errors correction happens when the teaching and learning focus on form corrections. on the other hand, when focus is on the communicative competence lecturers tend to correct those errors which seem to obstruct communication. which errors should be corrected? chaudron (1988:140) also states that “errors which damage communication significantly, errors that have stigmatizing effects on the listener or the reader that should be corrected”. moreover, in the language classroom the lecturer tends to correct the errors automatically, and it is equally important that delay in the correction would allow the learner a greater opportunity of self correction and would help the development of independent control processes, which are characteristic of the competence in communication of the mother language and which are considered to be necessary in the socialization of the second language. the routine correction on part of the lecturer actually runs the risk of making the learner depended on correction by others. moreover, the over correction of an error by the lecturer as self correction of a problem of perception would add the risk of hurting the student's self esteem and would not imitate the acquisition process in the natural setting conditions. this study therefore is intended to investigate meaningfulness of corrective feedback for error treatment, which later leads into the improvement of students’ speaking skill in adult efl classroom at the english department, the faculty of culture studies, brawijaya university. in addition, based on some observation done by the researchers, english lecturers seem to apply serious drilling and over teaching in treating their students’ erroneous utterances, since they view errors as an indication of unproductive teaching or as proof of failure, and they believed that when they occur they must be repaired by provision of correct forms. meanwhile, as university students, they should get an appropriate treatment and self-esteem, since self-esteem is one of the important factors in language learning. as (lyster and ranta, 1997) suggested that lecturers should be able to reflect on when determining their own policy for corrective feedback, including the capability in considering the context. here, the lecturer should be able to understand first in what level their students is, and it will be easier for the lecturer to implement the corrective feedback type toward students’ error, without decreasing students’ self esteem. considering those explanations, the writer thinks that it is necessary to conduct a study about adult of efl students especially on student’s error treatment on academic speaking class in the faculty of culture studies brawijaya university with four problems, in which to find 1) what types of oral corrective feedbacks given by the lecturer following learner’s oral errors, 2) what types of uptakes following different types of corrective feedbacks, 3) what types of oral feedbacks are the most effective in the teacher’s opinion, and 4) what types of oral feedbacks do most of the students prefer. it is important to analyze learner’s error in a proper view point, accordingly it is crucial to make a distinction between “mistake” and “error”. brown (2000) says that a “mistake” refers to a performance error in that it is a failure to utilize a known system correctly. meanwhile an “error” is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner. in picking point of the explanation above, the recognition process is then followed by the error description process. james (1998) defines error analysis as “the process of determining the incidence, nature, causes, and consequences of unsuccessful language”. moreover, dulay et.al. (1982:138) state that high-frequency errors should be the first errors lecturers should correct. moreover, chaudron (1988:136) categorized the range of errors from the strictly “linguistic including phonological, morphological, syntactic to subject matter content including factual and conceptual knowledge, and lexical items”. chaudron (1988:137) also specify some classification of errors into grammatical errors, including a) errors in the use of closed classes such as determiners, prepositions, and pronouns b) errors in grammatical gender (including wrong determiners and other noun and adjective agreements). c) error in pluralization, negation, question formation, and word order. moreover, for lexical errors, including a) inaccurate, imprecise, or inappropriate choices of lexical items in open classes-namely, nouns, verbs, adverbs, and adjectives b) non target derivations of nouns, verbs, adverbs and adjectives, involving incorrect use of prefixes and suffixes. furthermore, for phonological errors, including a) decoding errors as students read aloud b) pronunciation of silent letters c) addition of other elements or omission of obligatory ones. issn 2541-6421 jele (journal of english language and education) 3 vol. 4, no. 1, june 2018, pp. 01-11 didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) corrective feedbacks in language acquisition research, feedback generally refers to the listener’s or reader’s response given to the learner’s speech or writing as it is stated by dulay (1982). one type of feedback is correction, another is approval or “positive feedback,” as some call it. furthermore, annet as cited in chaudron (1998) states that from the language teacher’s point of view, the provision of feedback, or “knowledge of results”, is a major means by which to inform learners of the accuracy of both their formal target language production and their other classroom behavior and knowledge. from the learner’s point of view, the use of feedback in repairing their utterances, and involvement in repairing their interlocutors’ utterances, may constitute the most potent source of improvement in both target language development and other subject matter knowledge. in line with dulay, lyster and ranta (1997) provide more detail definition of corrective feedbacks which are included in error treatment sequence as it were stated in suzuki (2004:9): 1. explicit correction: clearly indicating that the student's utterance was incorrect, the teacher provides the correct form. 2. recast: the teacher implicitly reformulates the student's error, or provides the correction without directly pointing out that the student's utterance was incorrect. 3. clarification request: the teacher indicates that the message has not been understood or that the student's utterance included some kind of mistake and that a repetition or a reformulation is needed by using phrases like "excuse me?" 4. metalinguistic clues: the teacher poses questions like “do we say it like that?” or provides comments or information related to the formation of the student's utterance without providing the correct form. 5. elicitation: the teacher directly elicits the correct form from the student by asking questions. 6. repetition: the teacher repeats the student's error and changes intonation to draw student's attention to it. meanwhile, lyster and ranta (1997) also provide corrective feedback flow which is considered as error treatment sequence as presented in figure 1 fig. 1. error treatment sequence 4 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11   didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) source: lyster & ranta (1997). corrective feedback and learner uptake: negotiation of form in communicative classrooms. in the model presented in figure 1, the figure is to be read as a flow chart presenting a series options that together compose an error treatment sequence. uptakes or learner responses to feedbacks lyster and ranta state that the notion of uptake has a very different meaning. in their research, the students’ responses are called “uptake”. in particular, uptake is deeply defined as "a student's utterance that immediately follows the teachers' feedback and that constitutes a reaction in some way to the teacher intention to draw attention to some aspect of the student initial utterance". in short, uptake is the students’ trial to respond the teachers’ corrective feedback. in the following of the previous statement about corrective feedback, lyster and ranta (1997) also exposed types of students’ responses to teacher’s corrective feedback. the data of their research reveals that two types of student uptake are most uptakes used by the student, they are uptake that produces an utterance still needing repair and uptake that produces a repair of the error on which the teacher's feedback focused. the definition of uptake for the present study will be also adapted from lyster and ranta’s definition of uptake. that is, uptake is “a student’s utterance that immediately follows the teacher’s feedback and that constitutes a reaction in some way to the teacher’s intention to draw attention to some aspect of the student’s initial utterance” (lyster & ranta, 1997). lyster and ranta categorized uptake moves into repair when the uptake move resulted in repair of an error, and needs-repair when an error was not repaired in the uptake move. in their study, no uptake was considered as the third category. no uptake referred to the case where teacher feedback was not responded to nor reacted to by the student at all. lyster and ranta distinguished four kinds of repair in their study: repetition, self-repair, peer-repair, and incorporation. 1. repetition. a student repeats the correct form given in the teacher’s feedback when the feedback includes the correct form. 2. self-repair. this refers to a self-correction, produced by the student who made the initial error, in response to the teacher’s feedback when the latter does not already provide the correct form. 3. peer-repair. this refers to peer-correction provided by a student, other than the one who made the initial error, in response to the teacher’s feedback. the nature of this uptake type is the same as self-repair. 4. the other type of uptake is needs-repair, which refers to a situation where the learner responds to the corrective feedback but the learner’s utterance does not result in repairing the original erroneous utterance. in lyster and ranta (1997), there were six types of needs-repair identified in their data: acknowledgement, same error, different error, off-target, hesitation, and partial repair. 1. acknowledgement. the learner positively recognizes teacher’s feedback, generally saying yes. 2. same error. the learner gives uptake upon receiving feedback, but repeats the same error in his/her turn. 3. different error. the learner does not correct nor repeat the error after the feedback, and makes a different error. 4. off target. the learner responds to teacher feedback, but not to the targeted form in the feedback. 5. partial repair. this refers to uptake that includes a correction of only part of the initial error. issn 2541-6421 jele (journal of english language and education) 5 vol. 4, no. 1, june 2018, pp. 01-11 didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) 2. method the study is a descriptive qualitative with an observational study. in line with the design, the study collected most of the data by conducting a non-participant observation and focused on a particular place in a classroom. as it is stated by bogdan and biklen (1998) the descriptive qualitative study refers to the following criteria: 1) having one natural setting as the data sources 2) using the researcher as the key instrument, 3) focusing on the utterances or words as the analysis of the data rather than numbers, and 6) analyzing the data inductively. considering the above explanation, the study used classroom research design. the event investigated in this study was the teacher’s error corrective feedbacks and the student’s responds used in verbal interaction in academic speaking class on second semester students at brawijaya university malang 2011/2012 academic year. the study concerned with the utterances delivered by students, corrective feedbacks by the teacher in responding students’ utterances, learner’s uptake following different types of corrective feedbacks, and types of oral feedback that were the most effective according to the teacher’s opinion, also types of oral feedback that were the most of the students prefer. participants subjects of the present study were the lecturer and the students of academic speaking class. the lecturer as the main subject chosen has these criteria: 1. she is a lecturer in english department brawijaya university since 2007. 2. she has an activity that makes the researcher have an opportunity to gain the data from the activities in her academic speaking class. considering those criterion, the teacher does not have problem with her competence or grammatical constructions. meanwhile, the students are in the second-semester of the english department brawijaya university, malang. the researcher believes that the students are suitable with the topic of the research and their english is ideal in developing conscious awareness in understanding much of the spoken language. instruments the researcher was the main instrument with the help of some other instruments during observations such as: field notes and voice recorder, interview, questionnaire, and documentation. all these instruments were documented from the first until the last observation. the researcher was passively involved in the process of subjects’ activity. data collection the data needed for this research was collected through non-participant observation, recording, and interview. in acquiring the data, the following steps were taken. the first step was recording the needed data namely all utterances spoken by the teacher and the students in academic speaking class. the second step was transcribing the needed data namely all utterances spoken by the teacher and the students in academic speaking class. the third step was interviewing the lecturer to gain the data about the type of corrective feedback that the lecturer prefer and the most effective. the fourth step was distributing questionnaire to the students in order to identify the types of corrective feedback that students mostly prefer. data analysis in analyzing the data, the researcher used his observation sheets and the transcription gathered with the interview and the questionnaire as the result of the data collection. therefore, first, the data need to be treated through a transcribing process, identifying the lecturer’s and students’ utterances and analyzing them. the second step was identifying the utterances containing the corrective feedbacks. the third step was coding utterances which contain corrective feedback delivered by the lecturer using serial numbers. the fourth step was classifying the utterances into types of error corrective feedbacks. the fifth step was classifying student’s utterances as a response to lecturer’s error corrective feedback. the sixth step was classifying the lecturer’s dominant corrective feedback used. the seventh step was identifying the lecturer’s opinion about the most effective corrective 6 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11   didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) feedback based on the interview result. the eighth step was analyzing the result of the students’ questionnaire to identify what types of corrective feedbacks that students mostly prefer. finally, the researcher checked the data, organized them, synthesized them, and searched for patterns of interaction and types of error corrective feedback and student’s response. 3. findings and discussion the four sections provided by the researcher in in findings are the different types of corrective feedback used by the lecturer in responding to the students’ erroneous utterances, the most effective corrective feedback according to the lecturer’s opinion, the types of learner’s uptake that immediately follows the lecturer’s corrective feedbacks, and the types of corrective feedbacks that the students mostly prefer. the types of corrective feedbacks used by the lecturer in responding learner’s errors the most suitable taxonomy of corrective feedback that was considered by the researcher related to the purpose of the study is lyster and ranta’s (1997) taxonomy which developed a model to make a coding of error treatment sequences and make an identification of six different types of corrective feedbacks. those corrective feedbacks were explicit correction, recasts, clarification requests, metalinguistic feedback, elicitation and repetition. in order to see better perspective data of the types of corrective feedbacks used by the lecturer in this study, it can be seen from the summary provided in table 1 table 1. types of corrective feedbacks used by the lecturer in academic speaking class types of cf s1 s2 s3 s4 s5 s6 s7 s8 s9 n ecr 10 9 7 2 1 1 30 rcs crq elc 1 1 1 3 mcl rpt total 33 1. s : student 2. cf : corrective feedbacks 3. ecr : explicit correction 4. rcs : recast 5. crq : clarification request 6. elc : elicitation 7. mcl : metalinguistic clue 8. rpt : repetition it can be drawn from table 4.1 that the total number of corrective feedbacks given by the lecturer were thirty-three corrective feedbacks. some of corrective feedbacks were used meanwhile some other corrective feedbacks were not used. here, some more detailed explanation about table 4.1. the most effective corrective feedback based on the lecturer’s opinion according to lyster (1998a:271), effective corrective feedback to be effective in eliciting student-generated repair or students-produced more output, which is considered to be effective for l2 acquisition. in this study, to answer the second research question, the lecturer was asked some questions based on the interview guide. here, based on the interview result, the lecturer answered that student’s errors must be corrected right after they make an error. furthermore, she explained that if she corrects the students’ erroneous utterances after they finished their speech, it will be useless, issn 2541-6421 jele (journal of english language and education) 7 vol. 4, no. 1, june 2018, pp. 01-11 didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) since the students have already forgotten about their erroneous utterances or it can be said that delayed feedback toward erroneous utterances can allow the learner time to finish what the learner is trying to say, unfortunately the feedback may become less effective as the time between the error and treatment increases. furthremore she explained that explicit correction was clear and easy to be understood by the student. it was truly supported by the analysis result achieved from the data on the field when the researcher did an observation, and it is also strengthened by the analysis result of the data transcription analysis. the types of uptakes used by the learners in responding lecturer’s corrective feedback after corrective feedback given by the lecturer on a student’s erroneous utterances, there may be a possibility for the student to react to the feedback in some way. in their error treatment sequence, lyster and ranta (1997) show the notion of uptake which is defined as a student response immediately following a corrective move provided by the lecturer. lyster and ranta (1997) categorized uptake moves into “repair” when the uptake move resulted in repair of an error, and “needs-repair” when an error was not repaired in the uptake move. in their study, “no uptake” was considered as the third category. no uptake referred to the case where lecturer feedback was not responded to nor reacted to by the student at all. no uptake instances were considered worth analyzing since it would reveal what kind of feedback was not likely to lead to uptake. lyster and ranta distinguished four kinds of repair in their study: repetition, self-repair, peer-repair, and incorporation. the other type of uptake is needs-repair, which refers to a situation where the learner responds to the corrective feedback but the learner’s utterance does not result in repairing the original erroneous utterance. in lyster and ranta (1997), there were six types of needs-repair identified in their data: acknowledgement, same error, different error, off-target, hesitation, and partial repair. the definitions of all types of uptakes are given along with some of their data found in this study. a better perspective data of the types of uptakes implemented by the student in this study, can be seen from the summary provided in table 2 table 2. types of uptakes used by the learners in following lecturer’s corrective feedbacks cf uptake n repair needs repair no uptake rpt sr pr icp ack se de ot ht pr ecr 30 25 4 1 elc 3 3 mcl rpt total n 33 types of corrective feedbacks: 1. cf : corrective feedbacks 2. ecr : explicit correction : explicit provision of the correct form 3. rcs : recast : lecturer’s reformulation minus the error 4. crq : clarification request : attempts the error with the rising tone 5. elc : elicitation : elicit completion by strategically pausing 6. mcl : metalinguistic clue : questions without providing the correct form 7. rpt : repetition : lecturer’s repetition in adjusted intonation 8 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11   didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) types of uptakes repair : 1. rpt : repetition :student repeats the correct form 2. sr : self-repair : student makes a self-correction 3. pr : peer-repair : correction by other student 4. icp : incorporation : longer utterance by the student needs-repair: 1. ack : acknowledgement : responds feedback by saying yes 2. se : same error : student repeats the same error 3. de : different error : student makes a different error 4. ot : off-target : not to the targeted form in the feedback 5. ht : hesitation : students hesitate to respond to the feedback 6. pr : partial repair : correction of only part of the initial error it can be drawn from table 2 that some types of uptakes were used meanwhile some other types of uptakes were not implemented by the students in this study. the first type of uptakes used was repetition. repetition can occur when a student repeats the correct form given in the lecturer’s feedback when the feedback includes the correct form. in other words, the lecturer provides a reformulation of the student’s ill-formed message. this reformulation is repeated by the student. in this study the researcher found 25 repetition types of uptakes used by the students in responding to lecturer’s corrective feedbacks. related to corrective feedback types caused by errors as uttered above, some classification of errors are also found in this study, including grammatical error and phonological error. in line with that chaudron (1998) specifies some classification of errors into grammatical errors, including a.) errors in the use of closed classes such as determiners, prepositions, and pronouns, b.) errors in grammatical gender (including wrong determiners and other noun and adjective agreements), c.) errors in pluralization, negation, question formation, and word order. moreover, for lexical errors, including a.) inaccurate, imprecise, or inappropriate choices of lexical items in open classes-namely, nouns, verbs, adverbs, and adjectives b. nontarget derivations of nouns, verbs, adverbs and adjectives, involving incorrect use of prefixes and suffixes. furthermore, for phonological errors, including a.) decoding errors as students read aloud, b.) pronunciation of silent letters, c.) addition of other elements or omission of obligatory ones. unfortunately, in this study the researcher cannot find any examples of lexical errors done by the students. these are the 24 rigid explanations about repetition as an uptake move done by the students, with “l” that represents lecturer, and “s” that represents student, and numbers that represent of the students’ order in delivering their presentation, and “u” as an uptake move done by the student in following lecturer’s corrective feedback: moreover, there are two types of errors detected from the data from this study. these were grammatical and phonological error. table 3 shows the percentage of each corrective feedback toward the whole types of corrective feedbacks. table 3. the percentage of each corrective feedback type n (total 33) explicit correction recast clarification request metalinguistic clues elicitation repetition % 90 10 the different percentage of feedback types are shown in table 3 above. from those six different types of error corrective feedbacks, the explicit correction was the largest category (90%), followed issn 2541-6421 jele (journal of english language and education) 9 vol. 4, no. 1, june 2018, pp. 01-11 didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) by elicitation (10%). there was a notification that the two most widely used feedback moves, namely explicit correction and elicitation. these two types account for 100% of all the feedbacks. the total number of corrective feedback moves in the data was thirty three. furthermore, there were some types of uptake followed the lecturer’s corrective feedbacks as shown in table 4.4. table 4. uptake following lecturer’s feedback uptake repair needs repair n % n % of feedback type n % of feedback type explicit correction 30 90 25 75 5 16 recast clarification request metalinguistic clues elicitation 3 10 3 9 repetition total (n=33) in this study, the most preferred of feedback that lead to uptake were explicit correction and elicitation. however, most of the uptake following explicit correction feedback technique (90%) was categorized under repair, due to the students’ tendency to repeat the correct utterance after the explicit correction by the lecturer. in this study, in particular, high rates of uptake applied were explicit correction and elicitation (90% and 10%). from those two types of corrective feedbacks, elicitation was the type which effectively prompts a student reaction and invite students to self-correct. all of the elicitation moves (100%) resulted in repair. the student’s most preferred types of corrective feedbacks these are the result of calculating the answer from questionnaire given to the student’s. from total voters who have made their choice toward questions in questionnaire, it can be concluded that the most preferred type of corrective feedback is repetition type of feedback with 59.2 percent or 26 voters of 33 voters. discussion the four sections provided in findings are discussion on the types of corrective feedbacks used by the lecturer in responding learner’s errors, discussion on the most effective corrective feedback based on the lecturer’s opinion, discussion on the types of uptakes used by the learners in responding lecturer’s corrective feedback, and discussion on the student’s most preferred types of corrective feedbacks. the types of corrective feedbacks used by the lecturer in responding learner’s errors it can be drawn from table 1 about types of corrective feedbacks used by the lecturer in academic speaking class. it shows that the lecturer applied explicit correction mostly, compared to another five types of corrective feedbacks including recast, clarification request, metalinguistic clues, elicitation, and repetition. as the lecturer provides the correct form, she clearly indicates that what the student had said was incorrect. on occasion, the wrong form is identified along with providing a correct form in the lecturer’s turn. furthermore, in answering the first research question (what types of oral corrective feedbacks are given by the lecturer that follow student’s oral errors?), the findings show that some types of errors including grammatical and phonological errors invited explicit correction more than any other type of corrective feedbacks, and that all two types used by the lecturer in correcting her student’s erroneous utterances, elicitation has the second position used by the lecturer. on the other hand, all of the corrective feedback types led to uptake. and, as stated previously that the type of corrective feedback that led to repair the most was explicit correction (90%) with elicitation (10%) being the second most used feedback that resulted in repair. 10 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. 01-11   didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) additionally, from the result of the questionnaire given to the lecturer, some insights of her interest in giving a corrective feedback are revealed. the first is the students’ errors must be treated and corrected seriously, otherwise they will not realize that their utterances are wrong since there is no corrective feedback from their lecturer and they continue to use their wrong utterances. the second is the best time to make correction toward students’ error is right after they make an error. according to the lecturer, if she treats the students’ mistake after her students finished her speech, it will be useless, students will forget their errors. of course, she must make an agreement with the student first about this, to maintain her students’ self esteem in learning english. in the contrary of her statement above, chaudron (1998:136) argues that the timing in giving error correction should vary according to the instructional focus. error correction happens when the teaching and learning focus on form corrections. on the other hand, when focus is on the communicative competence lecturers tend to correct those errors which seem to obstruct and damage communication significantly. the third is two kind of corrective feedbacks were implemented by the lecturer in this study, respectively explicit correction with 90% and elicitation with 10% of total corrective feedbacks. and the reason of doing explicit correction is this type of corrective feedback is clear and easy to be understood by the student. on the other hand, the reason of doing elicitation is this type of corrective feedback is able to motivate them to find the correct form of the error and do a self-repair. discussion on the most effective corrective feedback based on the lecturer’s opinion it can be drawn from table 2 that some types of uptakes were used meanwhile some other types of uptakes were not used. the first type of uptakes used is repetition. repetition can occurs when a student repeats the correct form given in the lecturer’s feedback when the feedback includes the correct form. in other words, the lecturer provides a reformulation of the student’s ill-formed message. this reformulation is repeated by the student. in this study the researcher found 24 repetition type of uptakes used by the students in responding lecturer’s corrective feedbacks, and it means that 90% of the total corrective feedbacks were explicit corrections. in the present study, the lecturer only implemented two types of corrective feedbacks with explicit correction as the dominant one. in this type of corrective feedback the lecturer provides the correct form of her students’ erroneous utterances, and she clearly indicates that what the student had said was incorrect. on occasion, the wrong form is identified along with providing a correct form in the lecturer’s turn. and from the table 3 it can be revealed that all types following explicit corrective feedback types were repetition uptakes. here, there is no opportunity given to the students to find their own correct utterances after given corrective feedback. on the other hand, only ten percent of lecturer’s corrective feedback types were elicitation, which enable students to make a self-repair. this type of corrective feedback refers to techniques that lecturers use to directly elicit the correct form from the student. one technique is that lecturers elicit completion of their own utterance by strategically pausing to allow students to fill in the blank as it were. the other technique is that lecturers use questions to elicit correct forms. either way, lecturers do not provide correct forms in their turn lyster and ranta (1997). furthermore, horwitz (1988), as cited in park (2010:9), argues that students’ belief about language learning should be understood by the lecturers in order to foster effective learning strategies to avoid disappointment caused by a mismatch between students’ expectations and the realities they encounter in the classroom. this disappointment can impede students’ language acquisition. discussion on the types of uptakes used by the learners in responding lecturer’s corrective feedback it can be described from the result of the interview that the lecturer agreed with the students’ spoken errors need to be corrected. related with that, based on the questionnaire result, eighty-five percent of the students agreed with the statement “as soon as errors are made even if it interrupts my speaking.” to sum up, those two opinions between lecturer’s and students’ preference about time to give error correction are in the same position which is right after errors are made. for the most effective type of corrective feedback, the lecturer highly valued explicit corrective feedback over another types of corrective feedbacks since this type of corrective feedback directly points out issn 2541-6421 jele (journal of english language and education) 11 vol. 4, no. 1, june 2018, pp. 01-11 didik hartono (corrective feedbacks and their implications on learners’ uptakes in academic speaking class ) the location of the error that can increase the chance of modification and accelerate learning. the lecturers also favored elicitation in the second position that can help students to produce target-like forms and do their self-repair. discussion on the student’s most preferred types of corrective feedbacks for the lecturer’s and students’ preference of corrective feedback type, some explanations are revealed from the finding in the previous explanation. based on the questionnaire results, the students’ preference is repetition type of corrective feedback. meanwhile the lecturer’s preference is explicit correction. from the above explanation, the finding reveals that students want to get a repetition corrective feedback more than other types of corrective feedbacks. this findings provide the fact that the lecturer in providing corrective feedback should consider her students’ preference for the type of corrective feedback in correcting their erroneous utterances, in order to achieve the goal of the course. 4. conclusion this part presents the conclusions it deals with conclusions concerning the research questions and results of the study discussed in the previous chapter. it can be drawn from the findings of this current study that the 1) types of corrective feedbacks used by the lecturer in academic speaking class is explicit correction mostly, compared to another five types of corrective feedbacks which are recast, clarification request, metalinguistic clues, elicitation, and repetition 2) meanwhile, elicitation has the second position used by the lecturer in correcting her students’ erroneous utterances. 3) furthermore all of the corrective feedback types led to uptake. 4) and, as stated in previous explanation that the type of corrective feedback that led to repair the mostly was explicit correction (90%), with elicitation (10%) being the second most used feedback that resulted in repair. references bogdan, r.g., & biklen, s.k. 1998. qualitative research for education: an introduction theory and method. boston: ally and bacon press. brown, h. d. 1993. principles of language learning and teaching. englewood cliffs: san francisco. prentice-hall press. brown, h. d. 2000. principles of language learning and teaching. san francisco. longman press. chaudron, c. 1988. second language classrooms. research on teaching and learning. cambridge. cambridge university press. dulay h., burt m., and krashen s. 1982. language two. new york. oxford. oxford university press. ellis, r. 1994. the study of second language acquisition. oxford. oxford university press. ellis, r. 1997. second language acquisition. oxford. oxford university press. hasyim, a. 2002. error analysis in the teaching of english. journal of kata. 2002, volume 4 (1). james, c. 1998. errors in language learning and use. exploring error analysis. new york. addison wesley longman press. lyster, r., and ranta, l. (1997). corrective feedback and learner uptake: negotiation of form in communicative classrooms. cambridge. cambridge university press. lyster, r. 1998a. negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. cambridge. mcgill university suzuki, m. 2010. corrective feedback and learner uptake in adult esl classrooms. working papers in tesol & applied linguistics journal. 2010. volume 4(2) jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 1 jele@mercubuana-yogya.ac.id designing an interactive digital media to support higher education students’ english spoken communication skill bondan setiawan1, restu arini2, 1 english language education study program, universitas mercu buana yogyakarta 55751, indonesia 2 english language education study program, universitas mercu buana yogyakarta 55244, indonesia 1 bondzetiawan@gmail.com; 2 arini@mercubuana-yogya.ac.id article info abstract article history received december revised december accepted december keywords design-based research digital learning self-learning spoken communication english communication, which has become an essential skill for graduates of the university, has not been achieved because of the low performance in spoken english proficiency. offering necessary circumstances to support english learning during the outbreak of covid-19 is a challenge for educators in this digital age. this study addressed the emerging issue of the availability of media in online learning. it specifically aimed at designing interactive digital media that would not only assist the students in gaining the language skills but also develop their self-learning through its flexibility and accessibility. design-based research was employed in the present study that involved the first-grade students of higher education. the assure model was used as a guideline for the appropriateness of the media, and a need analysis was conducted to find out the target and learning needs of the students through interview and questionnaires. the result showed that the design of interactive digital media gave positive impacts on the higher education students’ english communication skills and their independence in learning as well. the students’ performance was improved through pre-test and post-test results. the designed media itself was considered very good (a score of 87) by the seven aspects namely organization, speaking activities, appearance, learner-centered, content, feedback availability, and motivation impact. this is an open access article under the cc–by-sa license. 1. introduction 21st-century skills are defined as new capabilities that society is increasingly demanding of the present workers and, in educational terms, the young generation needs to be prepared now for future professions and careers (voogt and roblin 2010, 2013 in joynes et al., 2019) by acquiring the 6cs (communication, critical thinking, collaboration, connectivity, citizenship, and creativity). utilizing those skills, the young generation will not only focus on the content and knowledge but they will also learn how to employ the skills and attitudes. among those skills, communication skill known as multidimensional mailto:bondzetiawan@gmail.com mailto:arini@mercubuana-yogya.ac.id http://creativecommons.org/licenses/by-sa/4.0/ jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 2 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) and involves a range of elements, including oral, written, listening, visual, intercultural, interdisciplinary and soon (riemer, 2007) which is used to help to connect in the digital era that consists of ability in spoken, written, nonverbal and listening skill or oral communication skill brown & lee, 2015 having a good communication skill would build self-esteem and relationship. students with good communication skills could demonstrate their ideas and thought while also forming relationships without encountering difficulties or discrimination based on religion, race or gender (sabbah et al.). thus, having poor communication is the root of obstacles, and communication is the solution to the problems. in addition, communication skills (mcpheat) involves acquiring information from one person to another. hence, communicating is the art and process and sharing ideas. the richness of those ideas is essential to effective communication. meanwhile, communication skills are an ability that we utilize to reduce the barriers to effective communication. (mcpheat) also explains that communication involves multiple parts and stages of the communication process to gain effective communication. they are, namely; 1) source, 2) message, 3) encoding, 4) channel, 5) decoding, 6) receiver, 7) feedback, 8) context. the greatest approach to communicate globally is to use an international language which makes english widely used for most global communication. in a nutshell, the crucial reason for learning english is having the ability to communicate in any condition for effective communication that covers presentation skills, convincing and negotiation skills and interpersonal skills (rini). the elements of communication cover; 1) tone of voice, 2) body language, and 3) verbal communication (mcpheat). considering the role of communication in english that affects social life, through ability in spoken communication. thus, to cope with global demand the indonesian government emphasizes that foreign language, specifically english, is essential to learn and use in global communication which is stated in regulation no. 32 issued in 2013. concerning indonesian students’ english proficiency, the findings by english first, 2020, indonesia's english proficiency index (epi) is on 74th position out of 100 countries in the world and 15th in asia, and 6th in southeast asia which can be said that indonesia has lower english ability than the nearby countries in that region. in other words, indonesia’s position decreased from 61st in 2019 to 74th position. having good foreign language skills, specifically, english, is the way to enter the global society in this digital age (santoso). the preliminary research involving learners of higher education in one of the universities in yogyakarta encountered problems in mastering english, especially listening and speaking skills. more than 50% of the total students explained that they experienced verbal instructions by the lecturers which caused a misunderstanding for they failed to identify the words pronounced. the students also faced difficulties when they had to present or tell their ideas orally that mostly come from a lack of vocabulary, pronunciation, uncertainty and nervousness. they did not practice enough speaking correctly at school and the least widespread issues were difficulties understanding the questions (diyora and diloza). meanwhile, anxiety, motivation, and self-confidence (tuan and mai) are possibly seen clearly in this skill while the learners practice speaking (handayani et al.). listening and speaking skills are defined as interrelated in communicative language courses, and are frequently combined as “oral communication skills” (brown and lee). in speaking (brown and abeywickrama) there are five types that would be utilized to support communication, namely; 1) imitative, known as activity in which the learners are able to simply imitate a word or phrase or possibly a sentence, intonation, jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. pp. 1-13 3 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) rhythm, lexical, and grammatical properties; 2) intensive, an assessment context which demonstrates proficiency of grammatical, phrasal, lexical, or phonological relationship through directed response tasks, reading aloud, sentence and dialogue completion, limited picture-cued tasks including simple sequences, and translation up to the simple sentence level; 3) responsive, which interaction and test comprehension are included in responsive learning outcomes of very short conversations, small talk, standard greetings and responses; 4) interactive, are broken down into two types: transactional language to exchange the specific information, and interpersonal exchanges to maintain the social relationship which become pragmatically complex; 5) extensive (monologues) well known to assess the learners including speeches, oral presentation, and story-telling. meanwhile, the principle of teaching speaking skills emphasizes both fluency and accuracy, ensure that techniques’ complexity is appropriate, provide a technique that sparks the interest of students, encourage the use of authentic language in meaningful contexts, provide appropriate feedback, capitalize in the natural link between speaking and listening, give students opportunities to initiate oral communication, encourage the development of speaking strategies (brown and lee). the communication purposes have not been achieved since in the university english is given for reading purposes where students should struggle to get the information by comprehending the english sources (rini) and be more aware of the strategies to be used in english reading to help them gather the information about the text (abrar et al.). speaking (and listening) becomes the crucial aspect that should be developed and mastered by the higher education students due to its an essential skill in communication, creating situations that can encourage learners to produce english oral communication that provides learners with opportunities to explain concepts and help them to vocalize concrete meaning, by vocalizing concrete meaning, (diyora and diloza) become a consideration of this study. a technology-based media is believed to play a significant part in succeeding the language learning process and a way to solve the higher education students’ problem by making learning english skills more interesting and enjoyable. the utilization of technology is crucial to assist self-understanding (ahmadi), advantageous to the development of students’ receptive abilities than their expressive skills (ngo and eichelberger) in learning english skills, the majority of the college students enjoyed learning by using mobile applications. learning media is exploited as a media to enhance students’ experience in studying so that the materials presented are easier to understand and might be used to encourage independence. due to the characteristics of the higher education students, generally, they need some tools to assist them in the learning process so they can obtain and achieve the learning objectives. as stated by (shoffa et al.) learning media is a tool to deliver messages or points to the receiver in the communication process. by utilizing the media, it not only supports the learners in increasing their ability and knowledge but also supports the educators in delivering the materials easier and clearer in any kind of context, and gives the opportunity of evaluation in media technology. some advantages of using digital media in education are making the learners more enthusiastic in learning, assisting the educators in conveying the concept accurately, providing visual experiences that are more interesting than conventional media (shoffa et al.). meanwhile selecting digital media that would be used for teaching should be based on certain considerations that involve some criteria: the appropriateness of learning outcome, suitable with the learning process, the content and jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 4 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) learning materials are both extremely beneficial, ease of acquiring media, accessible, efficient, appropriate with the way students’ think, suitable with the environment and its criteria, ability of educators and effective towards learning environment (supriyanto in shoffa et al., 2021)). moreover, supported by the research finding done by (praheto et al.) the results of the study showed that the used of interactive multimedia is more effective in learning language skills. furthermore, interactive multimedia could be utilized to learn independently outside of the classroom. this study would address the emerging issues as an effort to provide effective instructional media to support the learning of english as a medium of global communication. the objectives of this study covered; 1) analyze the needs of higher education students, 2) present the design of the interactive digital media and 3) discover the higher education students’ progress after learning by utilizing the interactive digital media. exclusively it is specifically aimed at designing an interactive digital media that would assist the learners in acquiring speaking skills and develop their self-learning through it with its flexibility and accessibility. an interactive digital media was chosen in this study because it is computer-driven that accommodates two-way conversation between the users and the system through the instructions and the response tool (griffey) and consists of texts, graphics, pictures, audios, videos and animations which is integrated (fikri and madona). the interactive media to support students gaining communication skills independently would take the form of a mobile application by using i-spring 9 to provide interactive tools which include photos, videos, animations, quizzes and answer keys. it is worth being used as an alternative media in online learning during the covid-19 outbreak (fadillah et al.). fundamentally, the interactive digital media was chosen to assist the students in gaining the skills by providing some activities and its feature based on the needs; provide the video to explain the content of the materials, brainstorming by employing the audio and some quizzes to make more interactive gather the students’ attention, and provide the activities related with the indicators. 2. method this study was classified as design-based research (dbr) which focused on designing interactive digital media using the assure model as an instructional media and implemented in six stages: analyze learners, state standards and objectives, select strategies, technology, media and materials, utilize technology, media and materials, require learners participation, evaluate and revise. it was conducted in two faculties namely; the faculty of economy and the faculty of teacher training and education in one of the private universities in yogyakarta which involved students as participants who have taken the "bahasa inggris 1” course in the academic year of 2020/2021. the data were obtained through some instruments: tests, questionnaires, interviews, and observation. the questionnaire which consisted of 30 likert scale questions was employed to obtain the need analysis of the students and the problems which were encountered by the students. then, open-ended interviews were used to gain the data related to students’ behavior, problems, and learning skills during the learning process. afterwards, convening the pre-test and post-test was also used to acquire the students’ competencies. jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. pp. 1-13 5 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) 3. finding and discussion as stated, assure model was utilized as an instructional design media for this study. the data gained would be discussed in need analysis, media development, expert judgment and revision, and the usage of the designed interactive media. need analysis the need analysis was aimed to analyze the characteristics of the learners, competencies and learning skills. first, this study conducted the interview session with the lecturer virtually by zoom meeting to obtain information about the students (characteristics, english proficiency) and problems encountered. it was discovered that only a few of the students responded to the lecturers during the learning process and discussion; while others remained silent. in contrast, when the lecturers used bahasa indonesia, most of them responded as well and looked comfortable expressing their ideas in bahasa indonesia. regarding the students’ english proficiency, they could be classified as a post beginner or elementary group as well-known as an a2 level related to (cefr) common european framework of reference (little) based on the midterm-final exam result and observation during the learning process. this group were considered as those who could communicate in english within a limited range of contexts; verbally and written but were not aware of the grammatical form. further, students were categorized as visual and kinesthetic learners. 54,9% of the students prefer utilizing the visual contents; pictures, maps, videos, graphs, diagrams and posters. they enjoyed learning by watching the lecturer or the materials presented, memorizing written things and when processing or retaining the information, they had a tendency to glance upwards. 38,7 % of them belonged to kinesthetic that they understood better when actively learning through doing activities and usually preferred group work more than others (pritchard). following that, the data of the need analysis would be summarized in table 1. table 1. need analysis result aspects descriptors results need competence the ability to communicate using english spoken and written correctly and confidently want media students learn better by using visual media; ● video: 93% ● audio: 91% ● pictures: 86,5% english skills the skills need to develop; ● listening: 74% ● speaking: 72% lack attitude students behavior toward learning process; ● not enthusiastic in class 75% ● used first languagebahasa indonesia: 71% proficiency post beginner (a2) level performance students encountered the obstacles; ● verbal instructions: 54,8% ● discovered the meaning: 77,5% ● express the ideas orally: 70,9% ● pronounce the words: 45,2% jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 6 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) media development the process of designing media involved the second, third, and forth stages of assure: state standards and objectives, select strategies. it was started by designing the blueprint of the english syllabus and materials, storyboard of the media, flowchart, design user interface (ui) and user experience (ux). syllabus is a reference to establish the appropriate content of the materials. this study used a competency-based syllabus which is designed to emphasize more on the concept of competency and tends to focus on the outcomes or outputs of learning. (richards and rodgers). hence, instead of their knowledge of the language, the emphasis is on how the students could use it by providing a list of competencies that would be covered in the course; and these are typically required of students in real world situations. the competencies consist of a description of the essential skills, knowledge, attitude and behaviors required for effective performance of an authentic task or activity. subsequently, the syllabus was designed for students which are required to demonstrate specific language skills that they have already learned during the course (richards and rodgers). instead, selecting a topic and designing the material or activity to be taught, followed by selecting concepts, knowledge and skills that comprise that field of knowledge. the learning background would be about the academic field and some based on real life. subsequently, the higher education students are supposed to be able to communicate in english through spoken and written well and confidently as stated as core competence. the topics that should be learnt covers self-identification, describing people, describing things, substances and conditions, comparing and contrasting, telling future, forming questions, telling procedures or instruction, telling reportage, giving advice and solution, and the last id cause and effect. since they are higher education students, the topics accommodate the global expectation and personal awareness; and the materials that contain language components grammar, vocabulary, comprehension, fluency, pronunciation and task (brown and abeywickrama) and are given in the pre intermediate level. among those topics, the main goal in this study, students would learn one topic in a single meeting and were expected to be able to introduce themselves using personal branding both orally and written. it was aided by the availability of activities to assist students to meet the learning objectives. the activities such as; identify the personal branding by analyzing the personal qualities, demonstrate how to do self-introduction by practising the imitative speaking activities, and describing their branding by utilizing the self-introduction through email format and extensive speaking as well-known as a monologue to introduce themselves by explaining their personal qualities. the designed interactive digital media was named as ecom (english communication materials) application and it consisted of some sections of each unit: materials, brainstorming and activities. it presented; 1) a welcoming section as the opening and provides the competencies to achieve including the basic competence and indicators; 2) a menu of materials in which students could choose the menu instead of personal branding and self-introduction consists of explainer video and interactive brainstorming in each; 3) activities menus such as identifying the personal branding through analyzing the strengths and weaknesses in a written way, practicing selfintroduction professionally to emphasize in explaining the personal qualities through email format; 4) speaking activities, the media provided warming up through imitative, and extensive speaking. students could imitate the language expressions so they practice pronouncing them correctly. the imitative speaking activities could also be used for improving students' listening skills. another activity was given in a monologue by jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. pp. 1-13 7 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) performing how to do self-introduction by implementing the personal qualities they have learnt. this designed interactive media was made to assist the students in enhancing their language skills and grow themselves more professional. as found out in the questionnaire result, students' reasons for learning english are to prepare themselves in boosting their quality after graduation to obtain a brighter future through a good job. the visual of the ecom application would be presented as shown in figure 1. figure 1. the layout of ecom application expert judgment after the development of the media was completed, an expert judgment needed to be conducted to seek-search the appropriateness and validity of the learning media whether it is appropriate to be used or not. the validation of the english materials/content covered learning objectives, material selection, accurate and current information, content validity, sources, activity, interest level engagement, effectiveness rating, the practice of relevant skills (speaking), ease to use and cognitive learning aids. meanwhile, media design validation covers user guide and direction, multisensory experiences, colour, communicative, visual appeal, and stimulates creativity adapted from (smaldino et al.) the evaluation given by the experts stated that the designed interactive media was appropriate being used but it needed some revisions. there were some points related jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 8 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) to product revisions covered; materials, activities, layout, and design. the materials were considered incomplete and monotonous so that the experts suggested adding more presentations on the language expressions, examples of each point that could guide the students comprehending the materials given. further, the activities provided in the designed media were said to be unmatched with the learning objectives; it was suggested to change the activities that accommodate the focused skill, speaking. moreover, some of the buttons of the designed media did not work well. the buttons did not give a reaction when they were pressed by the users. table 2. average score of expert judgments expert judgment for the designed interactive digital media evaluation on english content evaluation on media materials/ content category media design category expert a 3,5 adequate 3,1 adequate expert b 4,3 good 4,4 good expert c 3,9 adequate 4,4 good average 3,9 adequate 4,0 good table. 2 shows the average score of expert judgment both on english materials or content and media design. from the total score of 5, the media was said to be good with a score of 4,0; whereas the materials or content presented in the designed media were categorized as sufficient with a score of 3,9 which was very close to 4. however, it seems that the content needs some revisions in order to be more appropriate for the students. implementation considering the result of expert judgment which the media was ready to use. hence, the implementation was carried out to present the media contents and demonstrated how to utilize the ecom application as a learning tool. it was conducted virtually by zoom meetings which were carried out in 45 minutes and attended by the 15 students. in the first instance, the students were informed about the result of the pre-test which most of the students still did self-introduction incorrectly and unprofessionally. subsequently, they got explanations about what personal branding is, how to analyze personal branding and the importance of having personal branding. afterwards, the discussion on how to do self-introduction professionally through using personal qualities as well-known as personal branding was carried out. as a result of the fact that some of them still did not understand how to do selfintroduction, providing examples was the best choice to make them catch up and imagine to practice. hence, the limited time that we had for having implementation, we directly demonstrated how to operate the ecom application. the students needed to install it on their android smartphones which took no less than 2 minutes. later on, the students encountered the welcoming page on the application, continued with the competencies page, and the materials menus. after students caught up with the instruction, they jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. pp. 1-13 9 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) operated the application by choosing the materials page of “personal branding” and “introducing oneself”. thereafter, students could play the videos provided there to acquire definition, function, examples and the vocabulary list used for describing the personal branding. then, they dealt with brainstorming by 1) matching the adjectives and their meaning, 2) filling the blank based on the audio played. moreover, students practiced analyzing personal branding and self-introduction based on the examples provided through written and audio on it. they even improved their pronunciation and speaking by doing the imitative activity provided which related to practicing the language expressions used for doing self-introduction. eventually, the students had opportunities to practice how to do self -introduction by doing the activities on that media by clicking the button to record their speaking and submit to the submit button. during implementation, it could be seen that the students were enthusiastic about using the application since it supported their speaking skill through the activities provided. the utilization of the designed interactive digital media in order to discover the impact of the media, this study carried out the pre-test and post-test to measure the english proficiency of the learners before and after implanting the media. to assess the learners’ ability in speaking, it utilized oral proficiency scoring categories adapted from (brown and abeywickrama). it was employed to assess in any kind of spoken aspects including the grammar, vocabulary, fluency, pronunciation and task, which 20 is the score maximum in each. figure 2. students’ test score figure 2 informed the improvements of the students after having implementation using the ecom application. for the pre-test, the students obtained an average score of around 54,3 and after implementation, the score of the post-test increased to 67,1. it could be conveyed the successful improvement of pre-test and post-test conducted around +12,8 in only having one meeting. it means by considering the outcome, the media could be claimed to support students in acquiring language abilities and competencies. 0 20 40 60 80 pre-test post-test average score average score jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. 1-13 10 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) students’ feedback on the designed media after the implementation of using the designed interactive media in teaching, a likert-scale questionnaire (creswell) which was adopted by (leow) and (cunningswort) was distributed to students to get their feedback. based on the questionnaire distributed to figure out the students’ feedback after implementing the media. the data presented showed positive results about students' judgment toward the interactive digital media used in this study. table 3. students’ feedback aspects score score (%) category learners-centered environment 87% very good use of media 85,2 % very good understanding the content 88,2% very good motivation 91% very good content organization 86% very good availability of feedback 90% very good speaking skill 85% very good total score 612,4% average score 87, % very good it was seen from table 3 that all of the aspects of the media were considered very good by the students by gaining a score of 87%. students admitted that the designed media was well organized and easy to use (85%) which helped them in practicing their speaking (85%) that would boost their spoken communication skill. further, since the materials were designed by considering the level of difficulties, students gave high scores between 86-88 for three aspects: layout, learners-centered, and content. they also appreciated that the instructions and examples provided in each task made the learning easier. the highest score (90%) was given to the availability of feedback and motivation. the feedback provided as the follow-up activity could successfully increase the students’ motivation for learning english. in short, the designed media known as ecom application was said to be satisfactory suitable for being used as an alternative learning media to improve the spoken english communication skill. conclusion education during the pandemic of a covid-19 outbreak is one of the most affected sectors that forces us to adapt by changing face-to-face learning patterns into distance learning which is carried out online. this condition needs awareness from all parties, especially teachers, to switch and substitute the teaching-learning process from the traditional media into a more student-centered digital media that promotes digital and self-learning. this study tried to answer such a situation by designing interactive digital media to support higher education students to enrich their english spoken communication skill to meet the global demand. the designed media that offers interactive activities, audio, jele (journal of english language and education) issn 2541-6421 vol. 7, no. 2, december 2021, pp. pp. 1-13 11 bondan setiawan & restu arini (designing an interactive digital media to support higher education students' english spoken communication skill) visual content such as videos, pictures, and games is constructed to establish the english materials and learning environment more enjoyable, interesting, and motivated. meanwhile, the interactive activities promote independence in learning while the feedback helps students to practice speaking and boosts their spoken communication skill that becomes the concern of this study. through this study, the issue of how interactive digital media is believed as an appropriate learning tool that could assist the students in gaining knowledge and boosting their english skills is proven. fundamentally, the advantages of the designed interactive digital media named as ecom application encompasses the availability that can be accessed via smartphones owned by all the students, the execution of various assigned tasks which could encourage students’ enthusiasm in learning, as well as improve learning outcomes and facilitate attempts to accomplish learning objectives. for this reason, it was supported by the students’ feedback that interactive digital media successfully helped them in practicing english spoken communication skills more confidently and accurately. consequently, utilizing digital media in the learning environment as well as in online learning is strongly suggested. therefore, teachers and also the related parties must consider this for the betterment of the teaching-learning process and the improvement of the education quality. references abrar, m, et al. 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(2015). factors affecting students’ speaking performance at le thanh hien high school. no. 2, pp. 8–23. vol 1. no. 2, december 2015 issn : 2460 7142 ii jele journal ofenglish languageand education editorial board chairperson : dr. hermayawati, m.pd. editorial staff : elysa hartati, s.pd., m.pd. restu arini, s.pd., m.pd. agustinus hary setyawan, s.pd., m.a. wilujeng asih purwani, s.pd., m.a. ika kurniawati, s.pd., m.pd. language consultant : prof. dr. soepomo poedjosoedarmo (gadjah mada university) dr. issy yuliasri, m.pd. (state university of semarang) drs. barli bram, m.ed,ph.d (sanata dharma university) dr. dwi anggani l.b., m.pd. (state university of semarang) sayit abdul karim, m.pd.(technology university of yogyakarta) issn : 2460 7142 address : english education study program faculty of teachers training and education mercu buana university of yogyakarta jl. wates km.10 yogyakarta 55753 phones : (0274) 6498211, 6498212 fax : (0274) 6498213 email : jurnal.umby@gmail.com preface journal of english language and education (jele), to appear twice a year (in june and december) for lecturers, teachers and students, is published by the unit of scientific publishing and intellectual property rights, mercu buana university of yogyakarta. this journal welcomes articles which have never been published elsewhere and are not under consideration for publication in other journals at the same time.articles should be original and typed, 1.5 spaced, about 10-20 pages of quarto-sized (a4), and written in english. for the brief guidelines, it is attached in the end of this journal. vol 1. no. 2, december 2015 issn : 2460 7142 iii preface we proudly present the journal of english language and education (jele) vol.1, no.2 whichis presented for practitioners and researchers in accomodating their findings of research. by sharing the idea through this journal, it is expected that issues dealing with the english language and teaching can be overcome as it can be a reference to conduct a new research in the future. this journal comprises seven articles concerning on linguistics and english language teaching. they are categorized into discourse analysis, syllabus design and techniques to teach english that aim to improve the quality of englishlearning. we would like to thank to the contributors who have already participated in sharing the ideas towards the content of this journal. we would like also to express our sincere thanks to all members of editorial board who have worked hand in hand in creating this journal. we hope that this fine collection of articles will be beneficial and valuable to stimulate a further research. yogyakarta, december 2015 editor vol 1. no. 2, december 2015 issn : 2460 7142 iv table of content vol.1 no.2, december 2015 editorial board ................................................................................................. ii preface ............................................................................................................. iii table of content ............................................................................................... iv “the use of recast in teaching of grammar for high and low achievers” olyvia revalita candraloka ............................................................................ 108-118 “project-based collaborative writing in teaching grammar for students with high and low motivation” kuntonurcahyoko ....................................................................................................... 119-135 “integrative grammar in teaching academic writing” nicolas lodawik ouwpoly ............................................................................... 136-150 “the realization of interpersonal negotiation in the conversation” elysa hartati .................................................................................................... 151-169 “discourse as social practice on abdul qodir jaelani (aqj) case” suhartinisyukri dan isna humaerah ............................................................... 170-183 “the effectiveness of classroom discussion in improving english speaking skill among the students of smp n 3 depok” agustinus hary setyawan ................................................................................ 184-202 “the 2013 curriculum based syllabus for senior high school’s english extracurricular program” masrur mustolih .............................................................................................. 203-215 notes for contributors ...................................................................................... 216 vol 1. no. 2, december 2015 issn : 2460 7142 151 the realization of interpersonal negotiation in the conversation elysa hartati english education department, faculty of teachers training and education, mercu buana university of yogyakarta email: hartatielysa@gmail.com abstract this study aimed toinvestigate how the students of english department of the state university of semarang realize interpersonal negotiation in their conversation and find out what kinds of problems that emerge when the students have an interpersonal negotiation in their conversation.in analyzing the data, the descriptive qualitative approach was employed with small quantification was made to support the analysis. besides, the choices of mood, modality, speech roles as well as clause category were applied to analyze the data.the research findings showed that from the observation towards 10 (ten) students done by practicing the conversation in pairs, there were only 3 (three) pairs that could realize the interpersonal negotiation in their conversation. most of students used declarative mood types (56.6%) more in their conversation. it indicated that they wanted to initiate the exchanges by giving information more often. the modality that they used most was probability modalization (41.2%). with high and medium categories of probability, the students expressed their idea of the situation given.though the students produced declarative mood more in their conversation, it did not directly indicate that they could realize interpersonal negotiation well. most of the declaratives produced was more maintaining the information exchange. the giving speech roles of the clauses produced by the students sometimes were inappropriate with the topic being discussed. it made the conversation inconvenient. even though the use of modalization and modulation to express interpersonal negotiation was not problematic, they did not use it optimally; only 17 clauses out of 143 clauses made use of them. keywords : realization, interpersonal negotiation, conversation introduction the most distinctive human characteristic is the ability to use a language. with it people can communicate to each other, sharing their ideas, solving their problems, expressing their feeling, etc. as a human of society, people need to communicate with lots of people in a day period. even they do not know each others; they can communicate by having a conversation. conversation is the product of speaking skill which is like the other skills that is more complicated than it seems at first and involves more than just pronouncing words. conversation in english, especially, makes some problems in practicing itparticularly to mailto:hartatielysa@gmail.com vol 1. no. 2, december 2015 issn : 2460 7142 152 the country which uses english as a foreign languge, like indonesia. beside we have to pay attention to the means of vocabularies, pronunciation, and the situations where the conversation takes place, we also have to think about the purpose when we speak to others. in other words, we can say that language itself has purposes when we use it to communicate to each other in a conversation. we may speak with a specific goal in mind to achieve, such as finding out bus departure or arrival times, or inviting friends to dinner, or reserving a flight to sydney, but we may also speak just to have a chat with someone with no particular goal in mind. that is what so called language is interpersonal as well as transactional (berendt, 1981 in murata, 2002). as a language is transactional and interpersonal, the negotiation of language becomes a part that should be considered when having a conversation. they are two kinds of negotiation; interpersonal negotiation and transactional negotiation. both negotiations can influence the purpose of the conversation which then differ it becomes two types. brown (2001: 273) states there are two types of conversation. they are transactional conversation and interpersonal one. the purpose of transactional conversation is to convey or exchange specific information. moreover, the purpose of interpersonal conversation is more maintaining social relationships than transmittingfacts and information. actually both of them are important in having conversation but they must be balanced in their purpose of communication. it will be easy if we onlystudy transactional conversation because it is often learned in classroom learning process, started from elementary school, junior high school, senior high school up to university level. but then, in interpersonal exchanges, oral production can bepragmatically complex with the need to speak in a casual register and use colloquial language, ellipsis, slang, humor, and other sociolinguistic conventions. hence, the research is conducted to know 1) how the students of english department realize interpersonal negotiation in their conversation and 2) what kinds of problems that emerge vol 1. no. 2, december 2015 issn : 2460 7142 153 when the students have an interpersonal negotiation in their conversation. it is conducted in the english department of the state university of semarangbecause the students have known a lot about english so that it makes easier to conduct the research and to analyze the data obtained. the essence of interpersonal communication interpersonal communication is a communication which aims to maintain the relationship between the speaker and listener. it is in line with what it is stated by depdiknas (2004: 78) that interpersonal dialogue is conversation to make relationship. relationship is something that is closed to human being. it is how people relate to each other in a society by interaction which is delivered through a language. celce-murcia, 2001 in astuti (2009: 7) states that interpersonal language is “socialtypes” talk, it is more person oriented than message oriented. the features of interpersonal language are those of identifying with the other person’s concerns, being nice to the other person, and maintaining and respecting “face”. this is how people can function the language they use for the sake of keeping personal relationship so that it will not hurt the persons involved in the conversation. furthermore, there is a definition which sees interpersonal conversation from its process. west (2006: 16) states that interpersonal communication is the process of message transaction between people to create and sustain shared meaning. there are three critical components embedded in this definition: process, message transaction, and shared meaning. a process means that it is an ongoing, unending vibrant activity that is always changing. a message exchange means that the transaction of verbal and nonverbal messages is being sent simultaneously between two people. messages, both verbal and nonverbal, are the vehicles we use to interact with others. then, meaning is the central to the definition of interpersonal communication because meaning is what people extract from a vol 1. no. 2, december 2015 issn : 2460 7142 154 message. besides, verderber, 2007 in edwards (2007) also defines that interpersonal communication is the process through which people create and manage their relationships, exercising mutual responsibility in creating meaning. in other words, when people communicate with others, it is not only meaning they share but the way they share it is also considered more in other that it will not threaten others’ face. from the definitions above, interpersonal communication can be defined as communication which happens in an ongoing process that is unpredictable either the beginning or ending where two people or more are sharing and creating their meaning in the purpose of making relationships or social purposes.interpersonal conversation has the purpose of maintaining social relationships (brown, 2004: 142). it is more than just exchanging information. it is more complex than that. a casual register and use of colloquial language, ellipsis, slang, humor, and other sociolinguistic conventions are neededto make the interpersonal conversation. the realization of interpersonal negotiation in the conversation the realization of interpersonal negotiation in the conversation can be analyzed through the use of mood, modality and speech roles of the speaker. mood mood structure can reflect the relationship between speaker and listener. mood analysis is adopted to capture different social roles and role relationships among the participants involved in the talks (eggins and slade, 1997: 90). there are two indicators of power exercises: mood types and evaluative feedback. participant who has more various mood types will be considered more powerful than the participant with less various types. it is refered to patterns of clause type, such as interrogative, imperative and declarative. these patterns have to do with the presence and configuration of certain negotiable elements of clause structure. meanwhile, evaluative feedback is realized through minor clause (eggins & slade, 1997: 94). lexicalized minor clause is the minor clause of fully lexical item, which operates in other vol 1. no. 2, december 2015 issn : 2460 7142 155 structures in the language: e.g. right, exactly, good grief, bloody hell, ok, fine, and great. modality the analysis of modality is actually a continuation of the analysis of mood. hartono, 2004 as quoted by nurjanah (2006: 28) also argues that relevant cognitive functions determining modal expressions are interpersonal power relation and the expectation of the agents involved in a speech situation. for example, when somebody says i must go now, she indicates that the listener has some power over her, and that the listener expects her to stay, but there is some other stronger power that forces her to leave. there are two kinds of modality. halliday (1994: 356) categorizes it into modalization and modulation. modalization is a way of tempering the categorical nature of the information we exchange. modulation is a way of tempering the directives with which we seek to act upon each other. modalization tempers of the message with reference to degrees of frequency or probability, while the modulation is the qualification of the message with reference to degrees of obligation, inclination and probability. speech roles analyzing speech roles is done to see dialogue from discourse point of view. this tells us how while enacting social roles, participants are constantly negotiating relationships of solidarity and intimacy. speech role analysis, together with grammar/ mood analysis, will contribute to the understanding of how participants enact their interpersonal differences, and therefore, how power is negotiated through talk (eggins & slade 1997: 179). the speech role analysis is adopted to further elaborate control over turn taking; that power can also be exercised by controlling topics. fairclough (1989: 636) states that the topic or topics of an interaction may be determined and controlled by the more powerful participant. there are two kinds of speech roles. wignell (1994: 22) divides them into giving and demanding. giving means invite to receive whereas demanding means invite to give. the commodity of role itself can be goods and services or information. it can be vol 1. no. 2, december 2015 issn : 2460 7142 156 seen in the table below. table 1. speech roles and commodities in interaction speech role commodity exchanged information goods and services giving statement offer demanding question command (halliday in eggins, 1994: 151) from the combinations of speech role which are delivered by the speaker above, of course as the addressee has some discretion to respond to the role either positive or negative utterance. if it is an offer, the addressee can accept or reject it. if it is a statement, the addressee can acknowledge or contradict it. if it is a command, the addressee can undertake or refuse it. afterwards, if it is a question, the addressee can answer or disclaim it. all of them can be analyzed to see the speaker roles to their power relations in the conversation. it is summarized in the table below. table 2. speech role pairs methods the descriptive qualitative approach wasapplied in conducting this research. the data of this study were the transcripts of the conversation recordings that the students had done. the conversation was done by ten students of englishdepartment on fifth semester. it was recorded by using recorder and handy cam.then, the conversation was trancribed and analyzed into documentary sheets. those sheets contained the clauses, analysis of mood, modality,speech roles, and clause category.finally, the data were identified and interpreted. initiating speech role responding speech role positive negative offer accept reject statement acknowledge contradict command undertake refuse question answer disclaim vol 1. no. 2, december 2015 issn : 2460 7142 157 findings and discussion conversation analysis 1 table 3. the summary of mood choices in conversation 1 from the table, it could be seen the number of clauses produced by s-1 and s-2. in this conversation, s-2 spoke a lot than s-1. it meant that s-2 was dominant in the interaction. all speakers produced high number of declaratives and s-2’s number washigher than s-1’s. this assumed that s-2 got to initiate exchanges by giving information more often than s1. s-1 did not produce any polar interrogative while s-2 produced 3 (three) polar interrogatives. it meant that s-1 was only providing information or responding the questions from s-2. s-2’s wh interrogative was more than s-1. this was her way to initiate the topic. even s-2 changed the topic in this conversation twice which made it inconvenient because it might indicate that s-2 could not negotiate well the topic beingdiscussed so she changed the topic. it could be seen in the turn 3 and 9. next, s-1’s imperative was more than s-2’s. it indicated her way to enact some authority because she mood (clause type) s-1 s-2 number of clauses 13 17 declarative 5 7 polar interrogative 3 wh interrogative 2 3 imperative 2 1 minor 4 3 modalization probability high median low 2 (incongruent, subjective explicit and modal finite) modulation inclination high median low 1 (modal finite) total no. of modalities 3 vol 1. no. 2, december 2015 issn : 2460 7142 158 had been demanded by s-2 continuously. the minor clause produced by s-1 was more than s-2. it indicated her non initiating role in the interaction. her position was more compliant than s-2. however, from the total major clause produced by the speakers compared with minor clause produced, the margin was too far. it indicated that the speakers in having conversation ignored the use of minor clauses which characterized the interpersonal negotiation which was more encoding interaction not exchanging information. from the point of modality, s1 did not produce it at all. while s-2 produced two probabilities which were high categorized. it indicated that she was very sure when producing those clauses. s-2 also used one inclination with medium category that meant she was not too willing when she told it to s-1. conversation analysis 2 table 4. the summary of mood choices in conversation 2 the number of clauses produced by s-3was more than s-4. it indicated that s-3 was dominant in the interaction. because of his dominance, mood (clause type) s-3 s-4 number of clauses 11 8 declarative 2 3 polar interrogative 2 1 wh interrogative 2 imperative 1 1 minor 4 3 modalization probability high median low 1 (incongruent, subjective explicit) 1 (incongruent, subjective explicit) modulation obligation high median low 1 (modal finite) total no. of modalities 3 vol 1. no. 2, december 2015 issn : 2460 7142 159 he initiated the topic by producing polar interrogative, wh interrogative and imperative. s-3 produced polar interrogative twice in this conversation. however, those polar interrogatives were used to get s-4’s truth because he always used the word “really” in his clause to make him sure, for example. turn clause 9 and do you really not make this room …mmm look so bad and.. 11 are you really? by using the interrogative and imperative, s-3 had changed the topic twice. it could be seen in turn 5 and 9. thus, it made the conversation inconvenient because the topic was always changed by s-3 as he could not negotiate the previous topic proposed by s-4 well however, the s-4’s declarative was more than s-3’s. it indicated that he was giving information morethan demanding responses. it could be known from the total of the other mood types. he never produced wh interrogative and imperative. only one polar interrogative he produced. and it was used to make sure his argument towards s-3.although s-3 seemed to have the authority in this conversation because of so many interrogatives or imperatives produced, actually it was not him who held it but s-4 did. it was because of his modalization and modality used to respond the s-3. s-4 used two kinds of probality with high and medium category to make the s-3 sure, as well as an obligation with median category when he ordered s-3 to remember what happened with their room previously. the minor clause produced by s-3 was more than s-4. it indicated his non initiating role in the interaction. though the margin between the major clause and minor clause was not many, it still meant that the speakers in having conversation did not pay to the use of minor clauses as one of interpersonal negotiation characteristics. conversation analysis 3 the number of clausesproduced by both speakers was thesame. it meant that both of them were dominant each other in the interaction. s-5’s declarative mood type was more than s-6’s. vol 1. no. 2, december 2015 issn : 2460 7142 160 table 5. the summary of mood choices in conversation 3 it indicated that s-5 got to negotiate exchanges by giving information more often than s-6. there was no polar interrogative produced by the speakers. s-5 did not produce any wh interrogative while s-6 produced 3 (three) wh interrogatives. s-6 took role as an initiator here. although she became the initiator of the interaction, she never changed the topic. it made the conversation convenient because she could negotiate the topic being discussed well. however, from the total number of imperative produced by s5, it was more than s-6. this was the way s-5 enacted some authority than s-6. therefore, the authority of both speakers could be said balanced. s-6 used high proportion of minor clauses, indicating her supportive and providing feedback. but then, in this conversation the use of minor clause was still few if compared with the total major clause produced. it could be concluded that the speakers still ignored the use of minor clauses which characterized the interpersonal negotiation in their conversation. from the modality point of view, s-5 only produced one obligation with median category in mood(clause type) s-5 s-6 number of clauses 14 14 declarative 9 6 polar interrogative wh interrogative 3 imperative 3 1 minor 2 5 modalization usuality high median low 1 (mood adjunct) modulation obligation high median low capability 1 (modal finite) 1 (modal finite) total no. of modalities 1 2 vol 1. no. 2, december 2015 issn : 2460 7142 161 order that s-6 trusted him, whereas s6 produced two kinds of modality there. therewere usuality with low category and capability realized in the form of modal finite. conversation analysis 4 table 6. the summary of mood choices in conversation 4 from table 6, it could be seen the number of clauses produced by s-7 and s-8. in this conversation, s-8 spoke a lot than s-7 with few margin. it meant that both of them were dominant in the interaction. all speakers produced high number of declaratives and s-7’s number was higher than s-8’s. this assumed that s-7 got to negotiate exchanges by giving information more often than s-8. s-8 produced polar and wh interrogatives more than s-7. this was s-8’s way to initiate the topics while s-7 was only providing information or responding the questions from s-8. both of the speakers also produced imperative mood type with the same number. that made them demandto each other. the minor clause produced by s-7 was more than s-8. it indicated her non initiating role in the interaction. her position was more compliant than the s-8. however, mood(clause type) s-7 s-8 number of clauses 12 11 declarative 5 4 polar interrogative 1 2 wh interrogative 1 2 imperative 1 1 minor 4 2 modalization probability high median low 1 (incongruent, subjective explicit) 1 (incongruent, subjective explicit) 1 (modal finite) modulation capability 2 (modal finite) total no. of modalities 3 2 vol 1. no. 2, december 2015 issn : 2460 7142 162 from the total major clause produced by the speakers compared with minor clause produced, the margin was quite far. it indicated that the speakers in having conversation ignored the use of minor clauses which characterized the interpersonal negotiation which was more interactive if compared with transactional negotiation that enabled to use written language more. from the point of modality, s7 produced three kinds of probability with all different categories; high, median, and low. it meant that sometimes she was very sure with her opinion and sometimes she was not. s8 produced two capabilities which were realized through modal finite; could and can. it showed her curiosity towards something which happened. conversation analysis 5 table 7. the summary of mood choices in conversation 5 the number of clauses produced by s-9 was higher than s-10. it indicated that s-9 was dominant in the interaction. s-9’s declarative was also more than s-10’s. it indicated that she was more giving information than demanding responses. it could be known from the total of the other mood types. she never produced polar interrogative while s-10 produced it mood(clause type) s-9 s-10 number of clauses 27 16 declarative 15 4 polar interrogative 1 wh interrogative 1 1 imperative 4 6 minor 7 4 modalization usuality high median low 1 (mood adjunct) modulation obligation high median low 1 (modal finite) 1 (modal finite) total no. of modalities 2 1 vol 1. no. 2, december 2015 issn : 2460 7142 163 once. it was said in order to get s-9’s attention. both of the speakers produced wh interrogatives with the same number. it indicated that they wanted to initiate the topic each other. finally they made exchanging topics in this conversation which could be seen in turn 11 and 12. too often in exchanging topic was not good in the conversation because it would make the conversation inconvenient. the topic would change whenever the speaker could not negotiate the topic being discussed. it would not make the conversation flow well.in this conversation, s-10 produced imperatives more than s-9. it was used as the effort to enact the authority of interaction. s-9 produced two kinds of modality in this conversation. they were one probability with high category and one obligation with high category. it showed the certainty of the speaker when delivering those clauses. s-10 only produced one obligation with high category. it also showed her strength when producing it. the minor clause produced by s9was more than s-10. it indicated her non initiating role in the interaction. her position was more compliant than the s-8. however, the margin between the total of major clause and minor clause was too many. it still meant that the speaker in having conversation still did not consider the use of minor clauses as one of the interpersonal negotiation characteristics. interpersonal negotiation analysis by seeing the distribution of speech roles in the coding sheet, it could be known whether in the conversations, the speaker could realize interpersonal negotiation or not. it could be indicated by the distribution of giving speech roles and its responses rather than demanding and its responses. conversation 1 among 15 (fifteen) turns that the speakers produced, there were four turns realizing interpersonal negotiation. see table 8. all of the clauses above were in giving speech roles with its responses.it indicated that speakersdid interpersonal negotiationbecause there was no demanding and answering showed in the above clauses.they spoke like having a chat in vol 1. no. 2, december 2015 issn : 2460 7142 164 communication. when s-1 saidi feel fine in every condition, s-2 responded it directly without any demanding from s-1 by saying you will be nice, like giving compliment, then it came back to the topic discussed by stating the second clause; jill it must be you who’d everything. table 8. interpersonal negotiation analysis 1 the interpersonal negotiation also could be realized in turns 11 and 12. when s-2 stated her ideas that s-1 was only one in the room while she was going out, s-2 then responded it that she had no idea about it. it was only giving and responding in those clauses, no demanding speech role there. conversation 2 there was no interpersonal negotiation realized in this conversation. most of the speech roles were demanding and answering. the speakers produced 12 (twelve) turns, but all of them were transactional. s-3 always gave some questions to s-4 then s-4 answered them. it happened continuously. conversation 3 only 9 (nine) turns wereproduced in this conversation. among 9 (nine) turns that the speakers produced, there were 4 (four) turns realizing interpersonal negotiation. it was indicated from the speech roles they contributed. those clauses below showed that both of the speakers stated their arguments about the messy room doer. turn no. speaker clause no. clause speech roles 8 s-1 ii i feel fine in every condition giving 9 s-2 i you will be nice. acknowledging ii jill it must be you who’d everything giving 11 s-2 i hey…you are the only one who stay in this room while i'm going out giving 12 s-1 i but i have no idea about this. contradicting vol 1. no. 2, december 2015 issn : 2460 7142 165 table 9. interpersonal negotiation analysis 2 they did self defense each other. it ran smoothly like having a chat because there was no demanding and answering there. they only gave their statement then responded by the opponent and so on. the interpersonal negotiation could be known here by the speech roles produced; therewere giving and its responses. conversation 4 as like conversation 2, therewas no interpersonal negotiationrealized in this conversation. most of the speech roles were demanding and answering. the speakers produced 15 (fifteen) turns, but all of them were transactional. s-8 always gave some questions to s-7 then s-7 answered them and vice versa. however, s-8 gave more questionsthan s-7 did. it indicated that the conversation tended to be a transactional negotiation. conversation 5 among 26 (twenty six) turns produced by the speakers, there were only 6 (six) turns realizing interpersonal negotiation.it could beshown in the table below. from the table, it could be seen that turns 13 to 16 showed both of the speakers gave their opinions about the messy room. s-9 always showed her passiveness to s-10 towards the room while s-10 turn no. speaker clause no. clause speech roles 4 s-5 ii i did nothing. giving 5 s-6 i i don’t believe you. contradicting ii you are the one in the room. giving 6 s-5 i no. contradicting ii you should believe me. giving iii i did nothing. giving iv it was so messy when i came in. giving v you just leave them all messy when you go. giving 7 s-6 i no. contradicting ii foreknown, i never left it messy. giving vol 1. no. 2, december 2015 issn : 2460 7142 166 contradicted s-9’s statements. table 10. interpersonal negotiation analysis 3 from the table, it could be seen that turns 13 to 16 showed both of the speakers gave their opinions about the messy room. s-9 always showed her passiveness to s-10 towards the room while s-10 contradicted s-9’s statements. but finally, they could resolve it which was showed by the statements from s-9 in turn 26. it was only giving and responding in those clauses, no demanding speech role there. that was why the interpersonal negotiation occured. conclusion and suggestion from the observation of 10 (ten) students done by practicing the conversation in pairs, there were only 3 (three) pairs which could realize the interpersonal negotiation in their conversation seen from the speech roles that they produced; those are giving speech role and its responses. most of students used declarative mood types (56.6 %) more in their turn no. speaker clause no. clause speech roles 13 s-10 ii i leave this room with the with the clean situation. giving 14 s-9 i so, it’s your duty to clean up our room. giving ii i don’t care. giving iii i just wanna sleep, okay. giving 15 s-10 i i didn’t did it. contradicting 16 s-9 i you did it. contradicting ii it’s your place when you ehhh…when you were sleeping last night, the right, right? giving iii oh i don’t care. giving 25 s-10 i i don’t want to do it. refusing 26 s-9 i you know because this is my our room. giving ii it is not just my room giving vol 1. no. 2, december 2015 issn : 2460 7142 167 conversation. it indicated that they wanted to initiate the exchanges by giving information more often. the modality that they used most was probability modalization (41.2 %). with high and medium categories of probability, the students expressed their idea of the situation given.though the students produced declarative mood more in their conversation, it did not directly indicate that they could realize interpersonal negotiation well. most of the declaratives produced was more maintaining the information exchange. in other words, the declaratives produced as the giving speech roles were the responses from the demanding speech roles proposed by another speaker previously. the giving speech roles of the clauses produced by the students sometimes were inappropriate with the topic being discussed. it made the conversation inconvenient when the speakers produced them too often because it would influence the exchanging topic being discussed. it happened in conversation 5 in turns 11 and 15. the students also tended to produce major clauses (73.4 %) which indicated that the minor clauses which characterized the interpersonal negotiation were ignored. even though the use of modalization and modulation to express interpersonal negotiation was not problematic, they did not use it optimally; only 17 clauses out of 143 clauses made use of them. in general, the following suggestionsareaddressed to the readers especially those who frequently speak english as their foreign language that the use of interpersonal negotiation in the conversation is a great importance for them to practice speaking english fluently and communicatively. employing interpersonal negotiation when performing a conversation will be helpful for students. therefore, the practice of interpersonal negotiation should be explored more in the english subject such as speaking class in a college.to produce a good speech needs a long process. students need to be trained, practiced, and placed in a circumstance that they have the sense of real communication.at last, the realization of interpersonal negotiation in the conversation as discussed in this paper is also requiredto create good communication skill reflected in the speech we make. vol 1. no. 2, december 2015 issn : 2460 7142 168 references astuti, heri budi. 2009. the problems of the implementation of teaching transactional/interpersonal dialogue based on school based curriculum (ktsp) (the case study of junior high school teachers in teaching 2008/2009 seventh students in semarang). unpublished final project state university of semarang. brown, h.d. 2001. teaching by principles: an interactive approach to language pedagogy (2nded.). new york. pearson education, inc. ---. 2004. language assessment: priciples and classroom practices. new york: pearson education, inc. depdiknas. 2004. kurikulum 2004: standar kompetensi mata pelajaran bahasa inggris sekolah menengah pertama dan madrasah tsanawiyah. jakarta: depdiknas. edwards, chad. 2007. theories and principles of interpersonal communication. unpublished teaching module. online at http://homepages.wmich edu/~cedwards/teachingmodul es/modules/interpersonal%202. pdf. [accessed 17/5/10] eggins, suzanne and diana slade. 1997. analyzing casual conversation. london: casell. eggins, suzanne. 1994.anintroduction to systemic functional linguistics. london : pinter publisher fairclough, norman. 1989. language and power. new york: longman. galvin, kathleen and wilkinson, c.a. 2006. the communication process: impersonal and interpersonal. unpublished paper. online at http://www.roxbury.net/image/ pdfs/mc4ch1sample.pdf. [accessed 3/5/10] halliday, m.a.k. 1994. an introduction of functional grammar. london: edward arnold. murata, yasumi gee. 2002. "how do i respond?": a survey of interpersonal aspects of english in japanese high school oral english textbooks. unpublished paper presented at nagoya university of foreign studies. online at http://www.jaltpublications.org/tlt/articles/200 2/12/murata. [accessed 3/5/10] nurjanah, ela. 2006. power relation in casual conversation occurring in internet online chatting. unpublished final project state university of semarang. west, richard and lynn h. turner. 2006. understanding interpersonal communication: making choices in changing times. california: wadsworth publishing. http://www.jalt-publications.org/tlt/articles/2002/12/murata http://www.jalt-publications.org/tlt/articles/2002/12/murata http://www.jalt-publications.org/tlt/articles/2002/12/murata vol 1. no. 2, december 2015 issn : 2460 7142 169 wignell, peter and linda gerot. 1994. making sense of functional grammar. sydney: gerd stabler. jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 63 exploring the use of social media as an english learning platform during covid 19 pandemic valisneria utami uin fatmawati sukarno bengkulu, jalan raden fatah, pagar dewa, bengkulu 38211, indonesia valisneriautami@gmail.com art ic le inf o ab st ra ct ( 1 0 pt ) article history social media is one of the platforms that can be utilized in the teaching process during covid 19 pandemic. despite the challenge encountered by lectures in adapting virtual learning mode, social media offers several benefits for instance, it provides practicality, interactivity, and engagement. this study aims to explore the use of social media as a learning platform in the english education study program in uin fatmawati sukarno bengkulu. this study employed questionnaires and interviews in collecting the data. sixty students participated to answer the questionnaires and ten students were randomly selected to be interviewed. the result of the study revealed that they showed a positive attitude in using social media as a learning platform. they shared that social media enhances their motivation in language learning and helps them in accessing other learning resources. however, several drawbacks were also yielded such as the absence of authentic language interaction and focus on learning english. thus, despite the convenience offered by social media, having a lecturer in the classroom is still required to maximize the learning process. this is an open access article under the cc–by-sa license. received revised accepted keywords english learning higher education students social media 1. introduction before covid 19 pandemic, online learning has become a widespread method for providing an alternative education which requires new modes of presentation and interaction. for instance, home-schooling for primary and secondary education or indonesia open university for undergraduate and graduate level. this type of learning was favored due to its practicality. the learners can study and access the learning materials without having to come to the classroom. the materials are also various from worksheets, powerpoint presentations, or videos. besides offering practicality, online learning also promotes interaction amongst the learners. through online learning, the learners still can jele@mercubuana-yogya.ac.id mailto:valisneriautami@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ mailto:jele@mercubuana-yogya.ac.id jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) 64 interact with teachers and other learners through giving comments or asking questions. educational researchers and practitioners agreed that interaction is the key variable in learning and satisfaction with distance education courses (wanstreet, 2006). thus, if online learning can facilitate interaction, it will affect learners’ comprehension and contribute to satisfaction in learning. during covid 19 pandemic, this method became mandatory to minimize the spread of the virus as instructed by the government of indonesia. this unplanned and unprecedented situation to society and education changed teachers' work in indonesia and elsewhere (atmojo and nugroho, 2020). it obliges both teachers and learners to adapt with this new method of learning. the first months of the application of online learning yielded pros and cons. this fact comes from numerous studies and research conducted by researchers and practitioners during the pandemic. the cons come from the provision of school infrastructure (rasmitadila, et.al, 2020). the minimal amount of online learning support remains an issue in indonesia still now which causes frustration and demotivation for teachers and learners. for instance, although the indonesian government recently issued a regulation which states that school operational funds could be allocated to buy data packages, the schools still could not fully apply this online learning. the main reason comes from the insufficient connection since the location of school or the students’ house might be in a challenging condition. on the other hand, this new method of learning offers several benefits. several studies find that students show a positive attitude towards the use of the internet as a source of language learning for instance, to some learners who have anxiety talking directly to their teachers or having a discussion with their peers, this type of learning is favorable. furthermore, it encourages the learners to become independent. they have a freedom to access any relevant learning materials besides their teachers. one of the tools that can be utilized is social media. it is practical and accessible for students to find references from open access to journals and e-book to finish their assignments. moreover, by using social media, students are also able to communicate with people from around the world which will be a good chance for them to practice their english. lastly, it helps students’ language learning process as students are able to communicate with people from other countries using the international language. similarly, for teachers utilizing social media can help them in assessing students or in providing supplementary english materials (ubaidillah, et.al;2021). this was also what the researcher tried to share during covid 19 pandemic. i asked the students to create an instagram account for their class. this account functioned as their project as they are asked to create english learning videos according to the polling from their followers. from this experience, i witnessed that social media has a good potential to develop as a learning platform. social media and english language learning social media nowadays has become a part of our daily lives. it allows its user to have conversations, share information, and create content. recently social media gained its popularity because it is one of the media platforms utilized by educators for teaching and assessing students during covid19 pandemic. likewise, students also get benefits from social media because it facilitates them in accessing other learning resources beside their teachers. according to malerba and barcelona (2015), social networks allow language issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) learners to cross-geographical barriers and help english language learners to interact with native speakers and to access distant places and cultures. recent study showed that there are five major social media platforms used for educational purposes. firstly, is youtube. this social media has been found to promote language development, intercultural learning, and motivation with an authentic l2 learning environment. it also could be used as an alternative or supplement to traditional teaching materials (dizon, 2022). secondly is instagram. instagram provides an effective platform for immersing learners in the english language and may be beneficial for teaching vocabulary. the learning content of instagram is usually pretty simple and straightforward. in other words, social media accommodate the needs of students for having simple lessons and it is favorable. overall, instagram may be a viable educational platform for english learners to hold their interest and motivate them to learn. thirdly is twitter. this social media platform is commonly used for providing instant feedback from the teachers or lecturers. it provides an additional channel for students to communicate in their virtual classroom during covid19 pandemic. next is tiktok, which is really popular among generation z. this platform enables its user to create short videos from 15 seconds to 10 minutes. previous related research by english language learners showcased that english language education learners hold a positive attitude towards the application of tiktok in english (xiuwen and razali, 2021). the students feel an improvement in terms of their motivation, pronunciation skill, and vocabulary. last is whatsapp. learning english by this application facilitates discussion which leads to a positive and engaging learning atmosphere (mutofa, 2020). research focusing on the topic of social media and english language learning has been deeply explored and it generally divided into three big themes. first, related to the types of social media as an english learning support. several studies revealed that youtube and instagram are the two major social media used for english language learning (li, 2017; arif, 2019; handayani, et al., 2020). there is no surprise that youtube is the students’ most frequent tool for learning because it facilitates independent learning. another social media commonly visited was facebook and whatsapp. the students can practice speaking in english with friends, teachers, parents, or whoever by using e-mail, video call, or social media (i.e., facebook, whatsapp, twitter, instagram, etc.) secondly is focusing on students’ and teachers’ perception in using social media teaching and learning english. a study conducted by aloraini and cardosu (2020) the literature on students’ perception towards using social media for language learning revealed mixed findings. majorly showed positive perception however others suggest that learners’ perception might vary due to their proficiency in the language. in other words, the level of english proficiency of learners tends to affect the function of social media as a learning tool. another study also showed different results. for academic purposes, the students tend to hesitate using social media. likewise, from the teachers ‘point of view, their engagement with social media did not necessarily favor pedagogical skills. the result of this study also resonates with allam and eliyas (2021) which state that although teachers consider social media as a critical learning tool in efl classrooms, they seem to be hesitant in utilizing it as it might lead to a distraction among some students. thirdly is the application of social media in improving language skill, for example a study about the effect of game based, social media, and classroom-based instruction on the learning of phrasal verbs (roohani and vinchech, 2021). the game-based method was 4 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) the most effective one for learning english phrasal verbs. thus, the integration of gaming applications into the english teaching curriculum to enhance foreign language lexical learning is suggested. other studies also showed that social media can improve students’ oral communication skills such as listening and speaking. despite sufficient studies having been conducted with the theme of social media, very little study is found focusing on exploring the use of social media as a learning tool during covid 19 pandemic in indonesia specifically in the level of higher education under ministry of religious affair. there is also very little study comparing non-english education and english education students using social media. therefore, the researcher is intrigued to conduct this study. thus, the result of this research is to fill the gap to the recent literature of using social media in english language learning. in addition, it also means to share researcher personal experience and thoughts about using social media as a teaching tool during virtual learning. 2. method this study employed a survey as a research design and qualitative study was used in this study to investigate a detailed and in-depth analysis of the use of social media in english learning. survey research was conducted by distributing questionnaires using google forms. the primary data collection of this research is by distributing questionnaires to respondents (creswell, 2014). participants to find participants, the researcher used purposive sampling. it means that the researcher chooses participants because they can help answer the researcher questions (creswell, 2014). in this study, the researcher decided to choose students from two different study program; english education study program and non-english education study program such as from faculty of islamic based business, faculty of sharia. the rationale behind choosing these two types of students is because the researcher would like to examine if there is any difference in perception or attitudes amongst them about using social media in learning english. a total of sixty students from uin fatmawati sukarno bengkulu participated in this study and completed the questionnaire. after that, the researcher chose ten students (five female and five male) to participate in the semi structured interview. the students are from two different study programs, from english education study program and nonenglish education study program. the rationale behind selecting students from different majors is to gain more insight related to the topic of the research. instruments the questionnaire is designed using google form then distributed through whatsapp group. students had to fill out questionnaires which asked about their perceptions of using social media in english language learning during covid 19 pandemic. for the semi-structured interview, it consisted of ten questions. the theme was the duration of accessing social media before and during covid 19 pandemic, the social media preferences for english language learning, the benefits and the drawbacks of using social media for english learning. issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) questions in the questionnaire: 1. how many hours have you spent on social media during covid 19 pandemic? 2. what is your goal in using social media? 3. how many hours do you spend learning english through social media? 4. what is/are social media you frequently visit for learning english? statement in the questionnaire: 5. learning english from social media is fun and engaging. 6. learning english from social media can reduce my anxiety when i have to participate in the classroom. 7. social media makes me more independent in learning english. 8. learning english from social media is more understandable. 9. learning english from social media helps me in accessing other learning resources besides from my teachers or lecturers. the questionnaire adapted from the study conducted from al arif in 2019. in his study he focused on two questions about what type of social media and how the students’ use it. while in this study the researcher was interested in exploring not only the type of social media and what are their perceptions about statements. the result of the questionnaire will be deeply explored in the interview. the interview took around 20 to 30 minutes and it took place virtually via google meet. the researcher uses pseudonyms for participants. anita, andri, ryan, yofa, and dedi are from english education study program whilst putri, vida, ayu, fadli, and hamdan are from non-english education study program. they also come from different semesters. non-english education students were all in the second semester whilst english education students were in their second and fourth semester. the researcher recorded all the conversations during the interview session as part of the data collection process. the interview questions consisted of several research themes, for instance: the frequency of using social media for english language learning, to what extent it helps the learners study english, and the benefits and the drawbacks of using social media for english learning. data analysis procedures exploratory research was used in this study to look at a systematic and in-depth review of the use of social media in english language learning by uin fatmawati sukarno students. the finding of the survey was interpreted using statistical formulas such as frequency and percentage. the findings of the interview were interpreted using thematic labeling. 3. findings and discussion 3.1 findings this study aims to explore the use of social media as a learning platform during covid 19 pandemic. according to the questionnaire collected, the results are summarized below: jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) social media 5% 1% 2% 11% 23% 21% facebook instagram youtube tikt3o7k% whatsapp twitter others chart 1. the amount of time using social media the chart above explains the amount of time spent by students using social media. overall, the goals of accessing social media are divided into two; for leisure or communication, and for studying. majority of the students spent around four to nine hours playing with their social media (38 students) while the rest spent either until nine hours (1 students) or one to three hours (12 students). however, for learning purposes, the number was in the opposite direction. from the chart, the majority of students spent oneor three-hours learning english (46 students). chart 2. the types of social media used for english learning the chart above explains types of social media accessed by the learners for learning english. there are five types of social media which are facebook, instagram, youtube, tiktok, whatsapp, and twitter. the term “others' ' refers to additional social media that students visit but not as often as the five above, for instance: line, messenger, etc. it also can be concluded that revealed youtube was the most often social media accessed by the learners for learning english, followed by instagram and tiktok. furthermore, the result of the semi-structured interview yielded several results. the researcher organized the analysis and discussion around the students’ perception, the extent of social media can facilitate learning, and the context in which the advantages and the drawbacks they perceived on using social media for english language learning. the following tables showed some key themes and sub-themes: issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) no themes sub-theme examples 1 kinds of social media youtube instagram tiktok i follow the ig account of kampung inggris, i also subscribe to the bbc learning english youtube channel. (anita) 2 learning activities watching videos finding references looking for additional materials for course because during covid 19, we are studying from home. i have to find supporting materials from youtube, instagram, or tiktok. (dedi) 3 motivation interesting engaging it increases my motivation in learning english. if i watch videos, i feel i am interacting with the creator there (yopa) 4 advantages practical time saving flexibility it really helps me in writing assignments. i do not have to spent time creating, it is more like copying (fadli) 5 drawbacks difficult to maintain focus too instant lack of authenticity & originality if i learn english from social media, i get easily distracted sometimes (ryan) 6 learning autonomy self-initiative independent learning at least once a week, i learn english by myself. it can be anything but mostly i practice my communication skill (putri) table 1. themes and sub-theme of the research in a semi-structured interview, there are ten participants, five male and female participants. these ten students’ come from two different study programs; from english education study program and non-english-education study program. the comments that participants made during the interview, for instance: “i have several social media accounts such as twitter, instagram, facebook, youtube, tiktok, whatsapp. for learning english, i mostly go to youtube and instagram.” (andri) “for learning english, sometimes i learn from tiktok.” (vida) “for learning english i mainly watch youtube videos.” (anita) jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) for theme learning activities, participants expressed that they use social media as supplementary materials for learning english. this can be functioned as helping tools for finishing the assignments or in understanding the subjects by finding more references. “it’s really helpful. i like watching youtube videos. for example, if i do not understand pragmatics from the texbook, i usually search it on youtube.” (ryan) “sometimes it is not only used for learning english,when we have a group project we upload our videos through social media such as youtube or instagram.” (hamdan) for the motivation theme, students mentioned “interesting” and “engaging”. “what i like about social media is because it is interesting. it makes learning english less of a burden. the way the creator makes a video is also creative with simple explanations.” “social media facilitates me to give comments and sometimes the creator invites me to give them some ideas for the next content.” the fourth category is the benefits the students’ gained for utilizing social media as a learning platform. “i feel like my listening and speaking skills are getting better after learning from social media.” “social media helps me in improving my vocabulary range and pronunciation skill.” the fifth category is the drawbacks of using social media as a learning tool. several students shared their views about this theme as expressed below: “i think social media also decreases my focus because i can easily be distracted by other pop up videos. so instead of learning, i just keep scrolling.” “learning english through social media is fun but i missed having a real interaction between teacher and students.” the sixth category is related to learning autonomy. this category reveals a unique result because students’ from different study program has quite opposite responds about learning autonomy. for non-english education students, one of them shared “i learn from social media but only if my lecturers asked me to or if she recommended me to other learning sources.” differently for english-education study program, they give respond such as “at least once a week, i learn english by myself using social media. i practice like my speaking skills, how to speak fluently.” “ using social media makes me become independent. it means that i can learn by myself at my own pace. i also adore the way creators make videos and can speak fluently. it motivates me to learn english more.” “there is no one who suggests that i use it. because i have a social media account so i just searched there.” issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) 3.2 discussion the result of the questionnaire and interview reveals several insights. first of all, related to the duration of using social media for learning. during covid 19 pandemic, people accessed social media even more. on average, for learning purposes the majority of the students spend one to three hours. other findings also showed they commonly accessed several types of social media such as youtube, instagram, tiktok, facebook, whatsapp, twitter, and others. the finding from the questionnaire corresponded with the previous study conducted by monica and anamaria (2014) and al arif (2019), social media is the result of technology advancement. it offers convenience and flexibility for its users. that is why social media also can be utilized for educational purposes. however, this study yielded slightly different results in which tiktok was included as the top social media accessed by the learners for english learning. tiktok is relatively current social media. it is launched in september 2016 by the chinese startup company bytedance. it hosts a variety of short-form user videos, from genres like pranks, stunts, tricks, jokes, dance, and entertainment with durations from 15 seconds to ten minutes. due to its growth rapid of user, nowadays teachers and educators also utilize tiktok as learning media. several studies focusing on tiktok have also been conducted, for instance a study by nabilah, et al., (2021) which resulted in a positive attitude towards this application because it helps and enhances their literacy and speaking skills. tiktok also offers freedom for learners to express their ideas orally and can boost students’ confidence in speaking english (zaitun, et al., 2021) youtube is also one of the most visited applications for learning english. in comparison to tiktok in which only provides very short video, youtube enable its creator to upload video with longer duration. sufficient study about the usage of youtube also has been explored. it showed that youtube offers benefits. results revealed that the most highlighted purposes for learning english on youtube were to explore supplementary learning resources, to seek the attraction of learning foreign language, and to explore cultural knowledge (wang and chen, 2021). it also enables its viewers to give comments, press like or share buttons as a form of interaction. it also can accommodate and personalize each student’s need in learning foreign language. the student can locate videos and information relevant to her learning goals then create highly personalized learning contexts. similarly, instagram also gave a positive attitude to english language learners. some of them follow an account, for instance @kampunginggriswe, @bbclearningenglish, @gurukumrd, etc. according to them, the explanation from instagram is simpler and there are a lot of fun games and quizzes they can do. the result of the interview has a similar response from the study conducted by laksono, et al., (2019). from the survey of thirty high school students, it showed that 80,7% of them agree that instagram is utilized as an instructional media for english language learning. another study also showed that blended learning with instagram is contributed to students’ writing skill improvement because this application easess the learning process, facilitates discussion, and assists writing process (wahyudin and sari, 2018). the use of social media also facilitates the students in improving their language skills, learning motivation, and self-confidence. as in the majority of the participants shared that jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) they experience improvement in their vocabulary range and their oral communication skills. the language skills that dominantly improved was pronunciation and speaking. it is because some of the videos were created by native english teachers so it gives them a model on how to speak english with an accepted and comprehensible pronunciation. in fact, learning english pronunciation through audio visual media is advantageous. although social media mentioned above offers several benefits in english language learning. to some extent, it can be said to be less effective as stated by one of the students that the practicality offered by social media somehow hinders critical thinking process, for instance in finishing an assignment, they can just search it and find hundreds of similar models of answers, they just modify them or maybe copy them. likewise, this informal learning by the teachers or if they want to prepare for english exams as example. also, according to my personal experience teaching using social media, the learners seem to have difficulty in creating and crafting their original ideas. for instance, in an elt project class in which i tutored, the students are asked to create an english learning video. i noticed that each group has a similar style or pattern in designing videos as it makes assessment quite a challenge. so, in my class utilizing full social media cannot be applied. there are might be several factors contributed to these facts. one of my assumptions is because the data package is costly. the evidence above is also affirmed by the result of the interview with the student from a non-english education study program. according to her, during covid 19 pandemic, the learning mostly took place online and the majority of the students went back to their village due to the expensive cost of living in the city. thus, if there is some technical issue during online learning, they cannot attend it let alone participate in the learning via social media. another response also stated that using social media for english learning is not necessarily effective if the learning environment is not meaningful. having said that, the initiative to access english learning resources might be absent. after that, using social media as a learning platform is beneficial however to some extent it still cannot replace the role of the teachers in the classroom. thus some pedagogical implication for both teachers and students can be illustrated as follow: first of all, the use of social media in the classroom should be considered even if the covid 19 pandemic has been eradicated since it offers a lot of benefits. secondly, social media can be utilized as a supplementary references especially if the english materials are complex and need a lot of practices. the teachers can suggest several verified social media for students to follow or subscribe so they can get better understanding. thirdly, besides its function as supplementary materials, social media can be used as a learning project for more advanced students, for instance asking the students to create a video, asking them in virtual discussion, or analyzing the language style. lastly, environment plays a vital role in raising students awareness in using social media. there is a significant response from two different study program students about their english learning habits. therefore, suggesting social media as a learning tool is recommended with the goal to engage the learners in more relaxed and informal way. issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) dizon, gilbert. "youtube for second language learning: what does the research tell us?." australian journal of applied linguistics 5.1 (2022): 19-26. 4. conclusion this study aims to explore the use of social media during covid 19 pandemic. social media beside its function for communication and leisure, it also can be utilized as a learning tool. the result shows that the students utilize social media as a learning platform for english. besides youtube and instagram, tiktok is also considered one of the applications that oftenly accessed. according to the students’, learning through social media helps them in improving their language skills and encourages them to become independent learners. there is also a significant response between english education and non-english education students about the theme of learning autonomy. since non-english education students only have two credits for english courses, giving them an initiative to learn english is quite a challenge, let alone for utilizing social media for learning english. for english language teachers, this study yielded several pedagogical implications. first of all, the teachers should adapt themselves with the advancement of technology. the covid 19 pandemic has taught us that incorporating technology and the internet in the classroom is unavoidable. furthermore, 21st century learning is characterized by the use of technology and the internet, thus applying traditional methods might not be relevant with the realm of this century. next, the teachers should maximize the utilization of social media for increasing students’ motivation and engagement. from the result of the interview, it is clear that students favor learning from social media because it is simple and engaging. thus, the teachers can consider incorporating social media into the lesson, for instance: having a group project where the students can create content and upload in their social media account or if the materials are too complex, the teachers can recommend several social media accounts to follow as supplementary materials. thirdly, although several studies showed that there is no significant improvement in terms of english language skills, social media promotes authenticity in language learning. the learners can interact with native speakers and learn english from videos or content shared by the teachers. on the other hand, the use of social media should also need to be carefully chosen because utilizing social media without creating a rich linguistic environment is also somehow less effective. since the status of english in indonesia is a foreign language, the presence of a teacher is still vital. the teacher-student interaction cannot be replaced by computers. therefore, combining social media, teachers’ assistant, and meaningful learning engagement can lead to a fruitful result. references al arif, tubagus zam zam. "the use of social media for english language learning: an exploratory study of efl university students." metathesis: journal of english language, literature, and teaching 3.2 (2019): 224-233. aloraini, nouf, and walcir cardoso. "social media in language learning: a mixed-methods investigation of students’ perceptions." computer assisted language learning (2020): 1-24. atmojo, arief eko priyo, and arif nugroho. "efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia." register journal 13.1 (2020): 49-76. cresswell, john. research design: qualitative, quantitative, and mixed methods approaches (4th ed.). california. sage publications, inc. 2014 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx issn 2541-6421 first author et.al (title of paper shortly) laksono, eilien ivana, ellyana damayanti, and iman santoso. "students’perception towards the application of social media instagram as an instructional media." project (professional journal of english education) 2.4 (2019): 421-428. li, voyce. "social media in english language teaching and learning." international journal of learning and teaching 3.2 (2017): 148-153. mustofa, muhammad arif. "analisis penggunaan whatsapp sebagai media pembelajaran bahasa arab di era industri 4.0." arabiyatuna: jurnal bahasa arab 4.2 (2020): 333. monica-ariana, sim, and pop anamaria-mirabela. "the impact of social media on vocabulary learning case study facebook." annals of the university of oradea, economic science series 23.2 (2014): 120-130. nabilah, alfufatin, et al. "students’ perception toward the use of tiktok video in learning writing descriptive text at man 1 gresik." journal of research on english and language learning (j reall) 2.1 (2021): 16-21. rahman, nur shamsiah abdul, et al. "social media for collaborative learning." international journal of electrical and computer engineering 10.1 (2020): 1070. aliyyah, rusi rusmiati, et al. "the perceptions of primary school teachers of online learning during the covid-19 pandemic period: a case study in indonesia." online submission 7.2 (2020): 90-109. roohani, ali, and maryam heidari vincheh. "effect of game-based, social media, and classroom based instruction on the learning of phrasal verbs." computer assisted language learning (2021): 1-25. sudarwati, emy, et al. "developing online learning assessment instrument for english sentence structure course during covid-19 pandemic." langkawi: journal of the association for arabic and english 7.2 (2021): 170-181. wang, hung-chun, and cheryl wei-yu chen. "learning english from youtubers: english l2 learners’ self-regulated language learning on youtube." innovation in language learning and teaching 14.4 (2020): 333-346. wahyudin, achmad yudi, and fatimah mulya sari. "the effect of instagram on the students’ writing ability at undergraduate level." the 1st international conference on english language teaching and learning (1st icon-eltl). 2018. wanstreet, constance e. "interaction in online learning environments: a review of the literature." quarterly review of distance education 7.4 (2006): 399. xiuwen, zhai, and abu bakar razali. "an overview of the utilization of tiktok to improve oral english communication competence among efl undergraduate students." universal journal of educational research 9.7 (2021): 1439-1451. zaitun, zaitun, muhammad sofian hadi, and emma dwi indriani. "tiktok as a media to enhancing the speaking skills of efl student's." jurnal studi guru dan pembelajaran 4.1 (2021): 89-94. issn 2541-6421 jele (journal of english language and education) vol. 4, no. 1, june 2018, pp. xx-xx first author et.al (title of paper shortly) vol 1. no. 2, december 2015 issn : 2460 7142 ii jele journal ofenglish languageand education editorial board chairperson : dr. hermayawati, m.pd. editorial staff : elysa hartati, s.pd., m.pd. restu arini, s.pd., m.pd. agustinus hary setyawan, s.pd., m.a. wilujeng asih purwani, s.pd., m.a. ika kurniawati, s.pd., m.pd. language consultant : prof. dr. soepomo poedjosoedarmo (gadjah mada university) dr. issy yuliasri, m.pd. (state university of semarang) drs. barli bram, m.ed,ph.d (sanata dharma university) dr. dwi anggani l.b., m.pd. (state university of semarang) sayit abdul karim, m.pd.(technology university of yogyakarta) issn : 2460 7142 address : english education study program faculty of teachers training and education mercu buana university of yogyakarta jl. wates km.10 yogyakarta 55753 phones : (0274) 6498211, 6498212 fax : (0274) 6498213 email : jurnal.umby@gmail.com preface journal of english language and education (jele), to appear twice a year (in june and december) for lecturers, teachers and students, is published by the unit of scientific publishing and intellectual property rights, mercu buana university of yogyakarta. this journal welcomes articles which have never been published elsewhere and are not under consideration for publication in other journals at the same time.articles should be original and typed, 1.5 spaced, about 10-20 pages of quarto-sized (a4), and written in english. for the brief guidelines, it is attached in the end of this journal. vol 1. no. 2, december 2015 issn : 2460 7142 iii preface we proudly present the journal of english language and education (jele) vol.1, no.2 whichis presented for practitioners and researchers in accomodating their findings of research. by sharing the idea through this journal, it is expected that issues dealing with the english language and teaching can be overcome as it can be a reference to conduct a new research in the future. this journal comprises seven articles concerning on linguistics and english language teaching. they are categorized into discourse analysis, syllabus design and techniques to teach english that aim to improve the quality of englishlearning. we would like to thank to the contributors who have already participated in sharing the ideas towards the content of this journal. we would like also to express our sincere thanks to all members of editorial board who have worked hand in hand in creating this journal. we hope that this fine collection of articles will be beneficial and valuable to stimulate a further research. yogyakarta, december 2015 editor vol 1. no. 2, december 2015 issn : 2460 7142 iv table of content vol.1 no.2, december 2015 editorial board ................................................................................................. ii preface ............................................................................................................. iii table of content ............................................................................................... iv “the use of recast in teaching of grammar for high and low achievers” olyvia revalita candraloka ............................................................................ 108-118 “project-based collaborative writing in teaching grammar for students with high and low motivation” kuntonurcahyoko ....................................................................................................... 119-135 “integrative grammar in teaching academic writing” nicolas lodawik ouwpoly ............................................................................... 136-150 “the realization of interpersonal negotiation in the conversation” elysa hartati .................................................................................................... 151-169 “discourse as social practice on abdul qodir jaelani (aqj) case” suhartinisyukri dan isna humaerah ............................................................... 170-183 “the effectiveness of classroom discussion in improving english speaking skill among the students of smp n 3 depok” agustinus hary setyawan ................................................................................ 184-202 “the 2013 curriculum based syllabus for senior high school’s english extracurricular program” masrur mustolih .............................................................................................. 203-215 notes for contributors ...................................................................................... 216 vol 1. no. 2, december 2015 issn : 2460 7142 170 discourse as social practice on abdul qodir jaelani (aqj) case suhartini syukri1, isna humaerah state islamic institute of kendari, indonesia 1email: ukhtt3nee@gmail.com abstract this study aims at describing social practices and explaining social agents’ thought and belief in the discourse of abdul qodirjaelani (aqj). it uses a descriptive qualitative approach in the form of discourse analysis, by utilizing the critical discourse analysis (cda) and appraisal devices as instruments. the data obtained were 10 written newspaper textsof aqj case taken from the jakarta post online newspaper. the units of analyses of the study are the whole texts in general and the clauses in particular. the results show that in situational level, the news productions are based on the continuity of situational development of aqj case; in institutional level, the economic media of the jakarta post is more stable and the politics media involves the journalists’ ideology stance in which represent readers’ ideology; in the social level, the news attempt to attract readers’ critical thinking of the aqj case. moreover, the social agents employed all three resources of attitudes that tend to be negative in terms of judgment, appreciation and affect. in sum, this study shows that meanings were realized through the representation of social agents and social events, afterwards the evaluation of kinds of attitudes were also negotiated in the news texts of aqj. keywords : appraisal system, discourse analysis, news articles, social agents, social practice introduction it has been generally observed that language as social semiotic deals with its function, that is, as a tool of communication. in social context, fairclough (1989:20) defines it as language as a form of social practice. this paper examines the use of discourse as language choice relates to a specific context, particularly in news media. nowadays, media attentions on sensational outcomes more focus on fear, and selling story dealing with courts. as schulz (2010) proves that family dispute sounds quiet unless a simple formula resounds in media issues. media discourse shows how the news realizes in the text that informs the readers in negotiating the issues. one of the popular issues in indonesia is about children protection law which relates to ahmad abdul qodir jaelani (henceforth aqj or usually called dul), who had an vol 1. no. 2, december 2015 issn : 2460 7142 171 accident in jagorawi toll. a fatal accident which happenedin jagorawi toll road, km 8-200, pondok indah, south jakarta, on sunday, september 8th 2013 at 1.45 am. six people were reported dead, and nine people were injured, including abdul qadir jaelani (aqj), the youngest son of musician ahmad dhani and maia estianty. he is the main suspect of the accident happened. according to police spokesperson sr. comr. rikwanto, in jakarta on sunday, as quoted by antara news agency and thejakarta post, told that aqj was driving a mitsubishi lancer sedan at a high speed towards jakarta’s city center when he crashed into a road divider at a toll road, hitting oncoming traffic, including a daihatsu gran max mini van and a toyota avanza mini van. the transparency of aqj case in the media re-sparked public debate about the children protection law. related to the car crash, sambodo as spokesman police explained that the police would have to use the existing law no. 3/1997 on juvenile court and law no. 23/2002 on child protectionby the punishment at least 3 years that should be 6 years since his underage(the jakarta post, sun, sept 15 2013). the one who is very responsible for the case directly addressed to dul’s parents. ahmad dhani as the parent has already met the families of the car crash victims, and promised them compensation to pay for the education expenses of the victims’ children, among other things. nevertheless, in accordance to the law which is prescribed in indonesia, dul gets the punishments based on some considerations as the consequences of his recklessness. a news article is dealing with what people feelings and comments when they read aqj case and what issues or values that implied in the news article. it will be a representative of social practice as what occasion and events emerge in news. according to warren (1999) in kovach (2001:80), newspapers are not only vehicle of what is called news; they are common instruments of social intercourse, by which the citizens constantly discourse and debate with each other on subject, of public concern. kovach (2001) adds that our society need news to life our lives, to protect ourselves, bond with each other, identify friends and enemies. therefore, it is reasonable that news influence the quality of our vol 1. no. 2, december 2015 issn : 2460 7142 172 lives, or thoughts and our culture. in the other side, since each text in news articles is produced interactively between speakers and writers and (potential) readers, it can be used to interpret the interaction it manifests. further, each interaction is an instance of the speakers’ culture. eventually, the different communicative events which obviously appear will create text in the discourse field. journalism is one of the media used in conveying the information and mostly takes the interaction between those three elements; they are speakers, writers and readers. by reading news in media, it can enrich our knowledge and information about the worlds, and it may provide an authentic source for english education field. besides, it can be seen how the writers’ feeling and thinking about something in assessing behavior and the values of something, that so-called as appraisal. this study shows the realizing the appraisal system of aqj case in the jakarta post news media discourse as social practice according to fairclough (1989:29), discourse and practice are controlled by independent networks which can call ‘orders’. they are social orders and orders of discourse. social order refers to such a structuring of a particular social ‘space’ into various domains associated with various types of practices. social orders as structure includes of types of practice. they comprise in relating to each other or structured. likewise, orders of discourse will differ in both discourse types, and the way they are structured. discourse analysis of the media allows us to describe and assess this sharing of meaning in close detail. it analyses which representations of the social world predominate and what kinds of interactions media texts set up between people and the world and between the powerful and the rest (matheson, 2005:1) or it is so-called as the power behind the text constructed (fairclough, 1989:43). in addition, it analyses how meaning is made differently in different media texts, and therefore what different ways of seeing and thinking tend to be found there. fairclough (1995a:57) points thatcritical discourse analysis (cda) vol 1. no. 2, december 2015 issn : 2460 7142 173 should know ‘the social and cultural goings-on’ which the text is a part of them.thompson (1985, as cited in fairclough 1995b:36) adds that mass communication has certain special properties which distinguish it from other forms of communication, and which partly attributable to the nature of the technologies which it deploys. properties and spatial setting shows that a communicative event in media can actually be seen as a chain of communicative events (fairclough, 1995b:37). the fundamental point is the time and place production of mass communication text is different from the time and place consumption, when an audience or readers views or hears or reads it. indeed a mass communication text is likely to be consumed in various sorts of place and at various times particularly nowadays when the internet or broadcast news can be easily accessed anytime. in approach to the media discourse, the media are shaped by the wider society. in terms of sociocultural practices, there are various levels that may constitute parts of the context of discourse practice; they are situational, institutional, and societal level (fairclough, 1995b:38). situational implies how the text produced by considering situational aspect when a news/text produced. it may be different between one text among others by responding certain situations and social contexts. institutional level indicates how the influence of institution in this case media of the jakarta post in production the discourse. it may come from internal or external power to determine the process of news production. the economic and political media certainly determine discourse that emerges in news media. further, in the societal level, social factors will determine how the media production (fairclough, 1995b:3945).thus, he emphasizes that the media discourse plays a vital role in the diffusion of such social and cultural changesfairclough (1995b:51). the case of aqj can be taken into kinds of social events (text) in which it can be produced by the social practice in discourse. it appears in media texts, and then it becomes the social structures which represent the social habitual and social life of the aqj and people around him as a part of societies. in sum, the order of vol 1. no. 2, december 2015 issn : 2460 7142 174 discourse structures component discourses in a particular way that can be referred to the order of discourse of the society as a whole. it can be determined by changing relationship of power at the level of social institutions or level of the society. critical discourse analysis (cda) on the media discourse drawing on a variety of disciplines such as linguistics, sociolinguistics, and philosophy, critical discourse analysis explores the relationship between “language/discourse/speech and social structure uncovering ways in which social structure impinges on discourse patterns, relations, and models (in the form of power relations, ideological effects, and so forth)” (terry, 2013:43). he adds that cda stresses to discourse as dialectical in the “ways in which individuals move through such institutionalized discursive regimes, constructing selves, social categories, and social realities”, meaning that discourse prescribes and is prescribed by the power relations within the social situation that surrounds exigencies of the discourse. critical discourse analysis is ameans of criticizing or critiquing the social order of power and inequality in language (van dijk, 2001). in other words, it is critical because it is rooted in a thorough critique of social relations. as such, cda is “primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk in the social and political context” (van dijk, 2001: 352). it considers language as social practice where a relationship exists between an event and the situation in which it occurs. this is a valuable tenant in understanding cda because it leads to new ways of analyzing texts in relationship to race, class, gender, and nationality, and the ways in which these ideas help to encode discourse with socially constructed and governed ideologies. rahmani (2010:33) elaborates the types of fairclough’s cda that, 1) text: analyzing the text, fairclough applies his analysis to all of lexicogrammatical and semantic properties of text; simultaneously he looks at text form different views as sfg always does. (metafunctions); 2) discourse practices: this practice can be divided in two institutional process vol 1. no. 2, december 2015 issn : 2460 7142 175 and discourse process. discourse practice straddles the division between society and culture on one hand and discourse and language and text on the other hand; and 3) socio-cultural practice: sociocultural practice for fairclough contains the analysis of text with a special attention to economic, cultural and political. in addition, fairclough remarks that there are three level of analysis in sociocultural; they are situational level, institutional level, and social level (fairclough, 1995b:35-52). in the level of situational, it deals with how the situational provides the issues to be considered. moreover, eriyanto (2012:322) emphasizes that a text that is produced to be news can be influenced by the situational aspects when it is created. in the level of institutional, it deals with the online newspaper of the jakarta post, as the media. the institutional level sees how the influences of organization of institution in discourse practice. it comes from the media itself and the external powers outside the media that also determine the production of the text in media. eriyanto (2012:323) broadens that the importance factors in the institutional level is associated with politics of media and economics media. the politics of media, according to fairclough (1995b:36), should be considered in media analysis as well. he argues that media discourses "contribute to reproducing social relations of domination and exploitation" (fairclough, 1995b:44). in the social level, it can be seen that social factors are very influential to the text produced in the media. fairclough (1995b) asserts that in media, text is determined by the social changes. in the social level, for instance, culture settles the development of news in the media. eriyanto (2012:325) specifies that the social level is viewed in the macro analysis, such as politics system, economic and culture of society as the whole. moreover, mahfoudz (2013:130) remarks that ideological role of a language within the news discourse attempts in constructing representations of society.text production can be considered by the writers’ ideology and the culture or social context where the writers or social agents live and where the news articles are produced. the systems determine who has the power, what values are dominant in the society, and vol 1. no. 2, december 2015 issn : 2460 7142 176 how the values and the power of certain groups effect and regulate the media. appraisal system language is realized in a text to be meaningful. it means that there will be some key sets of resources for making meaning as text. khoo, nourbakhsh and jin-chean (2012) reveal that appraisal theory for adoption in manual as well as automatic sentiment analysis of news text (p.858). in addition, martin and rose (2003:66) propose the keys; they are appraisal, ideation, conjunction, identification, and periodicity. ideation focuses on the ‘content of a discourse, it concerns with how our experiences of ‘reality’, material and symbolic, is construed in discourse (2003:66). conjunction looks at interconnections between process: adding, comparing, sequencing, or explaining them (martin and rose, 2003:110), identification is concerned with tracking participants: with introducing people and things into discourse concerning with how discourse makes sense to the reader, by keeping track of identities. then, periodicity concerned with information flow with the way in which meanings are packaged to make it easier for us to make sense them (martin and rose, 2003:175). moreover, eggins and slade (1997:125) state “appraisal analysis examines the attitudinal meanings of words used in conversation. there are four categories of appraisal. those are appreciation, affect, judgment, and amplification.” moreover, martin & rose, (2003:22) defines appraisal as system of interpersonal meaning. in line with this, value takes part in the appraisal. generally, value is always composed of two kinds of comparisons among elements in a system. the first is that dissimilar things can be compared and exchanged, and the second is that similar things can be compared and exchanged(martin & rose, 2003:23). by looking the appraisals occur in the news media it can be concluded what actually people think and believe about the issue arise. this study focuses on attitude as the realization of appraisal system. attitude can be classified into several kinds. martin and rose (2003:28-29) as well as white (2001:22) classify three kinds of attitude: affect judgment vol 1. no. 2, december 2015 issn : 2460 7142 177 and appreciation. first, affect is evaluation by means of the writer/speaker indicating how they are emotionally disposed to the person, thing, happening or state of affairs. it includes of this study adopts martin and white (2005:49) kinds of affect and groups emotions into three major sets having to do with happiness or (in)happiness, satisfaction or (in)satisfaction, and security (in)security. in other side, white (2001:23) categorizes general emotions to the values that fall into fear and distress, hate and contempt, anger, love and happiness. in the appraisal system, there are three subtypes of attitudes, they are; affect, judgment and appreciation (martin and rose, 2003:25). first, affect is evaluation by means of the writer/speaker indication how they are emotionally disposed to the person. thing, happening or state affairs (white, 2001:22). second, judgment (ethics) is normative assessments of human behavior typically making reference to rules or conventions of behavior (martin and rose, 2003:26; white, 2001:23). in addition, martin and rose (2003:28) only categorize judgment of character as direct and implied, where it can be personally or morally judged positive or negative in terms of admire and praise or criticize and condemn.third,appreciation (aesthetic s) is assessments of the form, appearance, composition, impact, significance etc. of human artifacts, natural objects as well as human individuals (but not of human behavior) by reference to aesthetics and other systems of social value (martin and rose, 2003:27). methods this study uses a qualitative descriptive approach in the form of discourse analysis. the data were obtained from ten (10) news articles consisting one (1) editorial news article, one (1) entertainment article, four (4) jakarta news articles, one (1) opinion article, and three (3) reader’s forum articles. the data were written texts. they were gained in the form of documentation and closely reading. to manage them, some techniques are involved to obtain the data. they are data reduction, data displaying, and drawing conclusion. the data reduction and the data displaying are vol 1. no. 2, december 2015 issn : 2460 7142 178 also in line with sorting data and description in the data analysis. moreover, the description, the data analysis and the interpretation are also included in the procedure of data analysis.there are two terms of analysis. they are analysis of social practice and appraisal system. in analyzing the social practice, this study uses analyzing area of fairclough’s cda; they are social cultural and discourse practice. then, in analyzing the text of news articles (appraisal system analysis), they are identified by breaking up the news into sentences, chunks or clauses for further analysis. after that, each chunk is analyzed based on appraisal system network utilizing martin and rose (2003) and white (2001). after that, the analysis of attitude is done by showing the affect, judgment and appreciation system.then, the interpretation aims to show the findings to be settled in the conclusion as the social practice and appraisal system used in discourse of aqj. findings and discussion social practice analysis analysis of socio cultural practice is constructed the assumption that social context outside the media influences how the discourse occurs in the media itself. in this case, this study initiated the findings of some context of situation and context of culture that viewed the social practice of aqj case as the focus of this current study. they were inevitably influenced by the writer’s culture in general and the ideologies of the social agents as the writers, the participant, and of course the social life of aqj as the core focuses of analysis. in the situational level, the new values that occur in the aqj news articles are prominence and timeliness. the news are indicated prominence due the media blow up the well-known of aqj as the son of popular musicians, moreover the news is included to the general views of the high social class in society, particularly in indonesia. likewise, the timeliness value is also considered since the importance of enlargement of the case should be presented to consume as soon as possible otherwise they will lose their newsworthiness. this study examined ten (10) news articles about aqj as the representative news that available in vol 1. no. 2, december 2015 issn : 2460 7142 179 the jakarta post online newspaper. each of them was constructed based on the different situational as the sequence of events which happened along with the case to maintain public interest. the researcher obtained news from different column as part of the newspaper, and eventually it was obviously seen that different situation attracted readers to comment. in general, table 1 summarized the topics of each news. table 1 summary topics of aqj news in terms of institutional level, the institutional here means the media specifically the jakarta post. the readers can access thejakarta post newspaper both in the media press and online media in its website, http://www.thejakartapost.com. in the level of institutional, in terms of media discourse, in thejakarta post online newspaper, it previews some advertisements. moreover, its edition and other publications also printed out into the jakarta post printed newspaper, bali daily and sunday edition. those facts show the stability of its economy since it still can be accessed and consumed by the readers nowadays. in addition, the jakarta post has covered the politics of media, in which the ideology of the writers as well as social agents can be obviously shown in the way they produce the text as news articles and the opinion and commentaries about aqj case. it can bridge the inspiration, people think and believe, proofed by how the media convey public’s message in the views rubric and how they blow the news news topic/ date 1. ahmad dhani’s son (refers to aqj) named suspect after investigation by police in the car crash location (sept, 09 2013) 2. ahmad dhani’s son must get tough sanctions of his deed. (sept, 09 2013) 3. monster kids (sept, 11 2013) 4. ahmad dhani to pay compensation to crash victims (sept, 11 2013) 5. police to send second later to aqj’s parents (ahmad dhani and maia estianty) (sept, 12 2013) 6. opinion about parents who sometimes allow their children as underage driver. parents, don’t give keys car to your children (sept, 12 2013) 7. police put off questioning dul (aqj) due to health issues (sept, 26 2013) 8. dhani to sue insurance company (oct, 03 2013) 9. dul’s file delivered to district attorney (nov, 15 2013) 10 dani’s son faces prison over reckless driving (feb, 28 2014) http://www.thejakartapost.com/ vol 1. no. 2, december 2015 issn : 2460 7142 180 case in the reader’s forum and other rubrics to give the information of aqj case as media politics media obligatory as the bridge of nation and society. in social level, it shows that the permissive culture which ahmad dhani as a parent gives to dul as a minor allow him to be brave in doing something includes also taking his father’s car key without permission. dul did not think about the consequence because of his father is sometimes busy of his job and for reminding that he has new family and so-called ‘republic cinta’ management makes him permissively tolerate with his son’s deed. in terms of how the social agents of this news of aqj, it can be seen how the people thought and believe about this case. most of the people regret about the aqj case. society believes that it cannot be happened when the children are protected and educated well. environment, includes of aqj social live, his friends, environment surrounding him, school, particularly his parents shape his attitudes and deeds. it represents social act, where nowadays, most of the children have similar case. our government, society and also family should be aware of this. appraisal system analysis appraisal system shows the social agents’ think of and believe in the aqj case. it deals with what kinds of appraisal devices that emerge in the news articles of aqj. table 2 result of appraisal system analysis (quantification) no. attitude evaluation ʃ % total 1. affect positive *positive 9 3 11 5.98 % 23 (12.5 %) negative *negative 11 1 12 6.52 % 2. judgment positive *positive 19 5 24 13.04 % 102 (55.43%) negative *negative 77 1 78 42.39 % 3. appreciation positive *positive 22 2 24 13.04 % 59 (32.06%) negative *negative 34 1 35 19.02 % total 184 100 184 vol 1. no. 2, december 2015 issn : 2460 7142 181 table 1 above shows the most attitudes appear in the news of aqj is judgment. the differences in the percentage and the quantity statistically can be seen in the table 2. negative judgment also came from judging personally of social agents relates with the aqj, especially for dul’s parents and assessment of their behavior especially aqj as minor. the negative judgment of personal and moral predominantly came from readers’ comment whether direct or imply, by the highest judgment is propriety that is, about how ethical people behave. the appreciation is also more negative. by placing writers as the representative of social agents, journalists, social actors, and the readers represented their appreciation by their own perception. journalists based on their ethics have a power and attempt to be more objective than readers. meanwhile, the social actors as well as readers were more subjective in appreciate the aqj case. it shows that the discourse contributes sustainability of social power (johadi and abdullah, 2012: 68). the least frequently used in the news is negative. most the news comprised in the direct or implicit statement. it involves the writers as ‘non-authorial’ minor in the form of ‘authorial’. it indicates how social agents’ feeling about the case, and how they responded emotionally the person, thing, happening or being evaluated. in sum, the most appraisal system occurred were negative in case of facing the social phenomena such aqj case. conclusion and suggestion sociocultural practices are the analysis of three levels of situational, institution, and social in certain cases. situational level is generated by considering situational aspect when the texts are produced. amongst text of aqj, they obviously reveal different situation of each text. the jakarta post as the institution in this study, attempts to maintain readers’ attention on aqj, by creating various situational context and qualified news. moreover, it reflects the economic media as well as political media. in terms of social level, it generally shows how the social agents think of and believe on the aqj case. with the vol 1. no. 2, december 2015 issn : 2460 7142 182 ideology of social actors and commentaries from what journalists established in the news of aqj, it perceives how the text represented the ideology of the writers, as well as the appraisal system that mostly appeared in negative evaluation. references eggins, s. 2004. an introduction to systemic functional linguistics(2nd ed.). london: pinter publisher. 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amazing at this era, 21st century. the aims of this study are to know students’ perception on learning toefl using youtube video and instagram, how the process of learning toefl structure and written expression using youtube and instagram, and to know whether the students understand the materials or not. researcher employed qualitative approach using phenomenology design. data collection techniques are interview, observation, documentation from instagram account used in the class. the result revealed that students’ perception on learning toefl structure and written expression using youtube and instagram is positive and good. they were happy and understood the materials that they have watched from youtube. the learning processes consist of four stages, namely the lecturer opens a class in the what's app group, students are asked to open instagram @misteringlish.id to find out the youtube video used and practice questions, students watch youtube videos, and students do practise questions. they understand the material and be able to get good and high score when they do more than 13 questions. in conclusion, the result of this study support that youtube and instagram are effective to be used in learning toefl structure and written expression and it improves students’ understanding. this is an open access article under the cc–by-sa license. received revised accepted keywords toefl structure and written expression learning on instagram learning on youtube english language 1. introduction an introduction consists of background of the study, literature review used as the theoretical and conceptual description, problems of the study, and objectives of the study.. in learning languages, there are tests that can measure someone’s language skills. for english, there are many ways to measure someone’s english skills. one of them is toefl. toefl is an abbreviation of test of english as foreign language. toefl measures listening skill, reading skill, jele@mercubuana-yogya.ac.id mailto:enisuriyah100@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ mailto:jele@mercubuana-yogya.ac.id 2 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 writing skill, and speaking skill which is held by educational testing system in united states for all participants in the world. skills in mastering english and its certificate are very important to enrol higher education like master degree, doctoral degree at home and abroad, a job, and many more. ma & cheng (2015) said that the value of toefl ibt preparation course is linked to (1) quality including teachers, instruction, and instruction content, (2) efficiency and direction change of toefl ibt, benefits such as english skills development, and (3) engagement, emotional outcomes in the learning community and sources of motivation. in many universities, toefl certificate is needed as graduation condition to join the examination. masfufah (2018) revealed that mostly motivations for students to take the toefl course were a 6th semester toefl preparation certificate as an alternative to 450 toefl itp score, awareness of low english proficiency, interest in learning english, a better future, freedom from replenishment courses. since toefl roles importantly in education and future career, students in higher education like university students need to learn toefl. basically learning toefl is the same way of language learning. language learning is an endeavour to get oral communication skills with an emphasis on acquiring conversational skills and becoming familiar with using language for communication (arfiandhani, 2019). therefore, toefl being a lecture is not an odd anymore. in the covid-19 pandemic, the roles of sns (social network sites) increase familiarity with english by promoting authentic interaction in education, providing language knowledge, providing comfortable learning spaces, promoting students' need for self-expression, and facilitating students' need for self expression (arfiandhani, 2019). rakhmadi & nugroho (2009) in their research found that the overall web-based learning system enriches students' abilities in the toefl. this study also proves that web-based learning can replace the role of conventional classroom learning. however, on the other hand, this learning system is considered to have failed to improve students' abilities in reading comprehension sessions. those problems must be solved and we cannot ignore that e-learning needs platform, webs, application so that students can get learning materials and understand it. web-based learning system enriches students' ability in toefl (rakhmadi & nugroho, 2009). a teacher can utilize technologies that are familiar for students like social media. using social media in online learning is the most effective powerful for theoretical and theoretical realistic guides, while in exercise guides and distance discipline guides the use of social media is felt to be much less powerful (nadeak, 2020). english language for adult learners, learning through social media is considered more advanced and developed than learning in a conventional way (yadav, 2021). social media has the potential to be used in language learning as it can provide a virtual space for people from different language backgrounds to interact (arfiandhani, 2019). social media is an online media where users can easily participate, share, and create content including blogs, social networks, forums and virtual worlds (cahyono, 2016). the worl's most popular social network sites (ebizmba, 2016) are fecebook, youtube, twitter, linkedin, google+, tumbler, instagram, reddit, vk (alnujaidi, 2017). li (2017) stated that youtube is the most frequently used social media for students to learn english. besides that, youtube and instagram rank 1st and 4th for learning english in their daily lives. at indonesian christian university, most lecturers choose to use social media such as facebook, instagram and youtube as a medium for learning and giving assignments (nadeak, 2020). however, the use of social media must be adapted to the needs of learning in theory and practice to be effective, so that students can have the expected abilities as in face-to-face learning even though it is done online using social media. regarding to this, in islamic university, there are courses focused on toefl namely toefl 1 and toefl 2. they are conducted in different semester because they are a sequence. in toefl 2 academic year 2021/2022 seventh semester of madrasah teacher education department (pgmi). the classes were having toefl 2 lecture after having toefl 1 in their sixth semester. in this case, the lecturer used two social media in teaching structure and written expression section. for students, toefl section 2 or structure and written expression, often makes them feel stressed (ets, 2017). in other cases, students regarded structure and written expression as the most challenging part of toefl (hajri et al., 2015; thu, 2019). the two social media are youtube and instagram. youtube and instagram are types of social media in the category of sharing media. this way is used to learn structure and written expression as structure of english is the biggest problem for students because they do not know about it a lot (masfufah, 2018). 3 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 some blessings for the usage of youtube as a tutorial device as follows (burke et al., 2009): (1) it presents a wealth of true and dependable video materials. (2) it gives real-lifestyles examples and visible demonstrations of the subjects and ideas included in class. (3) it presents lesson/lecture launchers to sell dialogue and essential thinking. albeit youtube has numerous great features, it additionally has a few demanding situations whilst applied within side the coaching and mastering context. instructors have to make certain that the videos are appropriate, accurate, and credible. instructors have to assure that the movies decided on for his or her college students do now no longer discriminate towards age, gender, race, disability, and non-secular orientation (alnujaidi, 2017). a study entitled "improving the understanding content on reading for toefl through youtube video" written by hakim & sumardiono (2019) used collaborative action research method aims to describe the use of youtube videos in learning the toefl reading section and to internalize the values of mental revolution in english education students at slamet riyadi university. he concluded that (1) students are able to find and understand the values of mental revolution contained in readings and videos because the two sources of information complement each other and provide visualization that is real and factual. (2) students are able to understand and find main ideas, detailed information, references, and the meaning of words in sentences because tips and strategies are available for this. (3) students' motivation in participating in learning increases because they watch interesting videos related to the reading content they read so that the process of learning activities can be carried out smoothly and are able to achieve learning objectives according to the curriculum. in line with that, pujiani et al. (2020) who held online toefl training through youtube media considering the current situation where covid-19 has become epidemic throughout the world and all citizens are encouraged to stay at home. from the toefl training activities which were carried out from september 10 to november 25, 2020, it was found that there was a significant increase in the toefl scores of the students before and after the activity. this can be seen from the average value of the pre-test is 410, while the average value of the post-test is 461. instagram is a more effective social media platform to engage and learn english if compared to other social media such as snapchat. instagram helps students to have better understanding about english language and its culture, and provides more practical knowledge and promotes interactions (abdulaziz al fadda, 2020). kelly (2015) claimed that instagram is a great studying surroundings for esl/efl rookies due to the fact it could offer them with the possibilities to study and write thru image descriptions, comments, and direct messages in addition to broaden their vocabulary variety and grammatical accuracy. instagram offers many advantages as follows (al-ali, 2014): (1) it provides contextual visualization data that can be used effectively in esl/efl classrooms. (2) it creates a socially connected community of esl/efl learners. (3) it is widely used and widely accepted by young learners. (4) it is easily accessible through a mobile application. (5) it promotes student-teacher and student-student interaction. a thesis written by anjoyo (2020) aims to describe the use of social media youtube and instagram by english teachers in teaching vocabulary for fourth graders at al-azhar syifa budi elementary school in solo for the 2019/2020 academic year. he also examined the teaching and learning process, student responses, and difficulties in using social media youtube and instagram in teaching vocabulary. in the implementation of youtube and instagram in teaching vocabulary for fourth grade students from sd al-azhar syifa budi solo, the teacher applied videos taken from youtube in teaching english vocabulary. students’ responses obtained from interviews with 5 fourth grade students showed a positive response. they said that they enjoy learning to use social media youtube and instagram, activities in class are more accepted using youtube. meanwhile, instagram was used by teachers in giving homework assignments to students. meanwhile, there are still problems regarding the process of learning vocabulary using youtube and instagram. problems were conveyed from teachers, students and schools. teachers find it difficult to motivate students and manage them, students cannot easily focus on watching videos that are played on youtube and not all of them are able to maintain and manage their own youtube and instagram social media, schools do not provide enough facilities for learning to use youtube social media such as lack of lcd and slow internet connection. applying various e-learning technologies on practicing toefl structure and written expression improves student learning outcomes (pratiwi et al., 2021). they practice studying toefl pbt section 2 using various e-learning technologies, including: quizizz, kahoot!, socrative, and google 4 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 form. for railway mechanical technology students, the most favourite e-learning technology used for practicing toefl structure and written expression was quizizz. with feedback and perspectives given by students regarding the media they prefer to study toefl, lecturers know the right media to use in the teaching and learning process and it is very important to support learning success. they admit that e-learning is very fun and interesting, easy to use, motivating to learn, helps autonomous learning, challenging, and competitive so that they conclude that they have a positive view of e-learning. however, negative responses were also found. students said e-learning requires a good internet connection, extra quota, and requires two devices. similar to the research, the effectiveness of using e-learning to increase toefl scores was also carried out using the quizzez platform. treatment was carried out 14 times, starting with the pre-test and ending with the post-test for the control and experimental classes. the toefl score in the pre-test, mid-test and post-test experimental class was 344.71, 345.46 and 360.83, while in the control class were 438.27, 452.07 and 450.23. the use of e-learning technology in toefl learning has proven to be effective as a learning method for increasing toefl scores (syakur et al., 2019). from the phenomena and the uniqueness that the lecturer used two famous social media which is not a separated part, researcher is interested to dig deeper how students’ perception on learning toefl using youtube video and instagram, how the process of learning, and whether the students understand the materials. perception refers to the interpretation of the things we sense (solso, 2007). perception is a base how students adopt profession besides ability and interest. the aim of this study is to know how students’ perception on learning toefl using youtube video and instagram, how the process of learning toefl structure and written expression using youtube and instagram, how the process of learning toefl structure and written expression using youtube and instagram and to know whether the students understand the materials or not. this research contains poverty to complete previous research and add more information from students’ perspective regarding to the use of technology to learn toefl specifically, and learn english in general since from previous researches provided above, there is limited explanation use of instagram and youtube in learning toefl especially structure and written expression. teaching toefl is hoped can integrate with many technologies. for practical, the finding of this research can be a consideration to choose and implement youtube and instagram as media of english teaching. the result of this research is important due to teachers are asked to be creative in using technology when online learning take place so that many teachers try platforms as teaching media where students put a lot attention in that platforms. the results give information on how toefl structure and written expression is taught using instagram and youtube. it adds advices to teachers how they should use these platforms in their classes. 2. method this research uses a qualitative approach. this study uses a phenomenological design. according to creswell (2013) phenomenology is a study that describes the meaning of a life experience for several people about a concept or phenomenon. sampling was done by purposive sampling. researcher chose students who are the most active students commenting the exercises and still actively using instagram, so that randomly there were three students as respondents. data collection was carried out by documentation, interview, and observation. documentation is done by collecting the data of students’ answers of toefl structure ad written expression exercises in the feed of instagram account, the comments written by students, and youtube video that they watched. all of the data needed is saved in form of photo or screen shoot. to interview the students, researcher did it through direct message feature on instagram. open ended-questions were asked to the students. to make sure the validity of the data, observation is conducted from the beginning until the end of research to complete documentation and interview. researcher observed the instagram account where the class was conducted. data analysis was carried out in 6 steps based on moustakas (1994) simplified by creswell (2013): (1) describe personal experiences with the phenomenon under study. to focus on the respondents or students on this study, researcher must ignore her personal experience related to the topic discussed. researcher describes her personal experience completely to distinguish it with what should be analyze in this study. (2) develop significant statements. from the data collected, researcher choses important sentences and divides them into list of statements 5 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 (horizonalization of the data). this division is done in order not to repeat and overlap statements but still all of the statements have equal worth in the study. (3) take the significant statements and then group them into larger units of information, called “meaning units” or themes. after the statements are categorized, researcher decide the common thread of the statements. (4) write a textural description. textural description is a description of “what” phenomenon experienced by the respondents. it describe what happens including verbatim examples. (5) write a structural description. structural description is a description of “how” the experience happened. researcher reflects on the setting and context in which the phenomenon was experienced. (6) at the end, researcher writes a compilation of textural description and structural description to explain the phenomena and answering the research questions. this passage is the “essence” of the experience and represents the culminating aspect of a phenomenological study. 3. findings and discussion creative english learning during a pandemic is very much needed, as is learning the toefl for students of madrasah teacher education department (pgmi). lecturer chooses to use social media youtube and instagram in teaching and learning activities of structure and written expression. although this is not a new thing for lecturer, but for students this is the first time they are learning toefl using youtube and instagram. the covid-19 pandemic situation requires them to learn this way. 3.1 students’ perception on learning toefl structure and written expresion using youtube video and instagram table 1 participant answer p12 “the presentation of the material is good, easy to understand. learning like this is still fun and not boring even though it is still online. ..very useful and helps add insight.” p13 “my experience in studying toefl using youtube and instagram is that it makes it easier to understand the material presented during lectures. on the instagram, we also express our understanding or not regarding the material." p7 "sufficiently understand the material given." some students comment on instagram also show their perception. this can be seen from their answers in the first week and the lecturer asked students to write "one toefl knowledge from youtube videos". there were 17 students who responded to the question. here are the results: table 2 students’ perception on learning toefl structure and written expression using youtube video and instagram based on instagram comments table 2 comment frequency very delighted 1 get tips on doing the toefl structure section 7 get new knowledge 5 6 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 can learn more carefully in arranging english sentences 1 increase accuracy in answering questions 1 learned a lot about structure and easy to understand 2 in addition to the questions above, the researcher also asked "what contexts or situations have typically influenced or affected your experiences of learning toefl using youtube video and instagram?". p7 answered “due to the impact of the pandemic, lectures went online and they had to learn material from youtube and instagram. but because of the situation i know more about several platforms to study toefl.” finding shows that they get a new experience in studying toefl. they become more aware of various ways to study toefl online. the structure and written expression material they learned from youtube was easy to understand. this shows that lecturer is able to choose videos that accurately target the abilities of learning (alnujaidi, 2017). then they answer practice questions on instagram to show their understanding of the material given. for them this is very fun and not boring (p17). the videos chosen by the lecturers are very appropriate for them, as stated by those who like to get tips from youtube videos so that they are more thorough and careful in doing practice questions. based on this, students' perceptions of learning toefl structure and written expression using youtube and instagram are good and positive. this supports anjoyo (2020) where students respond positively to english teachers who use youtube and instagram in learning. 3.2 the process of learning toefl structure and written expression using youtube and instagram the students interviewed gave answers on how the toefl structure and written expression learning process using youtube and instagram occurred. p12 said “the learning process is very simple. usually use instagram and youtube links”. p7 said the stages of the learning process “the lecturer provides screenshots of the platform and material to be studied from youtube and instagram. then students are given time to understand the material. furthermore, students are given practice questions related to the material given. the lecturer gives a time limit or deadline for working on the problem.” furthermore, p13 answered in more detail the learning process "on instagram there are several questions given to find out how well students understand in capturing material from youtube videos. the questions given are not many and are in the form of multiple choice. students must answer the questions along with the reasons why they chose the answer. students' understanding about the toefl structure and written expression materials from youtube.” from those answers it can be concluded that in the learning process there are four stages, namely the lecturer opens a class in the what's app group, students are asked to open instagram @misteringlish.id to find out the youtube video used and practice questions, students watch youtube videos, and students do practice questions. the use of the lecturer's @misteringlish.id instagram is similar in thesis of anjoyo (2020) where the lecturer has created a special account to teach and interact with students so that he does not use a personal account. in the first activity, the lecturer opened the class with greetings and greeted students through what's app group. the lecturer conveys what will be learned and provides a youtube video link and instagram post link for that day's meeting. then students open the instagram link to see thumbnail images of their youtube videos, assignments 1 and 2 because instagram is one of the lecturers' favourite social media as a medium for giving assignments (nadeak, 2020). then they are given time to watch the video and understand it. students will usually write on notes the material they see on youtube. after they see the video and understand the content of the video, students are allowed to answer questions given by the lecturer and answer practice questions in the comments column. the lecturer has prepared 5 comments. 1 comment in the form of a question what knowledge did you get from the video and students must comment on this comment again. comments 2, 3, 4, and 5, namely answer numbers 7 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 1, 2, 3, and 4. students put their answers and reasons according to the number provided. if the lecturer comments "answer no.1" then they must put the answer to question number 1 by commenting on it. all questions in structure and written expression are multiple choice. lecturers give time for students to answer practice questions. usually the deadline given is until 18.00 wib on the same day. the answers they write in the comments column can be seen by their classmates. this leads to two possibilities, namely positive and negative. it is positive if students can see the opinion of a classmate why he answered a, b, c, or d, so they can discuss. however, it will be a negative thing if there are students who only copy the answers of their classmates. unfortunately the use of instagram in this class cannot solve the problem that the use of youtube media needs to be supported with other media to facilitate communication because basically learning should occur in two directions, from teacher to student and vice versa (pujiani et al., 2020). lecturers do not provide feedback or respond to students in the instagram comments column. 3.3 students’ understanding materials given by lecturer in learning toefl structure and written expression using youtube and instagram, students’ understanding is very important to show whether learning is effective or not. students' understanding toward the material can be seen from their answers when working on the exercises which are multiple choice. in the first week they get material about english sentence structure and tips on how to do it. there are four structure practice questions. in the second week they get material about object of preposition, conjunction, and conditional sentence. then students work on 4 questions about structure. in the third week they learn about parallel structure and preposition phrases. this time they worked on 8 questions about structure. in the fourth week the material is countable and uncountable nouns, subordinating conjunctions. then they worked on 4 written expression questions where they had to choose the wrong word structure in a sentence. in total there are 20 practice questions on instagram. an example of how students work on practice questions on instagram for questions number 1 to 5, which also applied to other answers, is as follows: in question number 1 all students answered b accompanied by the same reason: "...isn't? if the question is positive, then the question tag is negative.” in question number 2 four students answered a and the rest answered b. students answered a for the reason: "...because the formula in interrogative sentences in the simple present tense uses verb1." the student who answered b reasoned: “…because after do + subject (you) has been followed by verb1 which is enjoy, then followed by a gerund (verb+ing) in the form of singing which aims to ask general conditions…”. the correct answer is b. however, there are students who answer correctly for the wrong reasons. question number 3 all students answered b for the same reason, namely the preposition 'on' is used to indicate the time in the form of days. in question number 4, all students also answered a in unison because in the question sentence the simple present tense is followed by the verb base after the subject. in the second week, the lecturer provided a youtube video link, practice questions, and answers along with the reasons for the first week's practice questions. all students answered correctly on questions number 1, 3, and 4, while in number 2 the majority answered correctly and only 4 students answered incorrectly. by asking students to give their reasons for choosing an answer, the lecturer can see the students' abilities and how well they understand after watching the youtube video. the results of this study show that the majority of students understand the structure and written expression material in videos as the use of youtube videos increases students' understanding in toefl reading (hakim & sumardiono, 2019). this is based on their reasons for choosing an answer to 8 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 show whether they understand or not with the questions and material obtained. by looking at their classmates' reasons, they can learn if their reasons are not strong enough or even if their answers are wrong. they can correct and correct their mistakes from there. their understanding can also be seen from the number of correct and cumulative scores of the questions given by lectures. it is presented from the number of correct and cumulative scores of the 20 questions which are presented in the following table. table 3 code correct answer questions being done (from 20) score correctx5 predicate annotation p1 15 16 75 b good p2 14 20 70 bgood p3 6 10 30 d poor p4 14 20 70 bgood p5 17 20 85 avery good p6 16 20 80 b+ good p7 17 20 85 avery good p8 14 16 70 bgood p9 17 19 85 avery good p10 12 16 60 c fair p11 15 20 75 b good p12 12 11 60 c fair p13 10 12 50 d+ poor p14 6 10 30 d poor p15 10 12 50 d+ poor p16 11 14 55 cfair p17 9 11 45 d poor p18 9 12 45 d poor total 1120 average 62,2 from the table above, there are 3 students who have a very good understanding, 6 students have a good understanding, 3 students have sufficient understanding, and 6 students have a poor understanding of the toefl material they learn through youtube videos. besides, the reason some 9 issn 2541-6421 eni suriyah (students’ perception on learning toefl structure and written expression using youtube video and instagram) jele (journal of english language and education) vol. 8, no. 2, december 2022, pp. 01-11 students have low scores is because they do not answer the practice questions given. there were 10 students who worked on more than 13 questions and 8 people worked on less than 13 questions. those who worked on more than 13 questions had higher scores than those who did not work on more than 13 questions. judging from their scores in four meetings by doing 20 questions, the majority of students understood the material and they answered the questions correctly with the right reasons even though the reasons for each student were different, some were very detailed and some were brief. the use of various e-learning technologies including youtube and instagram to learn structure and written expression improves student learning outcomes (pratiwi et al., 2021; syakur et al., 2019). in this way, it is expected to increase the toefl score as well as online toefl training using youtube which has been proven to increase the toefl score (pujiani et al., 2020). researcher analysed students who got low scores, namely below 46 or categorized as less, those who did not answer 20 questions completely. those who get the predicate less, only do less than 13 questions. based on this it can be said that students understand well the material they get from youtube and answer correctly and with the right reasons in the instagram comments column so that youtube and instagram are effective for teaching and learning toefl structure and written expression. 4. conclusion students’ perception on learning toefl structure and written expression using youtube and instagram is positive and good. they have a new experience because this was their first time learning toefl using both social media. they were happy and understood the materials they have watched from youtube. the learning processes consist of 4 stages, namely the lecturer opens a class in the what's app group, students are asked to open instagram @misteringlish.id to find out the youtube video used and practice questions, students watch youtube videos, and students do practice questions. students’ understanding the materials is not only seen from their response in the interview but also from their exercises answer and their reasons choosing the answer they believe that it is the correct one. this research has limitation in one part of toefl, structure and written expression, so that it is suggested future research to do similar research with wider scope. acknowledgment this research work has been supported by state institute of islamic studies (iain) salatiga. writer also thank to mr. muhamad 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university 1iskandar.abdul.samad@unsyiah.ac.id 2bustariamd@gmail.com 3diana.achmad@unsyiah.ac.id abstract podcast is a digital recording which contains a recorded programs from television, radio, and interviews. many researchers have discussed about the podcast as an alternative teaching media to support students developing their speaking skills. this research article aims at finding out if there is a significant improvement on students’ speaking skills by using this podcast. class xi is3 was chosen as the sample of this study with total 30 students. this pre-experimental study employs pre-test and post-test. these tests are provided in the form of oral tests. the data from these tests were then calculated by using statistical formulas. the result showed that the post-test score was higher than the pre-test. the finding showed that there was a significant improvement of the students’ speaking skills performance after undertaking treatments. thus, podcast media can be used as one of the alternative media in teaching english especially speaking skill in efl classes. keywords: podcast media, speaking skill, teaching speaking introduction speaking is widely known as an ability to share thoughts, ideas, and intentions to the other people by using a language in oral form. according to shiamaa (2006, p. 30), speaking represents an interactive process which involves of producing and processing or receiving information to serve both interactional and transactional. in addition, nunan (2003, p. 48) mentions that speaking is a productive skill which consists of systematic verbal utterances that carry out a meaning. this means that speaking plays an important role in communication. in most of non-native countries, for example, china, vietnam, and indonesia, most students may find speaking english in a good level of functional is difficult. this is an evidence when we observed and interviewed teachers at senior high school 11 of banda aceh, indonesia. teachers at this school argue that the students face some difficulties in expressing ideas, choosing correct structures, lack of producing appropriate vocabulary and producing correct pronunciation. these problems occured because the students have less exposure to speaking activity. what possibly could help students to perform appropriately in speaking is by introducing an alternative media, the podcast. according to jordan (2007), the term podcast is a combination between the words pod (i.e., from the brand name ipod) and broadcast. the podcast is an audio/video file that is uploaded to the website where the website users can download it through the internet freely. this can be listened on any devices that support mp3/mp4 files such as on a computer, smartphone, and mp3 player. the podcast gives chances for teachers to support students journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 98 in developing speaking skill. the idea of using podcast media is based on some following statements from many experts in literature. podcast is believed not just accelerating listening skill but also it stimulates the other language area for instances pronunciation, grammar, vocabulary, and learning activities (chan et al. 2011; kaplan-leiserson, 2005). other researchers, fitria, vianty, and petrus (2015, p. 64-65) explain that podcast gives good contribution in case of improving students’ speaking achievement. the podcast can be one of the alternatives and innovative tools that may improve the students’ understanding and their accomplishment in speaking. moreover, this idea has been discussed by dan schmit, an instructional technology expert in the college of education at the university of nebraska, which is reflected in his statement as follows: educators are as starting points to see how podcasting can help students’ vocabulary, writing, editing, public speaking, and presentation skills. students can also learn skills that will be valuable in the working world, such as communication, time management and problem-solving. (schmit, as cited in borja, 2005, p. 8). in addition, by using the podcast, teachers have a new method of teaching to stay connect with their students outside of the classroom and to enhance learning beyond of the school schedule (bongey, cizadlo, & kalnback, 2006, p. 350-367). these researchers believe that podcast supports students in developing speaking skill. students can also play it on their devices anywhere and at any time as they pleased. as described above, for the sake of making effective speaking skills, the students are required to produce good fluency and appropriate pronunciation in speaking. it would be the basis of using podcast media. therefore, the question of this research is: “is there any significant improvement on students’ speaking skill by using podcast media?” the researchers expect this study would contribute to filling the gap in the body of literature and also teachers especially for those who teach english at senior high school. it also could contribute to all students to improve their speaking ability, particularly in fluency and pronunciation. podcast as language learning material in this global era, being able to speak english is essential for people to communicate with global community (samad and fitriani, 2016). to help non native speakers to learn to speak this language, there are many kinds of technologies invented. according to marshall (2002, p. 18), new opportunities can be gained by using technology. it offers users to connect with people around the world and gives a lot of unique perspectives and experiences. there are a ton technologies invented, and one of those which provides material for language learning is called the podcast. the podcast, an uploading audio or video file to the internet, has emerged as sources in the academic field, and it provides many kinds of material in learning. the podcast is a recorded journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 99 audio/video file uploaded to a website, so the website users can download freely and listen to it later time. kavaliauskienė (2008) states that podcasts have given the language teacher numerous materials for teaching. besides, rosell-aguilar and fernando (2015, p. 38) claim, a podcast is similar to a public library that delivers any materials or resources needed straight to users devices. users can download it freely without any registration and no fees required. they can choose a kind of discussion topics that was provided when they want to know something. obviously, rosell-aguilar and fernando (2015, p. 32) wrote “the podcast was a convenient and easy to use format.” as was previously stated, podcast is surely easy to access, it would be attractive, and it motivates the students in learning. in supporting this research, the idea of using podcast media is based on some following statements from the experts, in order to see the improvement of students’ speaking skill. according to sze (2006, p. 115), a number researchers have revealed the positive fruitions that podcasting can assist language education. according to (chan et al. 2011; kaplan-leiserson, 2005), since the podcast is as one of the alternatives, the teacher can fairly easy to provide an authentic material in teaching. podcast media affirmatively shows good point for students in case of it would bring the students closer to the target language, and it affects students’ attitude and motivation. in other studies, as pointed out by mohammadzadeh (2010, p. 1193) that podcast materials can boost students’ motivation and help them become more independent and confidence in speaking. by using podcast media, the teacher can support the students in building self-confidence and the learning situation enjoyable. this self-confidence may be raising due to their ability to understand the rhetoric of a particular topic as a result of listening repetion dan oral performance (samad, 2016). this understanding makes them find the learning process is enjoyable. this study assumes that the podcast media gives contribution for the students in improving their speaking performance. speaking skill speaking is a productive skill that is similar to writing. it has its own genre as it has several stages to reach the goal using a language in an interactive way (martin, 2009; martin & rose, 2012). speaking involves sound to express meanings to make interaction occur. this means that speaking is an interactive process of communication that connects ideas between speaker and interlocutor with a certain purpose. referring to chaney and burk (1998, p. 20), speaking is the process of sharing and constructing the sense of using oral/verbal in variety contexts. speaking, an act of making vocal sounds, helps to assure the listener in following messages, convincing manner and thoughtful. harmer (2002, p. 78) mentions speaking is about generating words in the correct sequence. speaking needs not only vocal sound involved but also needs to be aware of the aspects of speaking within which includes the journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 100 generic structure of the speaking event that need to be followed sequentially or it is called genre (samad and adnan, 2017). aspects of speaking during speaking process occurred in interaction, there are several features of speaking involved. according to duong (2014, p. 86), commonly thought of the most important aspects of speaking is grammar, fluency, accuracy, vocabulary and pronunciation. firstly is vocabulary. vocabulary is a word which has its meaning in every function. a word expresses the content of ideas to avoid confusion in communication. it plays a useful role to define any objects, actions, ideas as well. according to horby (1989, p. 289), an acceptable language is made up of the number of vocabularies. mastering vocabulary would define someone’s capability in understanding language. secondly is grammar. this is similar to rigid rules in oral and written form. brown (2000, p. 36) mentions that, grammar is a system of rules governing the conventional arrangement and relationship of words in the sentence. moreover, al-mekhlafi and nagaratnam (2011, p. 71) write that grammar is a set of rules that determines the structure of a language, and it could be the way to combine units of a language. combining necessary units of language help a speaker or a writer in expanding any ideas in their mind, and it makes a person a lot easier to build communication in expressing messages in spoken or written. thirdly is pronunciation. this is the process of pronouncing a particular word in a proper manner. where pronunciation should be acceptable is a necessary aspect in speaking as well. referring to nation and newton (2009, p. 76), pronunciation is an individual sound which involves good articulation, and it has features of sound such as aspiration, voicing, voicesetting, intonation, and stress. pronunciation plays a great role in speaking, and it gives a hint toward what is being said. the interlocutor will misunderstand on catching the meaning whether the speaker pronounces wrong pronunciation. therefore, pronunciation is how to generate an acceptable and an unambiguous lexical word in language. fourthly is fluency. it means knowing about how he/she expresses ideas without using filling word (“um” and “ah”) while talking to the other occurs. yingjie (2014, p. 58) mentions that fluency is the capability to speak in effective speed and to speak smoothly and to produce the right word without thinking too much. in this case, excellent fluency will create better confidence in expressing ideas and it improves communication skill as well. to be classified as a fluent speaker, we might well fulfill this features as presented by thornbury (2005, p. 8) as follows, pauses may be long but not often, and pauses allow at the meaningful transition point. fifth is accuracy. according to kusnierek (2015, p. 78), accuracy refers to an understanding word, right in structures, syntax, and better in catching the meaning of messages of language without part of mistakes, and it journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 101 does not cause hesitation in interaction. obviously, good accuracy creates impression toward how he/she delivers the message to the other. in addition, nunan (1989, p. 32) suggests that to be successful in speaking, the involvement of appropriate conversational formula, good ability to express phonological features of a language, excellent of mastery stress and an acceptable degree of fluency are required. all of those aspects should have emerged for the duration of speaking, and features of speaking need to be constructed well to avoid misunderstanding in speaking. brown (2004, p. 142-143) adds that students also need to understand the micro and macro skills in speaking. the micro skill is producing small chunks of language for instances, morphemes, phonemes, words, collections, and phrasal units. this skill plays at sentence level which focuses on the form of the ability in producing sentences. meanwhile, macro skill refers to the person who speaks the language and it focuses on larger elements such as function, fluency, style, cohesion, discourse, nonverbal communication, and strategic options. indeed, this macro skill emphasizes the speaker’s communicative functions during the communication. computer assisted language learning (call) call known as a term used by teachers and students on using the computer as part of a language course in teaching and learning process. according to the concept that has been claimed by beatty (2013, p. 7), call is the process of how teacher and learner use computers as a media in language improvement. that is a kind of idea that allows teacher and student to select appropriate materials and adapt it with various teaching and learning styles. call covers materials design, technologies, authentic materials, and modes of instruction issues are in teaching and learning. obviously, the materials that are designed in teaching process must convey what specifically intended and purposed for language learning. actually, an appropriate material that is provided would bring proper quality of learning process in the class. warschauer (2004, p. 12) mentions that call brings a powerful mean for students in making their path to the world. it is appropriate to help students to improve their speaking skills. the use of call in speaking skill nowadays, teaching speaking is required to be attractive and interactive. therefore, teachers are required to support learners to practice the language. the teacher provides students many chances to rehearse english. they need to practice as much as possible. so that providing chances in practicing english would make students feel more comfortable in communication with each other. since oral communication is important, the teacher is required pay special intention to it. regarding to those reason, call may be able to solve any barriers in supporting the learning process, seeing that the computer is effective and easy to use. the teacher could utilize the computer as a simulation that offers journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 102 focusing on work, listening activity and oral activity for students to talk. hammersmith (as cited in gündüz, 2005, p. 203) notes that using computer wisely could give high contribution in developing oral skill as well. it implies that computer is a useful stuff in learning language. indeed, that the benefits of the computer can be reached depends on how wise she/he utilizes it. besides, the teacher and student could find learning materials on the internet freely, or they can make it with advantages of the computer itself as well. as aforementioned, that the availibility of podcast on the internet, becomes one of the learning materials in teaching and learning. the podcast contains modes of instruction issues in teaching and learning. the teacher could use the podcast as a media at improving students’ speaking skill. furthermore, the use of this media stimulates students’ interest as well. indeed, a talk in the podcast provides every component in speaking namely, the background setting of conversation, the body movements, cultural atmosphere clearly and communicative competence. in brief, through a ton of positive experience by means of using the podcast in learning. then, students would be able to have more motivation in learning a language. this leads them to better performances in their intelligibility, fluency, and accuracy. methods research method this research employs a preexperimental approach where one group pretest and post-test design is involved. this research aims at finding out an actual description and to prove the hypothesis whether the use of podcast media in teaching could improve students’ speaking skill, especially in fluency and pronunciation. hence, in collectingthe data, two sets of tests, pre-test and post-test, which were given to this experimental group. the researchers conducted five meetings to gather sufficient data. those meetings were divided into one meeting for pre-test, three meetings for treatments and one meeting for post-test. in this design, a pre-test was given before applying the treatments and post-test followed after the treatment. for these two tests, the code x1 is for the pre-test, and x2 for the post-test, while t is a code for treatment. in addition, the variables of this research were speaking skill and podcast. the independent variable was the speaking skill whereas dependent variable was podcast. the population of this research is the second-grade students of sma negeri 11 banda aceh. to select them, the researchers used a lottery technique to pick the sample of this research to avoid bias. from this technique, it is selected that 30 females students of the class xi is 3 as the research participants. research instrument the researchers collected the data by using a set of an oral test for pre test and post test. the pre-test was given to this experimental group to measure their ability prior the podcast media treatment. conversely, post-test was conducted to measure the students’ journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 103 achievement in speaking after applying several treatments. the researchers also used his smartphone as a tool to record their speaking performance. this helps the researchers analyze their speaking. the students’ performance was marked objectively. in addition, the researchers focused on evaluating students’ speaking particularly in fluency and pronunciation aspect. materials of the test were downloaded from http://www.startcooking.com. the topic of pre-test and post-test were about the procedure and tips since they were congruent with the syllabus that used in school at secondgrade class. besides, the talk of the podcast was not quite long; it was just about three to five minutes. technique data collection in conducting this research, five meetings were organised, including a pre-test, three treatments and a post-test. below is further explanation of how data collection done. 1. pre-test in the first meeting, the researchers explained all steps in case avoiding misunderstanding process. firstly, the researchers requested all participants to listen to a podcast talk very carefully with the topic “vegetable salad”. when they listened to a podcast talk, they were allowed to jot down every detail information that was delivered by the speaker. then, after they had heard the podcast talk, five minutes were free for them to prepare an outline. then, the researchers asked them one by one to retell the podcast talk based on the topic given. eventually, the researchers gave marks for their performance, especially their fluency and pronunciation. 2. treatment in the treatment meetings, the researchers used podcast as the main media in improving the students’ speaking skills. the treatment was administered for three meetings; it took 2x40 minutes for each meeting. besides, in the treatment process, the researchers used different podcast talk in each meeting. below is the description of the treatment activities. 2.1 first teaching initially, in this first meeting, the researchers explained all steps and asked them to follow every hint to avoid any possible of misunderstanding of it. then, the researchers gave them first treatment. firstly, the researchers taught them about the procedure text and provided them an example that was taken from the podcast talk with the title “chocolate fudge brownies”. next, the researchers distributed script of the podcast talk and played podcast talk for three times, and students read a script and listened to it at the same time. after that, the researchers discussed the podcast talk and gave them feedback. then, the researchers provided them chances to ask questions about the talk and helped them while they have any difficulties. afterward, the researchers called students randomly to retell the podcast talk which was based on the topic given in front of the class to ensure that they are familiar to rehearse and to produce appropriate fluency, journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 104 and pronunciation. furthermore, the researchers asked each student to reconstruct any podcast that is related to procedure text at their home. in other words, it became as their homework in every week due to treatment sessions. 2.2 second teaching before the researchers explained them about materials that have been prepared, the researchers selected seven students randomly to perform their homework in front of the class. the researchers also gave feedbacks for their homework by giving them advice on how to produce appropriate speaking and it is followed by stimulating them on how to build appropriate fluency and pronunciation. after that, the researchers asked the students to sit in a group which consists of four persons. then, the researchers distributed scripts of the podcast talk for each group with a new topic with the title “beef stew”. the researchers played the podcast talk four times and asked every group to read the script and listen to the topic of the podcast talk carefully. next, the researchers asked them to discuss the topic given with each member of the group. also, the researchers provided them feedbacks and tried to convince them to imitate the way how the native speaker speaks. afterward, the researchers invited one representative from each group to retell the podcast talk that was given. the researchers also helped them if they made inaccurate pronunciation and facilitated the students about how to pronounce a word correctly. 2.3 third teaching the researchers conducted the third treatment. it was similar to the second meeting. firstly, the researchers invited seven students randomly to perform their homework in front of the class, and the researchers also helped them in case correcting the inaccurate pronunciation. after that, the researchers asked the students to sit in a group which consists of four persons. then, the researchers distributed scripts of the podcast talk for each group with the title “roasted chicken”. then, the researchers played the podcast talk four times and asked every group to read the script and listen to the topic of the podcast talk carefully. next, the researchers asked them to discuss the topic given with each member of the group. afterward, the researchers randomly invited one representative from each group to reconstruct the podcast talk given. the researchers gave feedback for the students in case of helping them to acquire appropriate speaking. 3. post-test at the end of the meeting, the researchers gave them a post-test. the specific aim of this post-test was to identify their improvement after such treatment sessions. the talk that was given in this test was just like the researchers once given in the pre-test. the researchers asked students to listen to the podcast talk very carefully with the topic “vegetable salad”. the researchers allowed them to jot down every detail information as an outline. after that, five minutes were free for them to prepare the material for their speaking. then, the researchers called them journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 105 one by one to retell the podcast talk which was based on the topic given. technique of data analysis for data analysis, the researchers analyzed students’ score based on aspects of speaking proposed by brown (2004, p. 179) where for each component of speaking was categorized into four band scales. in addition, the researchers recorded their speaking in every test. this helps the researchers analyze their speaking performance easier. in statistic calculation process, the researchers analyze the data as follows: mean score firstly, the researchers found out mean score from raw data from both tests and the median score used to see the average score. the formula of mean suggested by arikunto (2006, p. 143) as follows: where: m : the mean score the sum of the individual score n : the number of sample then, before analyzing the data using t test below, the researcher would initially calculate mean difference (md), the formula can be seen as follows: where: md : mean of difference between pre-test and post-test the sum of difference between pre-test and post-test n : the number of sample hypothesis testing the researchers analyzed data by using statistical formula suggested by arikunto (2010, p. 349), ttest (t) is the primary statistic used to determine whether or not both tests (pre and post-test) have a significant difference. the stage of the formula is put in order as follows: where: t : tcount xd : deviation each subject (d md) the sum of the square deviation md : mean of difference between pre-test and post-test n : the number of sample finally, after the calculation and finding out the final result of the t-test, then the researchers compared them to figure out if there are any differences. in this case, the researchers used the alternative hypothesis (ha) and the null hypothesis (ho). for the significance, the researchers used the significant value 5% (α = 0,05), there are two rules in comparing the tscore that are proposed by bungin (2005, p. 186); journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 106 a. if t-score is equal or higher than critical t table, so the null hypothesis is rejected, and the alternative hypothesis is accepted. b. if tscore is lower than critical ttable, so the null hypothesis is accepted, and the alternative hypothesis is rejected. findings and discussion research findings this pre-experimental research found that there is an improvement of the students’ speaking skill by using the podcast. this improvement can be seen from the results of pre-test and post-test.table 1 below illustrates the result of the students’ pre-test and post-test and the differences between them. table1. data of students’ pre-test and post-test and the differences n o student' s initial student s' pretest score student s' posttest score differenc e (d) of pre-test and posttest 1 an 65 80 15 2 a 45 70 25 3 as 75 90 15 4 c 55 75 20 5 dps 65 65 0 6 dn 60 70 10 7 dm 60 70 10 8 er 65 80 15 9 fm 60 70 10 10 irm 55 60 5 11 ir 55 70 15 12 mr 55 70 15 13 mp 75 90 15 14 ma 60 70 10 15 na 40 65 25 16 nu 45 70 25 17 n 60 70 10 18 pm 70 70 0 19 prj 65 75 10 20 ra 55 75 20 21 rn 45 55 10 22 rm 55 85 30 23 sa 50 65 15 24 sw 55 65 10 25 sam 60 70 10 26 sn 55 60 5 27 sr 60 55 -5 28 sc 55 70 15 29 sr 75 75 0 30 yr 55 60 5 total ʃx1= 1750 ʃx2= 2115 ʃd= 365 x̄1= 58.3 x̄2= 70.5 the table1 above shows the result score of pre-test and post-test and the differences. it can be interpreted that the highest score of the pre-test was 75 and the lowest score was 40, the total score of pre-test session was 1750, and the mean score was 58.3. in the same way, the table above shows that the lowest score of posttest was 55 and the highest score was 90, and the total score of pre-test session was 2115, and the average score was 70.5. hence, it can be concluded that the students’ post-test scores were higher than the students’ pre-test score. the result of speaking aspects in the pretest and the post-test in teaching speaking, there are several aspects required to be mastered by students such as grammar, fluency, accuracy, vocabulary and pronunciation. however, the researchers limited to focusing at improving students’ fluency and pronunciation aspect. figure1 below presents further information of speaking aspect scores. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 107 figure 1. speaking aspects improvement the figure 1 above shows that the students had significant improvement in both aspects (fluency and pronunciation). regarding pre-test, the total score of the students’ fluency is 58. then, after doing several treatments for subjects of this research, the score of this aspect has increased 23 points to 81 in the post-test. furthermore, the score of pronunciation aspect also increases after students had the treatment as planned. in addition, the students gain better score in the post-test than the pre-test. participants gain score 64 in the pre-test and score 84 in the post-test. in fact, they could increase 20 points from 64 to 84. indeed, it illustrates that the significant improvement of the pronunciation aspect reached. hypothesis testing the researchers calculated the tscore that was suggested by arikunto (2010, p. 349). the level of significance had been determined before the researchers conducted this experimental research, where level significance is 5% (α= 0,05) set in this research. the specific aim of this level significance is to approve the hypothesis whether it is accepted or rejected. in addition, participants of this study were 30 students. the degree of freedom (df) was n-1 = 30-1 = 29, where the t-table is 2.045. indeed, as has been noted above tscore was 8.21. so that, tscore was higher than ttable (tscore = 8.21 > ttable = 2.045). it can be concluded that alternative hypothesis (ha) is accepted, and null hypothesis (ho) is rejected. in conclusion, after gathering all of the data by using several statistical formulas, it indicated that this research supported the alternative hypothesis (ha). discussion this study was aimed at finding out whether the use of podcast media in teaching can improve students’ speaking skill especially in fluency and pronunciation. when the researchers have done analyzing all data, it was revealed that this research supported the alternative hypothesis. as described in the research background, that students found many difficulties in speaking performance. they could not express ideas, speak fluently, use right structures, lack of producing appropriate vocabulary and produce correct pronunciation. however, after doing several treatments, it showed the previous problems encountered by the students was solved, especially their fluency and pronunciation became better. previously they made mistakes, but after they had rehearsed to reconstruct podcast every week during treatment sessions, a number of students showed a satisfactory progress in certain aspects. for example, in the pre-test, several students produced incorrect pronunciation, and not fluent in speaking. journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 108 when they had enough practice in treatment sessions, they can solve these problems calmly in the post-test. meanwhile, some other students also made decent improvement in more than one aspect, including vocabulary, grammar, and expressing ideas. based on the explanation aforementioned, it is flawless that implemented podcast media can increase students’ speaking skill, where the result showed statistically significant was found. this result was consistent with the finding of fitria, vianty, and petrus (2015, p. 55-56) which explains that podcast helped the students in gaining better achievement in speaking. podcast positively brings many advantages, and it completed objectives of this research. in addition, students can enhance their speaking aspects by practicing to reconstruct the podcast talk that they have heard. furthermore, the researchers also found that the application of podcast media in the class made the students more active in practicing speaking. for instance, the students feel a bit nervous and less confident in performance their speaking in front of the class, but after rehearsing a lot in treatment sessions, they became calm and better than the pre-test. this situation was similar to the evidence that was found by mohammadzadeh (2010, p. 1193) that podcast materials can boost students’ motivation and help them become more responsible, independent and confident. thus, since podcast is one of the authentic material and a real language which is produced by native speaker, so the students can imitate the way how the native speaks real language. it is believed that podcast media could enhance students’ in building critical thinking, comprehension, and expanding vocabulary and it is more enjoyable while the students can read a text and listen at the same time. conclusion the researchers concluded that the podcast media demonstrated positive fruitions on students’ speaking achievement. in addition, this media could cope with students’ problems in speaking, such as incorrect pronunciation and not good fluency. where these problems only procured them unexpected score to pass minimum completion criteria (kriteria ketuntatasan minimal) in the test conducted by the researchers. obviously, after post-test was held, the students’ score was increased; it implies that their speaking performance have improved. given this point, applying podcast media in teaching speaking showed positive result in assisting students to improve speaking performance especially pronunciation and fluency. based on findings of this research, the researchers would like to propose some suggestions. for teachers, this media is appropriate to be implemented in the classroom. this helps teachers to improve students’ speaking skills and to provide correct teaching materials. nowadays, teachers do not need to worry about how to provide suitable material for teaching. there are many materials available on the internet. thus, the podcast is recommended for a teacher in solving journal of english language and education vol 3. no. 2, december 2017 issn : 2460-7142 109 problems, for example finding out appropriate material for students. the teachers only need to download it for good. there are a ton of podcast materials stored in what is called the internet which are free to download. in short, these suggestions are not only directly addressed for the english teachers of sma negeri 11 banda aceh, but it also fits with other english teachers who teach speaking. in order to improve individual skill such as speaking skill, the students should immerse themselves in learning english. it means that they have to enlighten themselves with english. students need positively to boost time in practicing english because learning english at school is not enough. thus, one of many ways that they can do in practicing english is downloading a podcast. additionally, podcast exposures components in speaking namely, background setting of conversation, body movements, cultural atmosphere clearly and communicative competence. obviously, through a ton of positive experience by means of using the podcast in learning, students will earn more motivation in learning a language, and it leads them to the 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(2014). the development of speaking fluency: the 4/3/2 technique for the efl learners in chine. international journal of research studies in language learning, 3(4), 5570. jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 47 going hybrid or full online learning? lessons learned from middle school in balikpapan charlyne sterly warouw1, ronny buha sihotang2 1,2 universitas advent indonesia, bandung, indonesia 1 charlyne20.slc@gmail.com* : 2 ronny.sihotang@unai.edu * corresponding author 1. introduction going through the rough days as the impact of global pandemic leads uncertainty to the world of education especially for student’s learning satisfaction. one of the impacts is students are being confused by the form of new kinds of classrooms which are virtual. students sometimes have to face boundaries joining virtual classrooms since there is unstable internet connection (hayat, m. u., 2020). that brings unsatisfied learning experience for the students. next, students have to adjust with new teaching-learning media and materials. students need more time to learn how to access learning materials and sometimes it takes more time than the learning itself. moreover, students need to choose between going hybrid or full online learning method which are way different from the traditional way of learning. in the beginning of the pandemic everything should go online a r t i c l e i n f o a b s t r a c t article history received revised accepted this study aims to find out how satisfied the students are in learning during pandemic season more specific to whether going hybrid or full-online learning with teachers’ performance as intervening variable. this research is descriptive quantitative where the primary data being collected from the answer of questionnaire responded by total of 388 respondents. this study covers middle schools in balikpapan. sampling data taken from grade 7, 8, and 9 junior high school. descriptive analysis, t-test as partial test and path analysis being used to find exact numerical data by processing it on spss 26 version. the result of this study shows that the levels of full-online and hybrid teaching-learning, teacher’s performance, and student’s learning satisfaction are in “good level”. the effect of full-online, hybrid learning significantly affecting teacher’s performance, and fullonline, hybrid learning, and teacher’s performance partially affecting student’s learning satisfaction significantly. path analysis for x1 to z through y shows that total effect is greater than direct effect while indirect effect is smaller. path analysis for x2 to z through y shows that total effect is greater than direct effect while indirect effect is smaller. this study is surely beneficial to the school where this study is conducted and also the educators by giving the overview about how the teaching-learning has impacted both teachers and students during this pandemic era. it’s also given opportunity to learn from, to improve technique in giving the best learning experiences to the students’ satisfaction. the result of this study may show which is the best choice for the educational practice in the future this is an open access article under the cc–by-sa license. keywords full-online, hybrid, teacher’s performance, student’s learning satisfaction mailto:ronny.sihotang@unai.edu http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 48 but lately the students have been given choices whether to go full online learning or going to school and have hybrid style of learning (dorn, e.,et.al, 2020). along with these changes in options comes confusions that result as unsatisfied learning for students. educational system nowadays is being forced to go far beyond the traditional practices and brings both difficulties and benefits (barnwell, p., 2020) to teacher’s performance. first and foremost, classrooms are not the same anymore. zoom, g-meet, telegram, whatsapp, replaced the entire use of traditional classrooms especially during the c-19 pandemic. then, teaching-learning media and materials are more accessible and advanced. but then, some teachers are not as advanced as the technology they use. there are some difficulties especially for the senior teacher, for them to learn new teaching media takes more time, more energy, and even more money. for example, web based learning, online library, e-book, online worksheet, exercises, quiz, and tests are available and more accessible as the change of the traditional paper-based material. and, teaching methods are way different that requires more learning time for the educators themselves (lorenzo-lledo, a., 2021). the practices of online teaching and hybrid teaching models are used in synchronous and asynchronous ways completely change the way teachers teach. specifically in balikpapan, the government has stated that middle school level is allowed to operate normally since january 2022 according to the level of covid-19 spread, based on the letter by city government (balikpapan) on 1st march 2022. several schools chose to function normally, while other schools chose to do hybrid learning. these also has brought uncertainty to both students and the educators themselves. since the options are being given to the students, then the study progress will be determined by their own choice. during the process the possibility is open to the school to have full online learning again if there is a sudden attack of the virus. for example, when there is one student with positive covid 19, the school will suspend all school activities for at least one week or change to full online learning again while waiting for the recovery of the whole. these things of course impacted the quality of teaching learning. so, those study background above lead researcher to the eagerness of finding out about fullonline and hybrid teaching-learning effect on teacher’s performance and their impact on student learning satisfaction at middle school in balikpapan. based on the study background above, the problem of the study is as follow: 1. what is the level of hybrid teaching-learning model, full-online teaching-learning model, teacher’s performance, and student’s learning satisfaction. 2. how is the effect of full-online teaching-learning to teacher’s performance. 3. how is the effect of hybrid teaching-learning to teacher’s performance. 4. how is the effect of hybrid teaching-learning to student’s learning satisfaction. 5. how is the effect of full-online teaching-learning to student’s learning satisfaction. 6. how is the effect of teacher’s performance to student’s learning satisfaction. 7. how is the effect of hybrid teaching-learning to student’s learning satisfaction with teacher’s performance as mediator. 8. how is the effect of full-online teaching-learning to student’s learning satisfaction with teacher’s performance as mediator. blended teaching methods combine traditional classroom experiences, experiential and observational learning objectives, and online courses to provide better teaching methods. blended learning is a teaching method where teachers teach students both in person and remotely. blended learning refers to teaching students in person using specific teaching methods and materials. blended learning offers the opportunity to personalize learning and offset study time in a blended program. (neelakandan, n., 2021; mercanti-anthony, m.j., 2020; boyarsky, k., 2020; & deignan, s., 2021). blended learning can also provide more jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 49 flexibility for students and teachers. as a bonus, both educators and students can develop their technical skills through blended/blended and online learning. blended learning combines face-to-face learning with an asynchronous learning approach, with students completing online exercises and watching instructional videos in their spare time. (iowa state university., 2020; & boyarsky, k., 2020) in some cases, hybrid classes include elements of asynchronous learning, such as online exercises and pre-recorded video instructions, to support face-to-face classroom experiences. basic hybrid learning is where some students who cannot attend in person are allowed to study remotely for a set period of time. for students who cannot attend classes in person, the hybrid learning environment allows students to study remotely from home. hybrid learning is an educational model in which some students attend classes in person while others join classes virtually from home. (boyarsky, k., 2020; & ucl 2021) hybrid learning will consist of a combination of digital and on-campus classes, where students can participate in on-campus classes, digital classes in the same time zone, or digital classes in a different time zone as stated by the university of edinburgh, (2022). in a hybrid learning format, students benefit from interacting with online course content, leaving more time in the classroom for active learning. research has shown, and good practice has shown, that the best hybrid learning allows students to interact with content and participate in learning activities before, during, and after the face-to-face lesson. turning the classroom on its head and creating a hybrid/blended course involves students in the learning process through active learning methods, not just through teaching. (iowa state university.,2020; penn state university., 2022; & cornell university., 2022). with the right planning, blended programs combine the best aspects of in-person and online learning, making education more accessible to many students. in short, blended knowledge allows students to take classes both online and in person. the blended learning consortium is a global learning community for independent schools that develops online programs for middle and high school students as supported by neelakandan, n., (2021); & boyarsky, k., (2020). blended learning does not involve a principled on-campus model or a principled online model, but is designed to allow students to transition easily between the two. blended learning, sometimes called concurrent or flexible learning, typically involves teaching students face-to-face in the classroom as well as online or distance learning. in a blended learning model, in addition to face-to-face synchronous learning, asynchronous learning methods can also be used. collaborative learning is suitable for blended environments because it facilitates interaction between students in the classroom and those who are far away. (boyarsky, k., 2020; viewsonic library., 2020; the university of edinburgh., 2022; & empowered., 2021) collaborative learning is great for teachers who want more student-centered activities. collaborative learning involves dividing the class into small groups so that students can explore new concepts together and learn from each other as they do. during classroom learning, students can participate in authentic and collaborative learning. by creating a learning environment where students feel that their teacher respects them and cares about their learning, students are more likely to stay motivated and put their energy into work. as in any other classroom, students and teachers deserve to learn together in a space that welcomes and invites all participants. we know that relationships and collaboration are important for students for both well-being and learning, and helping students, especially those who live remotely, feel like they are participants and not just an audience is one way to create a classroom community in hybrid learning. as stated by hudson, e (2020) as well as ferlazzo l. (2020), that the time spent together in hybrid learning is valuable, so learners should use asynchronous learning to absorb material and jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 50 perform activities that will prepare them for interactive synchronous lessons such as debates, presentations, or design sprints. traditional classroom learning takes place in a dedicated space where both student and teacher are present, while online materials allow students to work at their own pace in their own time. what the should we learn from developing online courses should help us learn if we need to go online for a period of time. deignan, s. (2021), argue that we have adapted a set of learning strategies to support online learning, focusing on supporting the community, supporting students, and creating engaging and meaningful learning experiences. these learning strategies are guaranteed to optimize the learning space for your students in a clear, engaging and engaging way for both face-to-face and distance learning. perhaps involve our students to understand what works best for them (halterman, j., 2021). of course, there are those who want to resume in-person learning, but there are others for whom online learning works very well. for educational spaces that lack existing technology, education may offer a hybrid approach in using portable technology to provide a viable experience for in-person and remote students (ucl, 2021). you can use technologies like artificial intelligence (ai), virtual reality (vr) and augmented reality (ar) that students love to encourage classroom participation and online lessons. other benefits of a blended learning model include improved dialogue between students, teachers and guardians, more time for students to study at their own pace or schedule, and a variety of learning methods for students to choose from. through the blended curriculum, students can connect with their peers outside of school hours, supporting and educating each other in a way that all students can participate in. we know that relationships and collaboration are important to student well-being and learning and helping students, especially those living remotely, feel involved and not just an audience is a way to build cool community in blended learning. hudson, e. (2020) and o’rourke, s (2022) agree that when learning happens online, then offline, then online, it's important that students and teachers are able to communicate meaningfully with each other as people go through difficult times together. teachers say it's important to create a culture of learning so that students feel connected wherever they are. teachers see students falling behind in the classroom and this also makes their teaching life difficult added by lieberman, m (2020) and huh, jin-soo (2021). in the worst case scenario, teachers are forced to skimp on tuition, schools struggle to seamlessly transition students from in-person to remote and vice versa, and home-schooled students lag behind students who prefer to spend at least some of their time in-person. teachers claim they have twice the workload as they divide their attention between students online and in person without giving them the attention they deserve. special education students and english learners have priority for face-to-face instruction, and students who ultimately want to return to face-to-face instruction are housed with teachers teaching on the school building. in some cases, much of the interaction between students and the teacher, and the direct transmission of education, takes place in person in the classroom, while materials and perhaps some additional activities are delivered online. this dual learning method is characterized as hybrid learning, in which students have the opportunity to attend scheduled lessons in person and the rest of the lessons they can follow through programmed content online (commonwealth of learning, 2022). hybrid learning offers many benefits, but it also has unavoidable disadvantages, such as the lack of access to face-to-face learning tools for students studying at home. in onlineonly scenarios, students with learning disabilities may not even have their personal tools, specially prepared teaching aids, games, or other devices available in the classroom. in addition to the potential challenges caused by the digital divide, there are also educational jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 51 demands on both teachers and students in non-fidelity educational scenarios (lorenzolledo, a., 2021). one of the biggest educational challenges that students, parents, and teachers have faced over the last couple of years is the logistical difficulty of understanding how online classes work. this is a question that many teachers face when faced with the reality of the hybrid model where students attend school in person two or three days a week and spend the rest of the time online. simultaneous learning is a new model for teachers as well as students and their parents/guardians, so it's important to make it easy to get started. or we need thoughtful planning and instructional design where the combination of synchronous and asynchronous learning creates a program where the teacher can focus on one group of students at a time, whether f2f or online. the increase in the spread of c-19 has forced some hybrid schools to return to faceto-face distance learning, while others have begun fully distance learning and are now gradually transitioning more students to some face-to-face classes. elementary school teachers now focus on reading, math, and social-emotional learning with students in person, while homework builds on what students have learned in class. teachers say many of the positive learning outcomes that occur in the classroom begin to fade as students return to homeschooling. here are three personalized teacher preparation tips on how to organize simultaneous learning for zoomers (virtual students), roomers (personal students) and their teachers (huh, jin-soo., 2021). by using some of the best online learning methods, you can provide the best learning experience for everyone. effective online education depends on learning experiences that are properly designed and supported by competent educators as stated by albright, d., 2018 and as supported by university of illinois springfield (2022). hodges, c., et.al (2020), mentioned those who have created online programs over the years will demonstrate that effective online learning aims to be a learning community and support learners not only at the educational level, but also through collaborative learning activities and other social support. online learning environments allow educators and students to work together and exchange ideas and information on projects 24 hours a day from anywhere in the world using a variety of communication methods. asynchronous online learning environments are very effective for students with time constraints or commitments. these types of courses require the instructor and all enrolled students to interact online at the same time. a blended program, also known as a blended program, is a learning environment that allows for face-to-face and online interaction. by taking into account the different learning styles of students and providing opportunities for independent and collaborative learning, educators can deliver powerful and effective courses aimed at achieving specific learning goals and outcomes using extensive online learning resources and opportunities. successful blended teaching and learning requires a focus on what can be best done on campus, such as face-to-face communication between students and faculty, and what can be best done online, such as providing flexibility and broad access to resources and experts. in anticipation of the rapid development of online teaching and learning activities and the large number of educators in need of support, educator development and support teams must find ways to meet the institutional need for learning continuity by helping educators develop the skills to work and learn in an online environment (teach online, 2020). apply online learning tools and methods that support real-time learning and discussion. it is useful for both teachers and students to know how different online learning methods work and under what circumstances. online educators can also evaluate different teaching methods through student assessments and communication, but data-driven online technologies offer a less subjective measure of success. once online instructors have determined what they want to teach and with what methods, they can jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 52 browse the online learning technologies available to them and identify those that best suit their goals (online education, n.d.). as an online educator, adaptive learning will inevitably play a role, but you should make the most of the technology you (and your students) have at your disposal. teaching an online course requires a different approach than a traditional classroom, so teachers must adapt or develop their skills for the online learning environment in order to make their material effective and engaging with students. teaching an online course for the first time requires an adjustment period; educators should be able to assess the effectiveness of teaching methods and adjust accordingly as mentioned by cooper, s. (2016). moreover, he added, no teacher can suddenly become an expert in online teaching and learning in the current situation where deadlines vary from one day to several weeks. online teachers must engage and support students from the beginning and throughout the course in order to maintain an effective learning community. even if you won't physically see your students every day, check out 5 effective online learning strategies to hold them accountable. share your favorite online learning tips and student learning strategies in the comments below. whether you want to be a more effective facilitator or make your online classes happier, here are our favorite online learning strategies to help you deliver classes more effectively. in this post, we list effective online learning methods to help you make your virtual lessons easier (athuraliya, a., 2021; mishra, a., 2021). while there are many teaching methods, most of the traditional methods used in the classroom can be applied just as effectively online. this means teaching the same material to all students using different learning strategies (albright, d., 2018). instructional design is not limited to on-site use, but is equally important in an online learning environment where learners have truly unique experiences and bring a different set of experiences especially when compared to traditional classroom attendance. specifically, instructional design is a teaching method that refers to designing your class around your students' unique experiences and your end goals or what you want your students to take away from the course. include structured and continuous learning sessions that give students the opportunity to interact with the instructor and peers. facilitate learning by directly facilitating interactions between learners and content, between learners and learners, between learners and teachers, and between learners and technology. on the student side, this could mean that students support each other through new social networks, peer review, discussion groups, and even online study groups, but with guidance, support, and feedback from learning and content experts (north carolina agricultural and technical state university (n.d).). 2. method this is a quantitative study, so that the result is countable, detail, and relatively short in terms of time consume for the study being done. firstly, descriptive statistic is being done to measure each variable, then compare between variable, finally, finding the effect of the variables. this statistical treatment is being done in order to describe and interpret the data about the level of full-online and hybrid teachinglearning model being used by the students, level of teaching performance of the teacher, and level of learning satisfaction felt by the student. second part is the function of correlation. this is going to count relationship between variables and show the effects it brings to the dependent variable. the hypothesis given in chapter 1 will be answered through statistical calculation on spss. this research covers large population specifically junior high school students from 3 representative schools in balikpapan. the object of the study is the students of chosen private schools in balikpapan. the exact data of the population received after conducting the study is 463 in which 388 respondents from it has filled up the questionnaire while the rest 75 respondents jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 53 didn’t give any response. researcher decided to use a way of gathering sample which is by convenient sampling method where researcher will use any number of sample available for the study that will represent the whole population. total number of samples gathered for this study is 388 respondents and has fulfilled the minimum number of samples required. technique used in this research to gather data is by distributing online questionnaire. the online questionnaire is through google form. this technique is chosen because of the pandemic situation that limits face-to-face activity specifically in balikpapan. as a result, primer data will be used to calculate result of this study in order to answer the research questions. data then be processed by spss to find descriptive analysis of each variable given and to relate them one another according to the purpose of the study. data gathered for this research is primary data which will be gathered by questionnaire distribution. researcher provided two kinds of self-constructed questionnaire with identical content. first is paper based, and second is online based. each will be used based on school permission as the local condition still alert because of pandemic situation. the data analysis technique used in the study is a quantitative data analysis. the answers from respondents will be measured using the likert scale, the values they obtained would be treated using statistics. the validity test of pearson product moment using a principle of correlating each questionnaire's score with the total score of respondents’ answer. reliability test by looking at the score of cronbach's alpha functions to determine the consistency of a questionnaire used by researchers, so the questionnaire can be calculated to measure the study variables, even though the study is repeated over and over with the same number of questionnaires. 3. findings and discussion the following research result has been calculated through spss 26th version: research question 1: “what is the level of hybrid and full-online teaching-learning, teacher’s performance, and student’s learning satisfaction of middle school’s in balikpapan?” 4. table 1. description of variables’ level range variable average mean level range full-online learning 4.00 good hybrid learning 4.00 good teacher’s performance 4.00 good student’s learning satisfaction 3.54 good table above explains that the level range of full-online, hybrid, teacher’s performance, and student’s learning satisfaction are in the range of “good level”, since average mean score are between 3.54 – 4.00. this means that even in the pandemic situation, both fullonline and hybrid teachinglearning situation are fine for students, teacher’s performance is also good as mentioned by other author in introduction part that teacher also enhance their teaching by engaging themselves to technology that makes teaching-learning activities satisfied students better. research question 2: “how is the effect of full-online teaching-learning to teachers’ performance?” research question 3: “how is the effect of hybrid teaching-learning to teachers’ performance?” research question 4: “how is the effect of hybrid teaching-learning to students’ learning satisfaction?” jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 54 research question 5: “how is the effect of full-online teaching-learning to students’ learning satisfaction?” research question 6: “how is the effect of teachers’ performance to students’ learning satisfaction?” 5. table 2. variables x1 and x2 effect on variable y and variable z, and y effect on z research question variable sig. value significance r square effect rq 2 full-online learning to teacher’s performance 0.003 significant 0.023 2.3% rq 3 hybrid learning to teacher’s performance 0.000 significant 0.071 7.1% rq 4 full-online learning to student’s learning satisfaction 0.000 significant 0.178 17.8% rq 5 hybrid learning to student’s learning satisfaction 0.000 significant 0.205 20.5% rq 6 teacher’s performance to student’s learning satisfaction 0.000 significant 0.080 8.0% total 47.7% table above shows that teaching-learning model full-online affecting 2.3% to teacher’s performance, while hybrid model affecting larger, which is 7.1%. on the other hand, fullonline learning affecting 17.8% to student’s learning satisfaction, while hybrid learning model affecting larger, which is 20,5%. while teacher’s performance took 8.0 effect on student’s satisfaction. this means hybrid learning model is a choice that is significant related to teacher’s performance and student’s learning satisfaction, and can be the good choice for future practice at educational realm. 6. path analysis this test analysis is going to explain whether or not there is indirect correlation given by independent variables to dependent variable through intervening variable. in this research, teacher’s performance (y) is the intervening variable between full-online (x1) and hybrid teaching-learning (x2) to student’s learning satisfaction (z) as the dependent variable. 7. table 3. path analysis step 1. variables x1 and x2 effect on variable y research question variable sig. value significance r square effect error (e2) rq 7 full-online learning 0. 394 not significant 0.073 7.3% 0,963 hybrid learning 0.000 significant jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 55 table above shows that sig. value of x1 = 0,394 greater than 0,05 and sig. value of x2 = 0,000 smaller than 0,05. this result means that variable x1 doesn’t affect variable y significantly, in the other hand, variable x2 affect variable y significantly. jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 56 8. table 4. path analysis step 2. variables x1 and x2 effect and y on variable z research question variable sig. value significance r square effect error (e2) rq 8 full-online learning 0. 000 significant 0.295 29.5% 0,839 hybrid learning 0.000 significant teacher’s performance 0.000 significant research question 7: “how is the effect of hybrid teaching-learning to student’s learning satisfaction with teacher’s performance as mediator?” it is found that direct effect given by x1 to z is 0,324. meanwhile, indirect effect of x1 through y to z is the multiplicity of beta value of x1 to y with beta value of y to z that describes as follows: • direct effect = 0, 324 • indirect effect of x1 though y to z = β x1 to y x β y to z = 0,046 x 0,171 = 0,0079 • total effect of x1 to z = dirrect effect + indirect effect 9. = 0, 322 + 0,0079 = 0,332 based on the calculation above, direct effect value is 0,324 and indirect effect is 0,0079 and total effect is 0,333 which means that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x1 through y has significant effect on z. research question 8: “how is the effect of full-online teaching-learning to student’s learning satisfaction with teacher’s performance as mediator?” it is found that direct effect given by x2 to z is 0,237. meanwhile, indirect effect of x1 through y to z is the multiplicity of beta value of x2 to y with beta value of y to z that describes as follows: • direct effect = 0, 237 • indirect effect of x2 through y to z = β x2 to y x β y to z = 0,246 x 0,171 = 0,042 • total effect of x2 to z = dirrect effect + indirect effect 10. = 0, 237 + 0,042 = 0,279 based on the calculation above, direct effect value is 0,237 and indirect effect is 0,042 and total effect is 0,278 which means that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x2 through y has significant effect on z. so, through data analysis, it shows that full-online, hybrid teaching learning and variable teacher’s performance significantly affecting variable student’s learning satisfaction, since the sig. value is 0,00 which is smaller than 0,05. data also shows that r square value = 0,295 which means variables full-online, hybrid teaching learning and variable teacher’s performance contribute 29,5% to variable student’s learning satisfaction, while the jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 57 other 70,5% contributed by other variables. furthermore, path analysis data provides result that the effect of full-online teaching-learning to student’s learning satisfaction through teacher’s performance is explained as follow: direct effect value is 0,324 and indirect effect is 0,008 and total effect is 0,332 which means that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x1 through y has significant effect on z. path analysis also provide results that the effect of hybrid teaching-learning to student’s learning satisfaction through teacher’s performance is explained as follow: direct effect value is 0,237 and indirect effect is 0,042 and total effect is 0,279 which means that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x2 through y has significant effect on z. the results above supported by previous study conducted by aldhahi m (et al) revealed a promising result. students had moderate satisfaction with their online learning. most students were satisfied and enhanced their online learning with online learning environment and thus students might develop online learning experience. online learning support and facilitate teaching and learning, but it is essential to weigh the pros and cons of technology and harness its potential. for those with access to the right technology, there is evidence that online learning can be more effective in many ways. online classes allow the sharing of skills that help more people access education that is not always available in certain geographies. online learning is preferred by people who, for various reasons, cannot attend classes at a traditional brick-and-mortar, college said dhawan, s. (2020). study of rajabalee & santally, 2021 and gopal, r., & aggarwal, a. (2021) revealed various factors that might affect student’s satisfaction. the limited skill of teachers and the limited access of students to online learning are some of the problems that prevent the provision of education. furthermore, hargreaves, a. (2021) stated c-19 has highlighted the essential importance of face-to-face schools and their teachers for the well-being of students, for students experiencing learning or emotional difficulties, and as places of care and protection while parents and other healthcare professionals are at work. or are away from home for other reasons. another study also revealed that there was a significant relationship between technology and employee’s satisfaction who took online training. this founding implies that students with technological skills are more satisfied with online learning than those without online learning. however, this comparison is inappropriate since the population of the study was the students in balikpapan. conclusion result of this study discussed on previous chapter can be concluded as follows: first, descriptively, full-online teaching-learning, hybrid teaching-learning, teacher’s performance, and student’s learning satisfaction at middle school in balikpapan is in “good level” where the average score is in the range of 3,40 – 4,19. so, it is concluded that during this pandemic situation, even though problems appeared as the use of technology as part of educational system increased didn’t lower the performance of teachers and satisfaction of students, they are in the “good level”, instead. next, based on the data of this study, fullonline teaching-learning method significantly affecting teacher’s and the amount of effect received by teacher for their performance in teaching is 2,3%. in the other hand, this study shows that hybrid teaching-learning method significantly affecting teacher’s performance and the amount of effect received by teacher for their performance in teaching is 7,1% which is larger than the effect of full-online teaching-learning effect. moreover, the data of this study revealed full-online teaching-learning method significantly affecting student’s learning satisfaction where the amount of effect received by students for their learning satisfaction is 20,5%. next, this study provided data of hybrid teaching-learning method jele (journal of english language and education) issn 2541-6421 vol. 8, no. 2, december 2022, pp. 47-62 charlyne sterly warouw, ronny buha sihotang (going hybrid or full online learning? lessons learned from middle school) 58 that significantly affecting student’s learning satisfaction where the amount of effect received by students for their learning satisfaction is 17,8% is lower than the effect of fullonline effect. then, this study shows data of teacher’s performance is significantly affecting student’s learning satisfaction in which the amount of effect received by students for their learning satisfaction is 8,0%. furthermore, through data analysis, it shows that full-online, hybrid teaching learning and variable teacher’s performance significantly affecting variable student’s learning satisfaction, and data also shows that they contribute 29,5% to variable student’s learning satisfaction, while the other 70,5% contributed by other variables. finally, path analysis data provides result that the effect of full-online teaching-learning to student’s learning satisfaction through teacher’s performance is explained as follow: direct effect value is 0,324 and indirect effect is 0,008 and total effect is 0,332 which means that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x1 through y has significant effect on z. path analysis also provide results that the effect of hybrid teaching-learning to student’s learning satisfaction through teacher’s performance is explained that total effect is greater than direct effect while indirect effect is smaller. this shows that as total, x2 through y has significant effect on z. based on data analysis in this research, full-online and hybrid teaching-learning method significantly affecting teacher’s performance and also significantly impacting student’s learning satisfaction at middle school in balikpapan. thus, this study result may be beneficial information for the schools where this study has been conducted as the information of the teaching-learning has impacted both teachers and students during this pandemic era. school should prepare and equip teachers with suitable tools and other resources in order to escalate teacher’s performance in teaching and indirectly, may provide satisfaction in learning for the students. school may choose to enhance their teaching learning ability if they want to continue with the full-online or hybrid design. one way to do it is through training especially related to technology use in teaching-learning. scientific information has been provided by the result of this study, where in the environment of online teaching-learning whether it is fully online or hybrid, teacher needs to enhance their technology literation in order to let them interested and satisfied in learning. attending seminars, workshops, and other training related to technology use in teaching is very important. moreover, long-life-education and self-learning is highly demanded in order to achieve perfection in teaching ability. during pandemic situation all levels of education has been forced to apply blended learning or in this research translated as full-online and hybrid. but the result shows that the total impact contributed by both teaching-learning method plus teacher’s performance is only 29,5% that means another research should be done to find the rest 70,5% contributed by other variables, for example related to psychological condition during pandemic era or doing similar research but different population, like choosing senior high students of college students as object of the study. for others, the result of this study may become good reference regarding how to provide satisfaction on learning during pandemic situation. for example, what to prepare for a good teaching-learning condition during full-online or hybrid learning. acknowledgment this study was conducted with a support from institute for research and community service (lppm) sanata dharma university. the researchers thank them so that students could also implement the digital skill through various activities including attending a workshop on digital journalism. references albright, d. 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"fun learning house" fun learning house jl.darussalam, handil vi , kel. nuara jawa tengah, kec. muara jawa. kab.kutai kartanegara prov. kalimantan timur ( gg didepan sdn 012) daftar nama-nama murid tingkat smp / mts no nama no hp/wa 1 muhammad fatih 2 akhmad firdaus 3 andik prasetya 4 andika fatur 5 gabriel nasution 6 khopifah nur h 7 m.nafis 8 muhammad hafiz 9 muhammad sujud 10 mutiara ainun mahya 11 nafisah n. 12 najla nur a 13 nurul hikmah 14 salsabila ananda 15 sayup ramadhan 16 tasya nurlina zeina lucia m 2. hasil reading practice student score grade 1. khopifah nur h 2. nafisah n.a 3. nazwa khaira zuhda 4. muhammad hafiz 5.muhammad fatih 6. zeina lucia m 7.najla nur a 8. muhammad sujud 9.mutiara ainun mahya 10. m.nafis 65 70 60 75 65 70 80 82 72 75 c c d c d c c c c c student score grade 1. khopifah nur h 2. nafisah n.a 3. nazwa khaira zuhda 4. muhammad hafiz 5.muhammad fatih 6. zeina lucia m 7. najla nur a 8. muhammad sujud 9 .mutiara ainun mahya 10. m.nafis 85 90 85 87 90 95 80 95 90 80 b b b b b a c a b c jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 99-106 99 http://dx.doi.org/10.26486/jele.v5i2.1030 jele@mercubuana-yogya.ac.id teacher talks: an analysis of direct and indirect influences for young learners in efl class christina eli indriyani 1,* , fransiska regita trioktawiani 2 1,2 atma jaya catholic university of indonesia, jakarta, indonesia 1 christina.eli@atmajaya.ac.id*; 2 fransiska.regita@gmail.com * corresponding author 1. introduction classroom interaction directly and indirectly forms students’ communication ability since it provides a lot of input and output through listening and speaking, promotes exposure in using the language, and provides students’ acquisition and acquaintance with the language (noni, 1994). teachers definitely plays important roles because they become the source of input that is imitated by the students. moreover, teachers use the language during the learning process with some different speech acts, such as explaining, giving question, giving instructions, encouraging, and so on. therefore, teachers talk should be clear and intelligible, which should contain no errors (nurpahmi, 2017). ellis (1985) proposed that teacher talk is the special language that teachers use when addressing second language learners in the classroom or treated as register with its own linguistics a r t i c l e i n f o a b s t r a c t article history received : august 7, 2019 revised : september 9, 2019 accepted : november 5, 2019 this study investigated the types of teacher talks in classroom interactions; those are direct and indirect influences as proposed by flanders (1970). besides, the analysis of the teachers’ difficulties during their talks was found out since the subjects in this study were teacher candidates. they had been taught about teacher talk during their micro teaching and teaching practicum classes. therefore, the proposed research questions were: 1) what are the direct and indirect influences of teacher talks for young learners that appeared in efl class? 2) what are teacher’s difficulties during teacher talks? to answer the research questions, qualitative research was employed in this study by using observation sheet and questionnaire. the participants were five preservice teachers from english education department of a private university in jakarta. the teachers had joined teaching practicum in school so that they had had experiences in teaching primary school students. based on the result, indirect influence of teacher talk were more frequently used (59%). teachers indirectly influences the students by asking questions. meanwhile, the direct influence gained 41% of the whole teacher talks with giving direction as the highest frequency (30%). furthermore, vocabulary and grammar became the main factors of difficulty in teacher talk. teachers sometimes got confused on how to deliver the certain expressions or give instructions, which made them less confident, especially when they felt nervous. this study was hopefully beneficial for the english department and universities to provide better learning process, other teachers’ candidates that still improve their speaking skills to be more aware of their talks during teaching, and future researchers to broaden the field of study. this is an open access article under the cc–by-sa license. keywords teacher talk direct influence indirect influence efl class http://creativecommons.org/licenses/by-sa/4.0/ 100 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) properties. in young learners’ classroom interation, the quality and quantity of teacher talk have many values, particularly in providing input as language model for children (pinter, 2006) and supporting the students to practice the target language. there are many studies regarding classroom interaction or teacher talk had been conducted and spread among the grades. for example, mujahidah (2012) conducted research on the classroom interaction during the english teaching – learning process at the eight grade of smpn 1 banjarmasin. she found that the teacher was more dominant during the classroom interaction with “asking question” as the most frequently talk appeared. another study of teacher talk conducted by pujiastuti (2013). her study focused on analysis of teacher talk and student talk in english for young learners. she employed flanders interaction analysis categories (fiac) model to specify the types of teacher talks. the results were all categories of fiac revealed in the classroom interaction and giving direction was found as the most frequently used. most of the studies of classroom interaction were conducted in class with one teacher as the role model and the teachers had experienced teaching for more than five years. thus, in this study the researchers tried to find out the classroom interaction with pre-service teachers as the role model. pre-service teachers had been equiped with classroom language during their study so that they were expected to apply the theories into practical things. pertaining the explanation above, this research would still utilize fiac to analyze the direct and indirect influences of teacher talks. if two previous studies and the current study shared similarity in teacher talk type analysis, this current study would bring further investigation that was the teacher’s difficulty during their talks in efl class. therefore, the research questions of this study were: 1) what are the types of direct and indirect influences of teacher talks that revealed during the classroom interaction in efl class? 2) what are the teacher’s difficulties during their teacher talks? this study particularly aims to analyze the types of teacher talks and the difficulties of the preservice teachers in their talks during teaching primary school students in the internship program. the direct and indirect influences of teacher talks would be investigated to know the verbal language used by the teachers in the class. as tsui (1995) stated that “the dominance of teacher talk in young learner’s classroom interaction seems to be irrelevant in foreign language teaching since it does not provide adequate chances for students to practice the language,” this study helped the teachers to know how effective they use the classroom language and whether they are more dominant in the learning process. another aim of this study was seen from the practical view. furthermore, this study was expected to give contributions to the pre-service english teachers in case of analyzing their teaching performances, to observe their classroom behavior and then to plan as well as to conduct interactive and child-friendly verbal classroom interactions (pujiastuti, 2013). classroom interaction should involve teacher and students talks so that communicative learning is adopted as the approach of the language learning process. however, this study would not observe both teacher and student talks because the focus was on teacher point of view. teacher talk was pondered important aspect for pre-service teachers since they needed to practice conveying message to the students and adjusting their language with the grade. this aspect then became the limitation of this study. regarding the analysis of teacher talk, fiac model (flanders, 1970 as cited in nunan, 1989) had been chosen because its category system contains direct and indirect influences of teacher talk. there are two teacher roles, those are indirect and direct influences. indirect influence includes accept feeling, praise or encourage, accept or use idea, and ask questions. meanwhile, direct influence includes lecture, give direction, and criticize or justify authority. the detailed categories are presented in the table below. table 1. flanders interaction analysis categories model (flanders, 1970) issn 2541-6421 jele (journal of english language and education) 101 vol. 5, no. 1, june 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) teacher talk category feature indirect influence accepts feeling 2. praises or encourages 3. accepts or uses ideas of student 4. asks questions accepts and clarifies the tone of the students in an unthreatening manner. feelings may be positive or negative. predicting or recalling feelings are included. praises or encourage student action or behavior. jokes that release tension, but not at the expense of another individual, nodding head or saying „‟um hm?‟‟ or „‟go on‟‟ are included. clarifying, building, or developing ideas suggested by a student. as teacher brings more of his own idea into play, shift to category five asking a question about content or procedure with the intent that a student answer. direct influence 5. lecturing 6. giving directions 7. criticizing or justifying authority giving facts or opinion about content or procedure; expressing his own idea asking rhetorical questions. directions, command, or orders which student are expected to comply with. statements intended to change student behavior from unacceptable to acceptable pattern; bawling someone out ; stating why the teacher is doing what he is doing; extreme self-reference. discussing what types of teacher talks frequently appears in efl classroom might relate to the teacher’s knowledge of talk. speaking in front of the class is not like daily conversation in which people are able to use any expressions, but more about how to produce utterances with meaningful input for the students. hence, this condition likely makes teachers get difficulties in the teacher talks. two studies about difficulties in teacher talks conducted by horst (2010) and tang (2011) as cited in coxhead (2017) had concluded that the teacher talks of were lexically poor. it means the words or vocabulary that the teacher used in the class were limited or likely repeated several times so that it did not give any significant impact to students’ language acquisition. due to that problem, elliot (1994), as cited in coultas (2015), suggested that “teachers need to become more aware of what they are doing rather than telling them what they should be doing is a particularly useful way of carrying out research on teacher knowledge of talk, a complex area of pedagogy that has proved very resistant to change.” through this study, it is expected that pre-service teachers become more aware of their teacher talk as well as promote talk more effectively in the classroom. 2. method in order to answer the research questions and achieve the research objective, this research employed quantitative and qualitative research that included video observation administered in the end of the semester and questionnaire distribution. the observation was utilized to gain detailed information of teacher talk as pre-service teachers when they taught english for primary school learners during the internship program. in order to help the researchers collect the data, observation sheet (check box) was used. the teaching video transcription was also used to help figure out the purpose of each teacher talk. this way also eased the process of categorizing the teacher talk. then, in order to answer the second research question, open-ended questionnaire was employed to gain the data. the data constituted the teacher’s reflections on their own teacher talks, such as the type of teacher talk they considered as the most frequent used in the class, the difficulties that teachers had in their teacher talks, the factors that influenced their talks, and how to overcome teacher’s difficulties. the questionnaire was distributed and after being filled out, the researcher did confirmation for less clear statements. then, all data were analyzed and interpreted. the participants of this study were the seventh semester students of english education study program of a private university in jakarta. the students were taking teaching practicum class. 102 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) during that semester, they were conducting internship program, that was teaching english in primary school. there were eighteen students and they belonged to pre-service teachers. for this study, there were only five pre-service teachers as participants. those pre-service teachers were chosen because they taught older young learners (fourth and fifth grade students) and they achieved an a in teaching practicum, which meant their ability in speaking english was considered good. in this study, the last teaching video was used since the pre-service teachers had experienced teaching in early-seven meetings so that they were expected to perform better. the video was then analyzed using flanders interaction analysis categories (fiac) model. the procedure in conducting this study consisted of eight steps. first, the researchers prepared the observation sheet in form of check box and the questionnaire. second, the researchers picked up the data source in form of video and teachers’ transcription from students who got a in teaching practicum. then the data were classified based on fiac model, particularly indirect and direct influences. fourth, initial code was determined for each category of teacher talk. every interaction was recorded one code. for example, accepting feeling was coded into af, asking question was coded into aq, and giving direction was coded into gd. the next step was pairing the data. in this step, the researchers paired the number of categories of interaction. sixth, plotting the initial code to the table and count the data; which meant entering the data to a table and counting the frequency and percentage of the teacher talk. next, the questionnaires were distributed via email. the last step was drawing conclusion from the response. the researcher described the teacher talk categories using fiac model based on the available data and found out the teachers’ difficulties. 3. findings and discussion in response to the research question, the result of the teaching video analysis revealed that indirect and direct influences appeared during the teaching performance. all categories of indirect and direct influences could be found in every teacher and performed in various frequencies. based on the table 3 below, it could be seen that in t1 aq (asking question) and gd (giving direction) gained 29% which meant it was highly frequently used. the lowest category was co (criticizing and justifying authorithy) which gained only 1% because co revealed only twice during the lesson. for t2, aq gained 33% which meant it was high frequently used during the lesson, whereas af gained 4% as the lowest category used during the lesson. the next teacher showed that gd gained 33% which was the high frequently used by t3 and the lowest category used by t3 was co 1%. in t4, the highest percentage of the teacher talk category was aq. it reached 41% or 51 times during the lesson. besides the lowest category was af which gained 1%. similar with t3, t5 also produced gd as the high frequently used teacher talk, which scored 29%. for the lowest category of t5 was co with 1% or twice during the lesson. in conclusion, asking question was the high frequently used by t1 (29%), t2 (33%), t4 (41%). meanwhile, giving direction was dominantly used by t3 (33%) and t5 (29%). the dominance of teacher talk happened when it came into presentation and practice parts. in the presentation, teachers explained the grammar implicitly by asking questions. supported with the reading text, the teacher could make comprehension questions based on the content of the text and use wh-questions to connect it with the grammar. this process could also be found in other teachers. most of them provided questions to explain the grammar instead of lecturing. then, during the practice, the teachers gave direction to make the instruction clearer and they also confirmed it using questions. actually, the finding of this study was consistent with other related studies like mujahidah’s (2012) and pujiastuti’s (2013) in which the highest percentage was on asking question and giving direction. by doing so, the teacher gave chances for the students to respond and get involved in the learning process. in addition, it helped the interaction between teacher and student become more communicative. this idea is also in accordance with quantity of opportunities for students to interact in classroom is crucial in learning language (pinter, 2006). table 2. teacher talk frequency issn 2541-6421 jele (journal of english language and education) 103 vol. 5, no. 1, june 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) af pr ao aq le gd co n t1 frequency 4 37 26 52 5 51 2 177 percentage 2% 21% 15% 29% 3% 29% 1% t2 frequency 5 12 11 43 16 36 7 130 percentage 4% 9% 8% 33% 12% 28% 5% t3 frequency 13 101 52 135 34 166 3 504 percentage 3% 20% 10% 27% 7% 33% 1% t4 frequency 1 19 9 51 11 28 4 123 percentage 1% 15% 7% 41% 9% 23% 3% t5 frequency 3 15 25 43 34 51 2 173 percentage 2% 9% 14% 25% 20% 29% 1% if the previous discussion was about direct and indirect influence analysis of each teacher, the following table presents the analysis of each teacher talk category of all teachers. based on the result in table 4, we can see that the most dominant category in teacher talk was giving direction (30%). while the lowest category in teacher talk used in the classroom was accepting feeling (2%) and criticizing or justifying authority (2%). it showed that the teacher might apply teacher-oriented in the class. the teachers focused on giving direction to the student which aimed to make students understand the lesson well. in fact, accepting feeling and criticizing still became the lowest as a proof that the students’ accept more direction than the accepting feeling from the teacher. regarding direct and indirect categories of teacher talk, it was clear that indirect teaching was more dominant than direct teaching. in total of the percentage, indirect teaching occurred 59% of the whole teacher talks, whereas direct teaching occurred 41% of the teacher talk. brown (2000) mentioned that “interactive teaching is closely concerned on indirect teaching.” furthermore, the teachers’ questions and meaningful contexts had implication to students’ motivation which was high in classroom interaction. it was in line with an argument stating that children are keen on talking, telling stories, sharing ideas and many things they enjoy (brumfit, 1991; cameron, 2001; halliwel, 1992; harmer, 2001; moon, 2000). this proved that the language learning process concerned on interactive teaching. therefore, the pre-service teachers had likely successfully brought good atmosphere during the lesson. table 3. percentage of teacher talk category t1 t2 t3 t4 t5 n percentage freq perc freq perc freq perc freq perc freq perc af 4 15% 5 19,2% 13 50,0% 1 3,8% 3 11,5% 26 2% pr 37 20% 12 6,5% 101 54,9% 19 10,3% 15 8,2% 184 17% oa 26 21% 11 8,9% 52 42,3% 9 7,3% 25 20,3% 123 11% aq 52 16% 43 13,3% 135 41,7% 51 15,7% 43 13,3% 324 29% le 5 5% 16 16,0% 34 34,0% 11 11,0% 34 34,0% 100 9% gd 51 15% 36 10,8% 166 50,0% 28 8,4% 51 15,4% 332 30% co 2 11% 7 38,9% 3 16,7% 4 22,2% 2 11,1% 18 2% 1107 if the previous discussion turned out that indirect influence of teacher talk revealed more frequently, now the teacher’s difficulties in producing talks would be figured out. the results of the questionnaire were the pre-service teachers had lexical problem, such as vocabulary and grammar. most of them felt confused on choosing proper and simple words for primary school students. if there was new or difficult term, the teacher tried to explain the meaning simply, but still using the target language. anxiety also happened when the pre-service teachers thought that they made grammatical errors. they thought that the grammar was incorrect although it was actually correct. to support the explanation above, the responses are presented below. “vocabulary choice sometimes becomes obstacle in my teacher talk. since i teach primary school students, i have to make sure that i use simple language. i don’t 104 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) avoid new or specific term, but i need to consider whether students can understand it or not. i also give them explanation of new vocabulary.” (a1) “sometimes i am not confident in using english in front of the class because i am afraid that there are grammatical errors.” (c1) “moreover, it is sometimes difficult to explain the grammar focus. it’s sometimes difficult to find the appropriate words or i forget the vocabulary.” (d1) “the difficulties that i had when i spoke in front of the class are the grammar and vocabulary. sometimes i forget the vocabulary i want to say.” (e1) besides lexical problem, other problems were identified based on the data of the questionnaire. interactive communication and confirmation were considered difficult to be built and identified because the teachers needed to attract students’ attention. one teacher said that creating interactive communication when answering students question or delivering instructions is apparently not easy. teachers must be creative to trigger or encourage the students to speak and to respond their talks. the efforts increased since teachers also need to handle the class as well as become a good role model for the students. the supporting statements can be seen as follows. “sometimes, i still confused about how to deliver clear instructions to the students. i realized that sometimes i did not answer students answer clearly. i also have difficulties in creating more interactive communication.” (a2) one of the most difficulties that i face during my teaching in the classroom is i never know whether they understand my explanation or not. i can’t read it from only their face. sometimes, there are some students who are really focus on me while i’m explaining but actually their minds are not on me. they are thinking about something else while listening to me. (b3) apparently, the results were in accordance with the horst’s and tang’s studies (coxhead, 2017) which found the teacher talks were lexically poor. nevertheless, what evoked the difficulties had not been investigated due to the time constraints. the major hypothesis was related to the teacher’s readiness. although it had not been able to be proved, the expectation was teachers need to become more aware of what they are doing and become more aware of their teacher talk so that good atmosphere could be promoted in the class. 4. conclusion according to the finding and discussion, the direct and indirect influences of teacher talk revealed in the language teaching for young learners. the indirect influence more frequently occurred in asking questions. most of the teachers relied on asking questions to influence the students in language learning process. using questions were likely effective to encourage students’ participation and respond so that they got chance to use the target language. the second influence was praising or encouraging. the teachers tried to ecouraged student actions and gave appreciation to what they had answered. the indirect influence brought positive implication towards classroom atmosphere and enhanced interractive learning. on the other hand, the direct influence was reached through giving direction and lecturing. teachers gave instructions and commanded the students how they needed to accomplish the tasks, which were low frequently used. therefore, the indirect influence of teacher talk was better used by pre-service teachers in teaching english as a foreign language for young learners. nevertheless, the pre-service teachers realized that indirect influence, such as asking question and praising, was difficult to be produced because of lack of vocabulary or expressions, anxiety in making grammatical error, and even maintaining interaction with the students. it helped them reflect what they were doing. therefore, this study was hopefully beneficial for other teachers’ candidates that still learn classroom interaction to be more aware of their talks during teaching, the english department and universities to provide better learning process, and future researchers to broaden the field of study. issn 2541-6421 jele (journal of english language and education) 105 vol. 5, no. 1, june 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) acknowledgment we appreciatively admit the support from english education department, atma jaya catholic university of indonesia which allowed to conduct the study in one of the courses and magdalena krisanti, as the advisor of the internship program, who helped to collect the data. references brown, h. douglas. (2001). teaching by principles: an interactive approach to language pedagogy, second edition. san fgransisco: longman. brumfit, c. 1991. introduction: teaching english to children. in brumfit c, moon, j and tongue r. teaching english to children – from practice to principle. london: harpercollins publishers pp iv-viii. cameron, lynn. (2001). teaching languages to young learners. cambridge: cambridge university press. coultas, v. (2015). teachers’ narratives of classroom talk: what are the challenges? doctoral thesis. ucl institute of education, university of london. retrieved november 15, 2019 from https://discovery.ucl.ac.uk/id/eprint/10021757/. coxhead, a. (2017). academic vocabulary in teacher talk: challenges and opportunities for pedagogy. oslo studies in language 9(3), 29-44. retrieved december 10, 2019 from http://www.journals.uio.no/osla. ellis, r. (1985). understanding second language acquistion. oxford: oxford university press. flanders, ned a. (1970). analyzing teacher behavior. reading: addisonwesley publishing company, inc. halliwel, susan. (1992). teaching english in the primary classroom. new york: longman publishing. harmer, jeremy. (2001). how to teach english. essex: pearson educational limited. nunan, d. (1989). understanding language classrooms: a guide for teacher initiated actions. cambridge: prentice hall international ltd. nurpahmi, s. (2017). teacher talk in classroom interaction. english teaching, learning, and research journal, vol.3, no.1. retrieved december 20, 2018 from http://journal.uinalauddin.ac.id/index.php/eternal/article/view/3950/3601 09:04. noni, nurdin. (1994). the instructional language used by the lecturers in the english classroom interaction at the english departement of ikip ujung pandang. thesis. ujung pandang: graduate studies programme, hasanuddin university. moon, jane. (2000). children learning english. oxford: macmillan. pinter, anamaria. (2006). teaching young language learners. oxford: oxford university press. pujiastuti, r.t. (2013). classroom interaction: an analysis of teacher talk and student talk in english for young learners (eyl). journal of english and education, 1(1), 163-172. retrieved december 15, 2018 from http://ejournal.upi.edu/index.php/le/article/view/361/250. purba, e., saragih, a. & ginting, s.a. (2016). classroom interaction in english lesson based on flander’s interaction categories. retrieved january 4, 2019 from http://jurnal.unimed.ac.id/2012/index.php/ellu/article/.../7070. putri, d.s. (2015). the analysis of teacher talk and the characteristic of classroom interaction in english as a foreign language classroom. journal of english and education, 3(2), 16106 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 99-106 christina eli indriyani, et al (teacher talks: an analysis of direct and indirect influences…) 27. retrieved january 4, 2019 from https://media.neliti.com/media/publications/193266-enthe-analysis-of-teacher-talk-and-the-cha.pdf. richards, keith. (2003). qualitative inquiry in tesol. aston university: macmillan. tsui, a.b.m. (1995). introducing classroom interaction. london: penguin. jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 130-135 130 http://dx.doi.org/10.26486/jele.v5i2.968 jele@mercubuana-yogya.ac.id investigating problems and difficulties of speaking that encounter english language speaking students of junior high school olyvia revalita candraloka 1,*, aliva rosdiana 2 1,2 universitas islam nahdlatul ulama (unisnu) jepara, jl. taman siswa (pekeng) no.9 tahunan, jepara , indonesia 1 ocandraloka@gmail.com; 2 alivarosdiana@unisnu.ac.id * corresponding author 1. introduction english occupies important prestige place simply because it is lingua franca in the world. english is compulsion learned especially for non-native speaker due to the reason that the english knowledge is expected to enable people to establish intellectual, social commercial, economic and even diplomatic relations with the rest of the world. english is essential to be learned especially for junior high school due to one of compulsory subject. english become an indispensable part of educational curriculum in indonesia. english learned as foreign language, it can be guarantee the availability of opportunities to higher education, employment, travelling, and even a better life (crystal, 1997). due to english is as compulsory subject at junior high school, researchers tried to investigate problems and difficulties of speaking that encounter english language speaking at mts n 2 kudus. speaking is one integrated skill taught in english classroom. it is productive skill which involves a r t i c l e i n f o a b s t r a c t article history received : september 7, 2019 revised : october 10, 2019 accepted : november 17, 2019 this study is aimed at investigating the students’ ability, the problems of why they faced problems on english speaking. the triangulation of mixed methods was used in this study to show and measure the speaking difficulties encountered by students of 7th grade junior high school at mts n 2 kudus. the quantitative data gathered from the speaking test result in by involving 31 students of mtsn 2 kudus and the qualitative data gathered from the questionnaire and interview results from the selected students who meet criteria. the findings showed that the students’ ability was categorized difficulties in speaking english (26.009); the students have problems on vocabulary (100%), pronunciation (100%), grammar (83.9%), and fluency (96.7%). the causes of problems faced by students on english speaking that english were not only having limited knowledge on the components of speaking skills including vocabulary, pronunciation, grammar, and fluency but also they have their own personal reasons, such shyness, anxiety, confusion, lack confidence, and fear of making mistake. this study indicated that the students’ ability should be increased by giving motivation and taught them with th esuitable and interested english speaking materials. this is an open access article under the cc–by-sa license. keywords speaking english speaking problems junior high school students’ ability on speaking. mailto:alivarosdiana@unisnu.ac.id http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 131 vol. 5, no. 1, desember 2019, pp. 130-135 olyvia revalita candraloka, et al (investigating problems and difficulties of speaking…) communicative performance, and other elements such as pronunciation, vocabulary, grammar, intonation, and so forth. mastery of english speaking is a priority for many second language or foreign language learners (richard, 2008). it is one english skill must be mastered to achieve communicative competence. lazaraton (2001) suggest that speaking, as one of oral communication, is based on four dimensions or competences including grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. those competences were a demand in industrial revolution 4.0. as the compulsory subject, in reality most students preferred use bahasa indonesia and their local language than english as a medium of interaction. it is because they have problems on speaking english. speaking is one of language skill meant as an interactive process of constructing meaning that involves producing, receiving, and processing information. the information is shared verbally and nonverbally in variety of contexts in which it occurs based on the existence of participants with their collective experiences, the physical environments, and the speaking purpose (chaney and burke, 1998). speakers as encoders are able to communicate and express their ideas, thoughts, feelings, and needs in order to make sense of hearers to decode message. in this case, the skills of speaking are needed namely accuracy, fluency, and comprehensibility (heaton, 1989). further, heaton pointed out that the accuracy concerns on vocabulary, grammar, and pronunciation as the components of how students are able to use the right words in the in the correct sequence of utterance and produce clear pronunciation. and then, the fluency deals with the ability of speakers to speak fluently and accurately to express their ideas. emerging ideas through speaking is not an easy task moreover for junior high school students. it is not about memorizing vocabularies and different set of names or things around us but it is about an educational experience students carry out. the good idea to stimulate speaking is using the process of acquiring new language to gain further insights into their own personality and culture. in other words, motivating students to speak is more effective if the students are actively involved in a process such as playing roles, describing classmates, or games (klippel, 1985). it is important to investigate the problems the students at mts n 2 kudus that encounter english language speaking for students of grade 7 th . this study was designed to address students’ problems facing speaking class including the problems of students’ speaking ability, students’ speaking problems, and facing the speaking problems. investigating the problems of speaking, furthermore, is conducted as a process for gaining information regarding the learning’s necessaries, preferences, and problems which are identified with subjective (students) and objective (researchers) opinions to suit the language learning requirements for learners. some researchers hold that english foreign language (efl) students’ speaking skills might be affected by multitude factors. efl students may face numerous problems regardless of linguistic knowledge in the way of developing speaking skills, the same as the college students’ problems faced in initial speaking course (andi, 2017). the minimal exposure to the target language becomes their problems (shumin, 2002). in addition, aleksandrzak (2011) also believes that the problems source of speaking skills in the context of efl is the insufficient of speaking varieties and opportunities to compare with a multitude varieties and genres in real-life situation. the difficulties in mastery of english speaking commonly are due to students’ mindset of lack confidence and their feeling of inability to speak english. students must have academic mindset as their beliefs about the ways of learning and intelligence work (national report, 2019). it will frame their thinking, influence them to interpret events, and ultimately affect their success. they must have their productive academic mindset than non productive academic mindset. students with productive mindset can change their intelligence and have their confidence to learn challenging material and accomplish difficult tasks. by contrast, students with nonproductive mindset feel lack confidence and confront themselves that they are not good in certain material, such as english. learning how to learn (self-directed learning) has been argued to be of utmost importance for language learners for three reasons. the first reason is due to the complexity task and never enough time within a formal scheme of instruction to ensure mastery on the part of students. thus, preparationin the classroom to take responsibility to learn autonomously outside is a must-needed (carver & dickinson, 1982; dickinson & carver 1980). 132 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 130-135 olyvia revalita candraloka, et al (investigating problems and difficulties of speaking…) 2. method this study used triangulation of mixed method involving qualitative and quantitative data collection simultaneously at understanding of research problem (creswell, 2008). the data were gained from the results of test, questionnaire, and interview. the speaking test used to obtain quantitative data and students’ speaking ability. besides, the questionnaire and interview were also used to obtain qualitative data. the questionnaire was administered and piloted to 31 students in order to get the feedback about the problems of speaking. then, the speaking presented by haris that consists of vocabulary, pronunciation, grammar, and fluency were used to analyze the data of speaking test result (harris, 1969). while, the results of questionnaire and interview transcript were analyzed by using content analysis in which its procedures used the flow model data analysis of miles and huberman (miles and huberman, 1994). the data were collected in the year of 2019/2020 to 31 students of junior high school at mts n 2 kudus. they were asked to perform the speaking test based on the free and determined topics given. then the questionnaire is given in order to explore their problems on english speaking. 3. findings and discussion the findings present several issues of students’ speaking such as students’ speaking ability, students’ speaking problem, and facing the speaking problem. the data are presented below: the students’ speaking ability the test was given to identify students’ ability to 31 students of seventh grade of junior high school at mts n 2 kudus. the result is gained and calculated that the mean score of the students’ speaking ability was 55.23. furthermore, the description of the students’ speaking score can be viewed to the following table: table 1. the students’ speaking score frequency interval qualification the number of the students frequency 80-100 excellent 0 70-79 good 1 60-69 low 8 0-59 failed 22 based on the table above, it can be captured through percentage as follows: fig. 1. the percentage of students’ speaking score frequency based on the table 1 and the figure 1, the students’ ability showed that 0 (0%) were excellent categorized, 1 (3.22%) were good, 8(25.8%) were low categorized and 22(70.97%) were failed categorized. issn 2541-6421 jele (journal of english language and education) 133 vol. 5, no. 1, desember 2019, pp. 130-135 olyvia revalita candraloka, et al (investigating problems and difficulties of speaking…) in addition, the following below is the table of the mean score of the students’ ability based on each component of speaking skills: table 2. the students’ speaking ability the elements of speaking the students' ability (%) vocabulary 0% grammar 12.90% pronunciation 0 fluency 3.30% further clear description, the following below is the diagram of percentage of the students’ speaking ability for each component of speaking skill: fig. 2. the percentage of the students’ speaking ability based on the table 2 and the figure 2 above, it can be captured that the students’ ability for each component of speaking skill, grammar was the highest of all components of students’ speaking ability about 12.90%. the second highest component was fluency about 3.30%. it means that these components were failed categorized. the students’ problems on speaking skills their performance was evaluated based on four criteria namely vocabulary, pronunciation, grammar, and fluency. the following was the table of the students’ problems on speaking skills: table 3. the students’ problems on speaking skills the elements of speaking the students' ability (%) the students' problem (%) vocabulary 0% 100% grammar 12.90% 83.90% pronunciation 0 100% fluency 3.30% 96.70% based on the table 3 above, it can be captured that the biggest problem of speaking skills faced by students were pronunciation and vocabulary was 100%. then, it was followed by fluency 96.70%, and grammar 83.90%. the finding above was also triangulated with the results of questionnaire and interview among students to obtain relevancy. the causes of problems faced on speaking skills from the questionnaire and interview were conducted to figure out the causes of problems felt by students of junior high school at mtsn 2 kudus. the causes of problems faced by the students 134 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 130-135 olyvia revalita candraloka, et al (investigating problems and difficulties of speaking…) were on english speaking were having limited knowledge on the components of speaking skills including vocabulary, pronunciation, grammar, and fluency but also they have their own personal reasons, such shyness, anxiety, confusion, lack confidence, and fear of making mistake. this study indicated that that environment (dorm) did not support them to acquire and speak english. 4. conclusion the data analysis drawn showed that the mean score of the students’ speaking ability was 26.009. it indicated that their ability was categorized failed. this finding based on the problems faced on english speaking in four components including vocabulary and pronunciation with 100%, grammar 83.9%, and fluency 96.7%. therefore, the students need to increase their speaking skill. in addition, the highest problem faced by students were vocabulary and grammar. then, it was followed by the second highest problem faced was fluency. and the last was grammar. the causes of problems faced by students on english speaking that english were not only having limited knowledge on the components of speaking skills including vocabulary, pronunciation, grammar, and fluency but also they have their own personal reasons, such shyness, anxiety, confusion, lack confidence, and fear of making mistake. this study indicated that the students’ ability should be increased by giving motivation and taught them with the suitable and interested english speaking materials. acknowledgments we would like to say thank you to jele for the publication. references aleksandrzak, m. (2011). problems and challenges in teaching and learning speaking at advanced learning. glottodidactica, 37, 37–48. andi, k, and burhanuddin, a. (2017). using needs analysis to develop english teaching materials in initial speaking skills for indonesian college students of english. the turkish online journal of design, art and communication (tojdac), special edition : 419-436. chaney, ann l., and tamara l. burk. (1998). teaching oral communication in grades k-8. allyn and bacon, order processing, po box 11071, des moines, ia 50336-1071 carver & dickinson. learning to be self-directed. (1982). in g.s.e. in m. geddes (ed.), individualization. modern english publications. printed in london. cresswell, j.w. (2008). educational research: planning conducting, and evaluation quantitative and qualitative research. pearson merrill prentice hall. printed in new jersey. crystal, d. (2012). english as a global language. cambridge university press, dickinson & carver. (1980). learning how to learn: steps toward self-direction in foreign language learning in schools. elt journals, 35(1) pp.1-7. harris. d.p. (1969). testing english as a second language. mcgraw-hill book company. pinted in new york. heaton, j.b. (1989). writing english language test. longman. printed in the usa. richards, j , and richards, m..(2008). teaching listening and speaking from theory to practice. cambridge university. printed in the united states of america. miles, m.b. and huberman, a.m. (1994). qualitative data analysis. sage publication. printed in london. lazaraton, a. 2001. teaching oral skills. teaching english as a second or foreign language 3, 103115. shumin, kang. (2002). developing adult efl students’ speaking abilities in richards: issn 2541-6421 jele (journal of english language and education) 135 vol. 5, no. 1, desember 2019, pp. 130-135 olyvia revalita candraloka, et al (investigating problems and difficulties of speaking…) methodology in language teaching: an anthology of current practices. waiwaiole, en. a mind at work. 2019.https://www.ccsse.org › nr2019 › mindset intercultural awareness in indonesian efl classes akbar ibrahim madani universitas sebelas maret   abstract language and culture are inseparable. foreign language learning is not only the language learning, but also the culture learning. intercultural awareness, according to chen and starosta (1996), refers to an understanding of one’s own and others’ cultures that affect how people think and behave. the cultivation of students’ cultural awareness in efl teaching can encourage students to break the obstacles of intercommunication and master the culture of the target language by analyzing a survey which investigates the students’ present condition of intercultural awareness. the key point of learning cultural knowledge and cultivating cultural awareness is to create a good learning environment in the classroom. teachers should change the conventional concepts, as well as the attitudes of regarding exams as the standard of evaluating students’ ability. this paper tries to put forward some measures to cultivate the students’ intercultural awareness in efl teaching. keywords: intercultural awareness, english as foreign language(efl), indonesian, efl classroom, efl students, efl teachers.   introduction for quite a long time, english as foreign language (efl) in indonesia mainly emphasizes on the students’ grammar and the language skills of the students, and rule out the cultural differences that occur inside the classroom. however, nowadays people in indonesia begin to realize that grammar and language skills alone can not guarantee success in intercultural communication, especially when the international connection has increased massively, and they realize that language and culture can’t be separated. therefore, nowadays teachers have to prepare materials that are not only contains english language skills, but also intercultural awareness in order to create balance inside or outside the classroom. however, nowadays indonesian teachers still do not realize about this issue, they keep using the same method and the same materials as their ancestors used to teach english in efl classroom. a statement from the writer said that these english  teachers still using the same method and the same materials is because they do not know how to implement intercultural awareness inside the classroom. it can be seen, that indonesian english teachers know less about how to implement intercultural awareness inside the classroom. this statement supported by the fact that many teachers do not apply this issue in their classes, and also there are only a few information about this that does make the teachers probably do not know about this issue. that is why we need to figure out why is this issue important for the continuity of efl classes in indonesia. in this study, first of all, the author take aim about what makes indonesian english teachers do not apply this issue inside the indonesian efl classes. second of all, the author takes aim about why english language teachers in indonesia should apply this issue inside their classes. and third, the author takes aim about how to implement this issue inside the indonesian efl classroom. based on these points, hopefully the english teachers in indonesia would apply intercultural awareness inside their classes in the future.                        literature review seelye, h. n. (1975) proposed some practical teaching principles for improving cultural awareness in his book “teaching culture”: (1) acquiring cultural knowledge through language learning; (2) making cultural behavior an important part of class; (3) letting student have the capacity of occupying their social economic status; (4) a better understanding of native culture and target culture; (5) making students know that people’s behavior was affected by culture. according to hanvey (1979), “a global perspective consists of certain modes of thought, sensitivities, intellectual skills, and explanatory capacities, which is a combination of many things and any person may be rich in certain elements while relatively lacking in others”. hanvey describes four levels of intercultural awareness: (1) awareness of superficial or visible cultural traits, such as isolated facts or stereotypes; (2) awareness of significant and subtle cultural traits that contrast markedly with one’s own and interpreted as unbelievable and irrational; (3) awareness of significant and subtle cultural traits that contrast markedly with one’s own but can be understood cognitively; (4) awareness of how another culture feels from the standpoint of the insider. intercultural awareness, according to chen and starosta (1996), “refers to an understanding of one’s own and others’ cultures that affect how people think and behave”. robert g. hanvey developed the idea of global perspectives that has been widely used as a framework in intercultural awareness. the cultivation of students’ cultural awareness in efl teaching can encourage students to break the obstacles of intercommunication and master the culture of the target language, and in turn, promote teaching effect. therefore, to gain knowledge on culture difference and to promote the students’ cultural awareness is one of the aims of the present language teaching.   methodology design in this study, qualitative research technique has been used  in order to present the descriptions and the patterns clearly. “qualitative research is a research in which data collection methods like questionnaire, interviews, observation,  etc are used and events are put forth in their natural environment in a realistic and integrated way” (merriam 1998; yildirim and simsek 2013). participants or subject of the study          the researcher did the research at sma al islam 1 surakarta. the participants were the english teachers and eleventh-grade students of sma al islam 1 surakarta, in the academic year 2019 /2020. the researcher involved 40 students at eleventh-grade senior high school because it is consider as the crucial years in senior high school and involved the 4 english teachers because the researcher needs teacher’s perspective about cultivating intercultural awareness in indonesian efl classes. procedure of the data collection in conducting research, instruments were needed in order to collect the data. in this research, the researcher use observation and interviews. the observation was done inside the efl classroom to find out the the initial knowledge of students and teachers about intercultural awareness. the observation objects were activities, events, the participants’ feeling, and conditions or certain atmosphere that were occurred inside the efl classroom related to intercultural awareness in efl classroom. next, the interview was done after the efl class finished. the objects of the interview are 40 students of eleventh-grade senior high school and 4 english teachers of sma al islam 1 surakarta. the goal of the interview is to get deeper information about how far the students and the teachers know and understand, and also to know how their opinions are about intercultural awareness that is occur in the efl classes. specifically for teachers, the researcher also wants to know what they think about how to cultivate intercultural awareness inside the efl classes.   findings and discussion this study used qualitative research which was used data collection methods like interview and observation. in this study showed that most of the students indicated that they have nothing to do about intercultural awareness in efl classes. based on the interview, it shows that there are 17 students who have initial knowledge about intercultural awareness and 23 students who did not know about intercultural awareness. 10 students said that having intercultural awareness inside efl classroom is important, 5 students who said that it is not important, and 25 students that have no idea about this issue.  17 students said that they notice whenever intercultural awareness attitudes or behaviors occur in the efl classroom, 5 students said that they did not notice whenever this issue occurs, while the rest 18 students said that they do not have any idea about it. when the students asked whether they agree or disagree if their efl teachers give them any background knowledge about intercultural awareness and implement it in the efl classes, 30 students said that they agree, while 4 students said that they disagree, and 6 students said that they did not have any idea about it. the researcher then conducted interview with 4 efl teachers. when these teachers asked whether they already applied intercultural awareness in their efl classes or not, 4 of them said no. then the researcher ask whether these teachers think that applying intercultural awareness in their efl classes is important or not, 4 of them said yes. 2 teachers said that they have plan on how to apply and educate the students about intercultural awareness in the future for their efl classes, while the other 2 said that they do not have any plan on how to apply or educate their students about intercultural awareness. these data show that the cultural dimension to language has usually been present in language pedagogy implicitly (risager 2007). given the closely intertwined nature of culture and language, it is difficult to teach language without an acknowledgement of the cultural context in which it is used. from the interview, when the students asked about “do you think that having intercultural awareness inside efl classroom is important?”, 30 of them answer with “i don’t know, i did not notice when it happens, so i don’t know whether this issue have to be taught in my efl classes or not”. summary of results based on the observation form above, it was found that there is no information or knowledge that educate/cultivate the students and teachers about intercultural awareness, even though there are some teachers and students who have knowledge about intercultural awareness. in their opinion, intercultural awareness is not very crucial in efl learning process, that is why they do not need to explain anything about it. however, intercultural awareness attitudes and actions still occur in efl classroom implicitly. “the cultural dimension to language has usually been present in language pedagogy implicitly” (risager 2007). unfortunately, most of the students do not aware when it happens. most of the students do not aware when it happens because they do not know that this issue is real, while some other students who aware deny to be open about it. teachers rarely resort to various methods of intercultural education in school practice. and the family role in teaching intercultural diversity is low as well, it makes students have low intercultural awareness ability (.they think this issue is not very important in the efl classroom and also they think that the other students already aware about this issue, same thing happens with the teachers. sadly, these situations happened in a classroom that has many students that came from many places that also have different culture to each other.  conclusion this study focused on the implementation intercultural awareness in indonesian efl classes. while most of the previous studies have different focus and places. this topic is still relatively rare to be discussed in indonesia. so, the researcher tried to conduct this study in order to get deeper data and evidence about the implementation of intercultural awareness in indonesian efl classes. the data had been displayed by the researcher about how the implementation of intercultural awareness in indonesian efl classes which is still not working properly. the result of the study also showed that in the classroom, both the teachers and the students still have minimum thoughts about intercultural awareness. from the 40 students and 4 teachers that the researcher observed and interviewed, then the data has been processed, these data leads to a conclusion that the implementation of intercultural awareness in indonesian efl classes is still very low. there are only a few students who know, understand, and care about the intercultural awareness phenomena. while the majority of the students do not know or understand about intercultural awareness. this issue happened not only because of the students, but the teachers also played role in the occurrence of this issue. until know, there are only a few english teachers who educate intercultural awareness in their efl classes to their students, it leads to the minimum knowledge of the students about intercultural awareness that is happening daily in their classes, especially in efl classes. the researcher hope that there will be another studies that find the way to implement/apply intercultural awareness in indonesian efl classes, so that the teacher will be able to know some ways on how to implement/apply it inside their efl classrooms, so that the learning process would run better, more accurate, and add more provisions for the students to face their real life. references baker, w. (2011). from cultural awareness to intercultural awareness: culture in elt. researchgate, doi:10.1093/elt/ccr017. baker, w. (2011). intercultural awareness: modelling an understanding of cultures in intercultural communication through english as a lingua franca. researchgate, doi: 10.1080/14708477.2011.577779. liu, c. (2016). cultivation of intercultural awareness in efl teaching. journal of language teaching and research, doi: http://dx.doi.org/10.17507/jltr.0701.26.  raeesi, h & yeganeha, m, t. (2014). developing cultural awareness in efl classrooms at secondary school level in an iranian educational context. procedia social and behavioral sciences, doi: 10.1016/j.sbspro.2015.06.084.  abdalla, a. h. (2017). an investigation into the benefits of the intercultural approach to efl learning and teaching: a case study of taif university, ksa. journal of language teaching and research, doi: http://dx.doi.org/10.17507/jltr.0801.07. belli, s, a. (2018). a study on elt students‟ cultural awareness and attitudes towards incorporation of target culture into language instruction. journal of language and linguistic studies, doi: 14(1), 102-124. seelye, h. n. (1975). teaching culture: strategies for foreign language educators, skokie, illinois. national textbook company. hanvey, r. g. (1979). cultivation of intercultural awareness in efl teaching. journal of language teaching and research, doi: http://dx.doi.org/10.17507/jltr.0701.26. malazonia, d., maglakelidze, s., chiabrishvili, n., & gakheladze, g. (2017). factors of students’ intercultural competence development in the context of georgia. cogent education, 4(1).doi:10.1080/2331186x.2017.1302867. chen, g. m., & starosta, w. j. (1996). intercultural communication competence: a synthesis. in b. burleson (ed.), communication yearbook 19 (pp. 353-383). thousand oaks: sage. risager, k. (2007). language and culture pedagogy: from a national to a transnational paradigm. clevdon, multilingual matters.  steele, d., zang, r. (2012). improving intercultural awareness: a challenging task for japan. procedia-social and behavioral science, https://doi.org/10.1016/j.sbspro.2012.06.613. zhu, h. (2011). from intercultural awareness to intercultural empathy. english language teaching, doi:10.5539/elt.v4n1p116. allo, m, d, g. (2018). intercultural communication in efl classrooms. research gate, doi: 10.30605/ethicallingua.v5i2.1036. appendices interview   interview form of intercultural awareness in efl class   participants                                    :  40 students and 4 english teachers of efl class school                                             :  sma al islam 1 surakarta subject                                           :  english class                                               :  xi (11(2nd year of senior high school) question amount of students/teachers (yes) amount of students/teachers (no) have no idea do you have any initial knowledge about intercultural awareness?  (students) 17 23 0 do you think that having intercultural awareness inside efl classroom is important?  (students) 10 5 25 did you notice whenever intercultural awareness attitudes or behaviors occur in efl classes? (students) 17 5 18 do you agree if your efl teachers give any knowledge about intercultural awareness and implement it in efl classes? (students) 30 4 6 have you applied intercultural awareness in your efl classes? (teachers)   0 4 0 do you think that applied intercultural awareness in your efl classes is important? (teachers) 4 0 0 do you have any plan on how to apply and educate intercultural awareness to your students in efl classes? (teachers) 2 2 0 observation  observation form of intercultural awareness in efl class   participants                                    :  40 students and 4 english teachers of efl class school                                             :  sma al islam 1 surakarta subject                                           :  english class                                               :  xi (11(2nd year of senior high school)                                 observed aspect yes not note intercultural awareness       1 educating about what intercultural awareness is   x there is no information or knowledge about intercultural awanress at all, whether it’s from the teachers or from the students, eventhough when some teachers and students already have knowledge about intercultural awareness 2 intercultural awareness attitudes and action x   there is some attitudes and acions that show intercultural awareness. 3 the awareness of any intercultural awareness attitude or action x   there is some students and teachers who aware about intercultural awareness, but most students don’t aware. 4 intercultural differences x   the students are come from many different places and have different culture. jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 113-119 113 http://dx.doi.org/10.26486/jele.v5i2.853 jele@mercubuana-yogya.ac.id does active learning method for higher education promote students’ learning? (students-teachers perceptions towards the implementation of active learning method) widya ratna kusumaningrum 1,* , rangga asmara 2 1,2 universitas tidar, jalan kapten suparman no 39, magelang 56116, indonesia 1 kusumaningrum@untidar.ac.id*; 2 asmara@untidar.ac.id * corresponding author 1. introduction over the last decade, the active learning method (henceforth, alm) has drawn global attention from education practitioners and researchers. generally defined, alm is a teaching method that tries to attract the students’ participation and engagement in the teaching and learning process (prince, 2004). the alm procedure involves meaningful classroom practices and activates students' cognitive development. alm is functioned to optimize and promote students' learning in a learnercentred environment (frankel & frankel, 2016). alm gives the students’ opportunities to learn and comprehend any subjects and urges them to be responsible for their learning as well (mansson, 2013). in this sense, alm is seen as an alternative assessment for the conventional or traditional instructional methods. the use of active learning method (alm) in higher education has been comprehensively discussed in the higher educational institutions. one empirical study on the application of alm at the university level by lumpkin, achen, & dodd (2015) showed alm procedure with a variety of exploratory writing assignment and small-group discussion results in positive learning activities. the study revealed how alm had shifted the lecture-based paradigm into an interactive mode. students are actively engaged with the materials, and they have positively valued the benefits of alm in classroom practice. another study on alm in higher education by kim, sharma, land, & furlong (2013) indicated that alm helps and improves the students' critical thinking significantly. a r t i c l e i n f o a b s t r a c t article history received : august 3, 2019 revised : september 5, 2019 accepted : november 2, 2019 active learning method (alm) has drawn global attention over the past years. in some indonesian higher educational institutions, the notion of active learning has changed the university lecturer's perspective. it has flipped it from the conventional tradition to the new idea. this paper aims to study the university lecturer and students’ perception on the implementation of active learning in higher education. this study investigates the university teachers and students perception towards the implementation of alm to promote the students' learning. the participants of the study were 10 university lecturers and 60 students experiencing and practicing the application of alm in the second language classroom. the issue was investigated using descriptive qualitative research with close-ended questionnaires. the results showed varied perception, beliefs, and practices on how alm encouraged collaboration and boosted students’ language performance. this is an open access article under the cc–by-sa license. keywords active learning higher education collaborative learning creative thinking perception http://creativecommons.org/licenses/by-sa/4.0/ 114 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) in the study, kim et al. incorporated alm with the notion of group-based learning with authentic tasks, scaffolding, and individual reports. the research implied that alm was beneficial for promoting students’ critical thinking. active learning method (alm) involves processes beyond the traditional procedure and not merely limited on reading and writing activities, but students are required to discuss and solve the problems from their reading and writing (millis, 2013). bonwell & eison (1991) support alm with learning objectives are to gain information, to apply the knowledge in the practices, to develop students’ problem solving and critical thinking skills, and to motivate student learning. however, this conceptual understanding may be perceived differently. as a result, the notion of alm has been deviated and wrongly understood and implemented in a language classroom in indonesia. alm has been sensed as an interactive engagement activity with fun and enjoyable procedure. alm attracts the students' attention by ice-breaking activities, drawing, colouring, playing videos and games. it may lessen the students’ tense and stress level, but it does not contribute to the individual language development. to this sense, this study concerns to investigate how university lecturers and students perceive the concept of active learning for higher education. in this study, we proposed a research question on "how to do the lecturers and students’ perceptions towards the concept of active learning and its practices in the second language classroom in higher education?". 2. method research design the study utilized a descriptive qualitative with survey method as its research design to collect, present and analyze the data. the descriptive survey design was to portray the efl situations implementing active learning method (alm) methods in second language classroom practices and the efl university lecturers and students perceptions about the alm practices. participants the participants of the study were ten universities lecturers and 60 undergraduate students who were involved in both esl skill course and esl knowledge course at a public university in magelang indonesia. the participants were purposely selected by the criteria of experiencing an active learning method (alm) in their second language classroom both in the teaching and learning context. instruments to provide the quality data on the university lecturers and students beliefs towards the concept of active learning method (alm) and its practices in a second language classroom, this study employed three types of questionnaires with two of them were for the university lecturers and one instrument for university students. the lecturers responded to the first questionnaire with five-point likert-type scales adopted from mulatu & bezabih (2018) ranging from strongly agree to strongly disagree. this five-point likert scales explored the concept and understanding of the alm methods in classroom practices. this questionnaire comprised ten questions focusing on the encouragement of collaboration, the surge for students’ performance development and motivation, and the opportunity for independent, critical, and creative thinking. meanwhile, the second research questionnaire for the lecturer was adopted from xhafa & kristo (2014). this second research questionnaire was for investigating how university lecturers put the alm belief to their teaching practices with twenty item questions. it used a three-point likert scale ranging from never to always. the third research questionnaire was modified from the second questionnaire investigating the students’ values on the alm practices applied by university lecturers. issn 2541-6421 jele (journal of english language and education) 115 vol. 5, no. 1, june 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) procedures the university lecturers and students who were actively implementing active learning method (alm) in a second language classroom were observed and asked to have initial consideration for being the participants or respondents. this initial evaluation was based on their experience and understanding the idea of alm. in this sense, the respondents who had integrated alm with their teaching were considered to be the participants. the participants were both lecturers and students group responded to the questionnaire. the results were then tabulated and analyzed using a specific procedure to present valid information. data analysis this research used a qualitative method by interpreting the close-ended questionnaires both for university lecturers and students. the lecturer and students responses to the questionnaire were evaluated in terms of its frequency and percentage. the overall estimation and evaluation were to analyze the percentage and to draw conclusion and recommendation based on the findings. 3. findings and discussion to answer the research question on “how do the lecturers and students’ perceptions towards the concept of active learning and its practices in second language classroom in higher education”, the study presented the results and data according to two categories of (1) focusing on the encouragement of collaboration, and (2) the surge for students’ performance development and motivation. active learning method to boost the collaboration the application of active learning method (alm) predominantly functions to encourage effective collaboration between the students, as presented below. table 1. the university lecturers’ perceptions towards the alm function to enhance effective collaboration items strongly agree agree undecided disagree strongly disagree f % f % f % f % f % active learning creates opportunities to share experiences and encourages friendship among students 4 40% 6 60% active learning enhances the active involvement of students in learning instead of passive listening 5 50% 5 50% lecturers might understand this function and agreed that alm would create the opportunities to share experiences with 40% strongly agree, and 60% agree. besides, alm might encourage friendship among students and enhance the active involvement of students in learning instead of passive listening with 50% strongly agree and 50% agree. further investigated, the understanding of the belief that alm might promote effective collaboration was not always practiced in the language classroom, as follows. table 2. the university lecturers’ practices in implementing alm to enhance effective collaboration items always sometimes never f % f % f % i had students engage in a brainstorming activity (i.e., a group activity designed to generate as 8 80% 2 60% 116 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) many ideas as possible) i led a class discussion focused on a visual/audio stimulus (e.g., a picture, cartoon, graph, song) 6 60% 4 60% i assigned small group presentations (e.g., debates, panel discussions, plays) 4 40% 6 60% i lectured with at least 15 minutes devoted to class discussion (interaction between student-student, with occasional questions/remarks by the teacher) 5 50% 5 50% i assigned a small group discussion or project (e.g., case study work) 5 50% 5 50% i assigned a laboratory exercise that was done by students 6 60% 4 60% i assigned a short writing activity that was followed by at least 15 minutes of class discussion 3 30% 7 70% i assigned an in-class reading activity that was followed by a significant class discussion lasting 15 minutes or more 4 40% 6 60% table 2 presented eight items on how the university lecturers explored their l2 classrooms with active learning method (alm) to promote effective partnership among the students. further explained, table 2 described how the university lecturers were not implementing alm as their weekly teaching bases such as conducting group activity in brainstorming ideas, visual/audio stimulus, small-group presentation, group discussion, laboratory exercise, and assign short writing and reading activities. the data gathered from table 2 were directly compared to students' perception of the implementation of alm was to enhance effective collaboration (see table 3). table3. the university students’ views on the implementation of alm to enhance effective collaboration items always sometimes never f % f % f % students were engaged in a brainstorming activity (i.e., a group activity designed to generate as many ideas as possible) 27 45% 33 55% students had a class discussion focused on a visual/audio stimulus (e.g., a picture, cartoon, graph, song) 6 10% 54 90% students were assigned small group presentations (e.g., debates, panel discussions, plays) 33 55% 27 45% students were lectured with at least 15 minutes devoted to class discussion (interaction between student-student, with occasional questions/remarks by the teacher) 39 65% 21 35% students were assigned a small group discussion or project (e.g., case study work) 24 40% 36 60% students were assigned a laboratory exercise that was done by students 3 5% 21 35% 36 60% students were assigned a short writing activity that was followed by at least 15 minutes of class discussion 12 20% 42 70% 6 10% students were assigned an in-class reading activity that was followed by a significant class discussion lasting 15 minutes or more 9 15% 48 80% 3 5% table 3 indicated that the students’ points of view on the implementation of active learning method (alm) to enhance effective collaborative. students perceived the alm was implemented now and then. in this sense, some alm activities such as group discussion and presentation might be far to elicit effective collaboration amongst the students. issn 2541-6421 jele (journal of english language and education) 117 vol. 5, no. 1, june 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) active learning method to foster students’ performance active learning method (alm) was associated with the issue of students performance. the university lecturers believed that the implementation of alm might solve the students’ performance problems. table 3. the university lecturers’ perceptions towards the alm function to enhance effective collaboration items strongly agree agree undecided disagree strongly disagree f % f % f % f % f % the quality of education can be improved if teachers shift their instruction from the lecture methods to active learning. 6 60% 4 40% active learning enhances students' level of understanding and involves them in problem-solving. 1 10% 9 90% active learning enhances self-confidence and independent learning of students. 3 30% 7 70% teachers must encourage students to communicate effectively. 6 60% 4 50% active learning offers opportunities for the progress of students in language use. 5 50% 5 50% lecturers might believe that alm would benefit the learners' second language performance and improvement, as well as the quality of education with the preferable options, were dominated on strongly agree and agree. this understanding was compared to the alm activities emphasizing on the learners' l2 development (see table 5). table 4. the university lecturers’ practices in implementing alm to enhance learners’ language performance and improvement items always sometimes never f % f % f % during the lecture, i gave a short, ungraded quiz to check student comprehension of the material 6 60% 4 40% i assigned a short writing activity without having a class discussion afterwards (e.g., writing end-ofclass summaries, providing questions over material) 2 20% 3 30% 5 50% i had students complete a survey instrument 5 50% 5 50% i had students complete a self-assessment activity (e.g., complete a questionnaire about their beliefs, values, behaviours) 2 20% 6 60% 2 20% i assigned a laboratory exercise that was done by students 6 60% 4 20% table 5 discussed five questions on how the university lecturers explored their l2 classrooms with active learning method (alm) to enhance learners’ language performance and improvement. table 5 showed that even though some believed the importance of alm to improve students’ skills, not all activities would be done during the alm activities such as a short writing activity with 50% 118 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) opted never. these data were then contrasted to the students’ opinions on the alm activities to improve their l2 skills (see table 6). table 5. the university students’ views on the implementation of alm to enhance learners’ language performance and improvement items always sometimes never f % f % f % during the lecture, students were given a short, ungraded quiz to check student comprehension of the material 3 5% 57 95% students were assigned a short writing activity without having a class discussion afterwards (e.g., writing end-of-class summaries, providing questions over material) 6 10% 24 40% 30 50% students had to complete a survey instrument 33 55% 27 45% students had to complete a self-assessment activity (e.g., complete a questionnaire about their beliefs, values, behaviours) 2 20% 6 60% 2 20% students were assigned a laboratory exercise that was done by students 6 60% 4 20% table 6 pinpointed that the students’ points of view on the implementation of active learning method (alm) to boost learners’ language performance and improvement. the table showed some similar opinion with lecturers’ point of view with limited use of short writing activity. however, table 6 indicated the different opinions about the survey instrument activities, in which students rarely do such activities. 4. conclusion this current study aimed to investigate how university lecturers and students perceive the concept of active learning for higher education. concerning to the objective, this study implemented a descriptive qualitative research design to confirm the proposed research question on how to do the lecturers and students' perceptions towards the concept of active learning and its practices in the second language classroom in higher education. the results implied the varied perception, beliefs, and practices on how alm encouraged collaboration and boosted students’ language performance. references barbara j. millis. (2013). active learning strategies in face-to-face courses. idea paper, 53(2010). bonwell, c., & eison, j. (1991). active learning : creating excitement in the classroom /. aahe bulletin. frankel, k. k., & frankel, k. k. (2016). the intersection of reading and identity in high school literacy intervention classes. research in the teaching of english. kim, k., sharma, p., land, s. m., & furlong, k. p. (2013). effects of active learning on enhancing student critical thinking in an undergraduate general science course. innovative higher education, 38(3), 223–235. https://doi.org/10.1007/s10755-012-9236-x lumpkin, a., achen, r. m., & dodd, r. k. (2015). student perceptions of active learning. college student journal, 49(1), 121–133. mansson, d. (2013). assessing student learning in intercultural communication: implementation of three classroom assessment techniques. college student journal, 47(2), 343–352. retrieved from http://www.projectinnovation.biz/csj_2006.html mulatu, m., & bezabih, w. (2018). perceptions and practices of efl teachers in implementing issn 2541-6421 jele (journal of english language and education) 119 vol. 5, no. 1, june 2019, pp. 113-119 widya ratna kusumaningrum, et al (does active learning method for higher education promote students’ learning?) active learning in english classes: the case of three selected secondary schools in dawro zone, snnprs, ethiopia. international journal of education, 10(2). https://doi.org/10.17509/ije.v10i2.8461 prince, m. (2004). does active learning work? a review of the research. journal of engineering education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x xhafa, v. h., & kristo, f. (2014). teaching through lectures and achieve active learning in higher education. mediterranean journal of social sciences, 5(19), 456–467. https://doi.org/10.5901/mjss.2014.v5n19p456 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 1 register realization in the writing of 8 th grade students of smp kesatrian semarang (a comparative study between dialogue and recount text) azizah ezard maulina state university of semarang email : azizahezardmaulina@gmail.com abstract this research aimed at comparing the contextual description of the field, tenor, and mode between written dialogue and recount text in the writing of the 8 th grade students of smp kesatrian 1 semarang. the next was to find which text was the student‟s major and find the reason why register realization in dialogue and recount text is the same or different. this was a qualitative research by employing descriptive comparative method. the corpus of the data of this research were written dialogue and recount text in the writing of the 8 th grade students of smp kesatrian 1 semarang. the results showed as follows: (1) the production of „experiential domain found‟, „short term goal‟, and „long term goal‟ in the written dialogue texts were more various than in the recount texts; (2) the production of agentive or societal roles, status, and social distance in dialogue texts were also more various than in recount texts; (3) the role of language, type of interaction, and the rhetorical trust in the written dialogues were different from the recount texts ( meanwhile the medium and the channel of both texts were the same); (4) the students produced more various features in terms of contextual description of the field, tenor, and mode in written dialogues than in recount texts; (5) the similarities between written dialogues and recount texts found in the terms of medium and channel. meanwhile the differences between them were found in the other terms (experiential domain etc.). in conclusion, the students were more major in making written dialogue than recount text. keywords: mood, register, theme, transitivity, recount text introduction in daily interaction, people always talk to each other no matter what they do. they need a means to show their ideas, feelings, and thoughts. the means is language. so, language is a means of communication which aims at showing ideas, feelings, and thoughts. by using language, people can interact to each other and express their ideas and thoughts. people may have difficulties to make an interaction in community without the existence of language. language can be divided into two types, spoken and written languages. spoken language does not only refer to language which is said aloud, it is typically more dependent on its context than written language. the spoken language concerns about journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 2 the diction, grammar, pronunciation, fluency in speaking, vocabulary, et cetera that support communication. in contrast, written language does not only refer to language which is written down, but also tends to be more independent of its immediate context. in written language, grammar, text, paragraphs, sentences, phrases, words, et cetera, commonly associated with the written language. gerot and wignell (1994: 161) state that “spoken and written languages are both complex, but in different ways. spoken language tends to be complex grammatically and written language tends to be complex lexically”. moreover, this study focused on written language because it was taken from written text. i was interested to analyze register found on students‟ writings. so far i found that students disliked to write. this was due to the difficulties they found in its process. that‟s why i wanted to analyze students‟ writing using register variables. i wanted to know the students‟ ability in their writing competences by exploring the contextual description of „field‟, „mode‟, and „tenor‟. the data in this research were taken from the 8 th grade students‟ dialogue and recount text of smp kesatrian 1 semarang. in this data, there were many elements of systemic functional grammar, for example register variables. the data was in the form of students‟ written texts. there were two forms of data compared in this research. they were written dialogue and recount text. the dialogue chosen was interpersonal dialogue. the studies of „register realization‟ had been previously conducted by other researchers. cahyono (2008) conducted a study of „register realization‟ in casual talks. the conversations were gathered from first semester students of faculty of languages and letters dian nuswantoro university. since it was casual talks, the data were in the spoken forms. other similar case was conducted by gestania (2009). she conducted this study about register on advertisements found in english magazine, named “campus asia magazine” volume 2 number 8, february, 2009 edition. the data in her study was in the form of written text. i used register theory to analyze the students‟ writing namely, journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 3 „systemic functional grammar‟ to investigate the register variables in writing. the term „register‟ here described the language of groups of people with common interests or jobs, or the language used in situation associated with such group. this was interesting to compare whether there were much different or not about the register variables found in dialogue and recount text of the 8 th grade students writing tasks. systemic functional grammar according to martin et al (1997: 1), “systemic functional grammar is a way of looking at grammar in terms of how language is used”. as what the researcher said in the beginning of this research, the researcher will use systemic functional grammar to analyze the data. mood and speech functions are closely related to systemic functional grammar. in addition, gerot and wignell (1994: 6) explain, “systemic functional grammar views language as a resource for making meaning”. this grammar attempts to describe language in actual use and so focus on text and their contexts. it is concerned not only with the structures but also with how those structures construct meaning. context of situation context of situation can be specified through the use of the register variables: „field‟, „tenor‟, and „mode‟. halliday and hassan (1985: 44) argue that they have analyzed the context of situation into three components, corresponding to the three metafunctions. the relationship between text and context of situation implies in term of the notions of the field (what is going on), the tenor (the social relationship between those talking part), and the mode (how language is being used). those three variables refer to certain aspects of our social situation that always influence the language as it is being used. we also need contextual configuration for talking about the text structure. a contextual configuration is a specific set of values that realizes field, tenor, and mode. they are usually used in our social activity. metalanguage can explore the relation between text and context. butt et. al (2000: 123) says that context of situations motivates the meaning of text in three main areas. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 4 those areas can be seen in the following description. 1) „field of discourse‟ means the field of human experience encompassed by the text and its purpose in encompassing it. 2) „tenor of discourse‟ means the social relationship between the speaker or writer and the addressee. 3) „mode of discourse‟ means the nature of the text itself and the role that language plays in it. the field, tenor, and mode of discourse summarize the „motivational relevancies‟ which drive the text and make up the context of situation. the context of situation, as defined in these terms, is the immediate environment in which a text is actually functioning. these following things is the contextual description of field, mode, and tenor proposed by butt (2000: 192-193). the contextual description of field of discourse in the text can be realized by identifying experiential domain, short term goal, and long term goal. 1. experiential domain is what the text is all about the processes, participants and circumstances. 2. short term goal refers to the immediate purpose of the text‟s production. 3. long term goal refers to the text‟s placein the larger scheme of things. the contextual descriptions of tenor of discourse in the text can be realized by identifying agentive or societal roles, status, and social distance. 1. agentive or societal roles. they are roles between the speaker/writer and the addressees/reader. for example: mother/child, doctor/patient, teacher/pupil, vendor/customer. 2. status the form of status can be equal or hierarchic. 3. social distance it measures how well the participants know each other, whether they speak familiarly or distantly. the two end-points of which may be referred to as maximal (for speaker who have never met before) and minimal (for those who interact on a familiar and frequent basis). meanwhile, the contextual description of mode of discourse in the journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 5 text can be realized by identifying role of language, type of interaction, medium, channel, rhetorical mode: 1. role of language a. it can be either constitutive or ancillary. if language is ancillary to the text, it helps some other activities. 2. type of interaction refers to whether the text is all spoken by one person (monologic) or by other participant (dialogic). 3.„ is whether the text was originally spoken, written or even signed. 1. „channel‟ is how the text was originally received, either phonic or graphic or, in the case of signed text, visual. 2. „rhetorical mode‟ refers to the overall feeling of the text. register register is defined by halliday and hasan (1985: 41) as „variation according to use‟. alongside genre, the main construct used by functional linguist to model context is known as „register‟. in „systematic functional linguistics‟, „register‟ analysis is organized by metafunction into „field‟, „tenor‟, and „mode‟. the dimension concerned with relationships between interactions is known as „tenor‟; that concerned with their social activity is known as „field‟; and that concerned with the role of language is known as „mode‟ (martin and rose, 2003: 242243). halliday and hasan (1985: 12) have characterized these three dimensions of a situation as follows: 1. „field‟ refers to what is happening, to the nature of the social action taking place: what it is that the participants are engaged in, in which language figures as some essential components. 2. „tenor‟ refers to who is taking part, to the nature of the participants, their statues and roles : what kinds of role relationship obtain, including permanent and temporary relationships of one kind or another, both the types of speech roles they are taking on the dialogue and the whole cluster of socially significant relationships in which they are involved. 3. „mode‟ refers to what part language is playing, what it is that the participants are expecting language to do for them in the situation: the symbolic organization of the text, the status journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 6 that it has, and its function in the context. as language realizes its social contexts, so each dimension of a social context is realized by a particular metafunction of language, as in the table. table 1. register and metafunction metafunction context interpersonal ideational textual tenor „kinds of role relationship‟ field „the social action that is taking place‟ mode „what part language is playing‟ source: martin and rose (2003: 243) methods this research is qualitative using a descriptive comparative method. according to nunan (1993: 46), “descriptive qualitative research is a research in which the method of data collection is non-experimental or realtime recording that generates naturally occurring data”. in qualitative research, the data are not numbers or charts but in the form of word, picture, etc. in this research, the data were not numbers or charts but in the form of clauses consisted of words. so this was descriptive qualitative research. the data in this research were in the form of written language taken from the 8 th grade students‟ writing in smp kesatrian 1 semarang. there were two kinds of students‟ writing that were taken. they are written dialogue and recount text. there are two techniques of data collection; testing the students‟ ability in writing dialogue and recount and collecting the students‟ writing. there are also some steps in analyzing the data as shown below: (1) segmenting the texts into clauses; (2) reading the clauses carefully; (3) analyzing the clauses in term of transitivity system; (4) analyzing the clauses in term of mood system; (5) analyzing the clauses in term of theme-rheme; (6) after analyzing the clauses in term of lexicogrammatical, then analyzing them in term of contextual description using butt et al theory; (7) comparing the two writings to find out the similarities or differences; (8) drawing conclusion. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 7 findings and discussion the similarities and differences between written dialogue and recount text of students‟ writing in realizing register there were some similarities and differences between dialogue and recount texts of realizing register in the writing of 8 th grade students of smp kesatrian 1 semarang. the similarities and the differences between both of them are explained as follows. 1. the similarities the similarities between dialogue and recount texts of realizing register can be seen in the contextual description of mode. the description of mode of discourse is realized by role of language, type of interaction, medium, channel, and rhetorical mode. both dialogue and recount text have similarities in medium and channel. the detail similarities can be seen in table 2. table 2. contextual descriptionof mode of discourse between dialogue and recount texts 1) the differences the differences between dialogue and recount texts of realizing register can be seen in the contextual description of „field‟, „tenor‟ and „mode‟. the description of field of discourse was realized by experiential domain, short term goal, and long term goal. the description of tenor of discourse was realized by agentive or societal role, status, and social distance. meanwhile, the description of mode of discourse was realized by role of language, type of interaction, contextual description of mode of discourse dialogue texts recount texts role of language constitutive and ancillary ancillary type of interaction dialogic monologic medium written written channel graphic graphic rhetorical mode describe something (description) telling past event (recount) journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 8 medium, channel, and rhetorical mode. the differences between dialogue and recount texts can be seen in table 3. table 3. contextual description of field of discourse between dialogue and recount texts contextual description of tenor of discourse dialogue texts recount texts agentive/societal role friends, mother and daughter, father and son, teacher and student, brother and sister, neighbors writer and readers status equal and unequal unequal societal distance minimal and maximal maximal table 4. contextual description of tenor of discourse between dialogue and recount texts table 3 shows that in contextual description of field of discourse, there are more experiential domain, short term goal, and long term goal in dialogue text than in recount text. there are many various experiential domain, short term goal, and long term goal in dialogue text. meanwhile, there is only 1 experiential domain, 1 short term goal, and 1 long term goal found in recount text. contextual description of field of discourse dialogue texts recount texts experiential domain personal identity, greeting, school, cooking, concert, going fishing, going to bookstore, party, cleaning the house, someone‟s condition, news, etc. holiday, playing monopoly, going to the beach, shopping, cycling, etc. short term goal asking something, offering help, informing something, telling something, etc. informing the readers about the writer‟s activity long term goal identifying someone‟s identity, offering someone to go somewhere, asking for information, offering help, discussing about something, giving information, etc. telling the readers about the writer‟s experience journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 9 it also happened in the contextual description of tenor of discourse. table 4 shows that the agentive/societal role in dialogue text is more than the agentive in recount text. there are 6 types of agentive in dialogue text and 1 type of agentive in recount text. there are also 2 types of status found in dialogue text; equal and unequal. the social distance in dialogue text is also 2 types; minimal and maximal. there is only 1 type of status and social distance found in recount text. from table 2, it can be stated that there are similarities and differences found in contextual description of mode of discourse between dialogue texts and recount texts. the differences are only in the part of role of language, type of interaction, and rhetorical mode. the role of language in dialogue text consists of constitutive and ancillary. the role of language in recount text is only ancillary. type of interaction in dialogue text is dialogic while in recount text is monologic. the rhetorical mode in recount text is only telling past event while in dialogue text, the rhetorical mode is description because all of those dialogues describe about something. from the similarities and differences as explained above, it can be summarized that the similarity between dialogue and recount texts of realizing register in the writing of 8 th grade students of smp kesatrian 1 semarang was in contextual description of mode of discourse. both of the texts were the same in terms of medium and channel. meanwhile, the differences were also found in contextual description of field of discourse, contextual description of tenor of discourse, and contextual description of mode of discourse. both of the texts have the differences in terms of experiential domain, short term goal, long term goal; agentive/societal roles, status, social distance; role of language, type of interaction, and rhetorical mode. the different effectiveness between written dialogue and recount text of students‟ writing tables 2, 3, and 4 show the results of register analysis between dialogue and recount texts in the writing of 8 th grade students of smp journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 10 kesatrian 1 semarang. based on that analysis, it can be seen which one is more effective between dialogue and recount text in showing the students‟ writing skill. to find which one is more effective, it can be seen from the quantity of contextual description of field, tenor, and mode of discourse produced by students. from those tables above, it can be stated that the students produced more various features in terms contextual description of field of discourse (experiential domain, short term goal, long term goal); contextual description of tenor of discourse (agentive/societal role, status, social distance); and contextual description of mode of discourse (role of language and rhetorical mode) in dialogue text than recount text. in conclusion, the students‟ ability in writing dialogue texts are better than in recount texts. the reasons of similarities and differences between dialogue and recount texts of students‟ writing in realizing register based on the discussion written above, it can be stated that although there were similarities in the texts, they tended to be different in realizing register. the reasons of similarities and differences between dialogue and recount texts are discussed below. the similarities were found in the contextual description of mode of discourse in terms of medium and channel. the medium of both texts are written. the channel intervening of both texts is called „graphic‟. both of the texts are written because the data in this research is written. it was taken from the writing of 8 th grade students of smp kesatrian 1 semarang. because the data is in the written form, the channel of both texts is graphic not phonic. meanwhile the differences appeared in the contextual description of field of discourse in terms of experiential domain, short term goal, and long term goal. in those three aspects, the students produced more various features in the dialogue text than in the recount text. they are able to make various topics in writing dialogue better than in writing recount. the students tend to create various topics in writing dialogue than recount because they aren‟t bound with any rules, for example tenses, temporal conjunction, etc. it is just based on their imagination and creativity. they journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 11 can use any kind of tenses, word choice, conjunction, et cetera, freely. whereas in writing recount texts, the students have to obey some rules, for example: using simple past tense, action verbs, temporal conjunction and so on. in their mindset, the purpose of recount is telling past events closely related to holiday. that‟s why they tended to write topics about holiday than the other topics. furthermore, the differences were also found in the contextual description of tenor of discourse in terms of societal role, status, and social distance. the societal role found in the dialogue text is more various than in the recount text. the societal role in the recount text is only between writer and readers. because the type of interaction in recount text is monologic, the societal role which is found is limited. it is only between writer and readers. meanwhile the type of interaction in dialogue text is dialogic. there is a direct interaction between the speakers. so, it can be found various societal roles. they are friends, mother and daughter, father and son, teacher and student, brother and sister, and neighbors. for the status, there was only one status found in recount text. that is unequal because the writer is the dominant speaker who provided information to readers. whereas there were two kinds of status found in the dialogue text. those are equal and unequal. in the dialogue text, sometimes the speakers produced the same and balance mood types. so their status will be said equal. the social distance in the recount text is only maximal while in the dialogue text is minimal and maximal. the societal distance in the recount is maximal because the text does not seem very close. the writer and the reader did not know each other and never met before. in the dialogue text, sometimes the societal distance is minimal because the speakers have a close relationship. the last differences were found in the contextual description of mode of discourse in terms of role of language, type of interaction, and rhetorical mode. the role of language in the dialogue text is constitutive and ancillary. whereas ancillary is the only role of language found in the recount text. in the recount text, the role of language is ancillary because it helps the writer to convey his purpose telling about his/her past activity. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 12 while the role of language in the dialogue text is sometimes constitutive because since it is an interpersonal dialogue, so the language here functions to sustain the conversation and keep it long. the type of interaction in recount text is monologic because the writer is the only speaker who provided information to readers. whereas the type of interaction found in the dialogue text is dialogic because there is an interaction directly between one to another speakers. the rhetorical mode found in the dialogue text is description because all of those dialogues described about something. meanwhile the rhetorical mode in the recount text is recount because the purpose of the text is telling the past events. conclusion and suggestion from the findings and discussions above, it can be concluded as follows; (1) the production of experiential domain found, short term goal, and long term goal in written dialogue text were more various than in recount text; (2) the production of agentive or societal roles, status, and social distance in dialogue text is also more various than in recount text; (3) the role of language, type of interaction, and the rhetorical trust in the written dialogue were different from recount text meanwhile the medium and the channel of both texts were the same; (4) the students produced more various features in terms of contextual description of the field, tenor, and mode in written dialogue than in recount text (it means the students were more major in making written dialogue than recount text); (5) the similarities between written dialogue and recount text found in the terms of medium and channel meanwhile the differences between them were found in the other terms (experiential domain etc.). considering the results of this study, pedagogical implications can be given especially for researchers, english learners, and teachers. english teachers especially for junior high schools may find it as a beneficial input to have better understanding and raise their awareness of the importance of writing skills. such awareness is important since it will eventually drive english teachers to journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 13 influence their students in the way they write or expressing their ideas in written way. even if they were good in writing dialogue texts but they still found difficulties in writing recount texts. the teacher should provide them good model texts, which enable them to produce texts to realize meanings in english so that they can produce their own texts by themselves well. they have to maintain their ability in making dialogue text and improve their ability in writing recount texts. by the time, they will be able to make another text types as well as dialogue and „recount texts‟. references brown, g & yule, g. 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(1985). introduction to functional grammar first edition. london: edward arnold. halliday, m.a.k. (1994). introduction to functional grammar second edition. london: edward arnold. jonston, b. (2002). discourse analysis. oxford: blackwell. jorgensen, marianne and phillips, louise.(2002). discourse analysis as theory and method. great britain:sage. lee, david yw. (2001). genres, registers, text types, domains, and styles: clarifying the concepts and navigating a path through the bnc jungle vol. 5, num. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 15 3, pp. 37-72. lancaster university, uk. (retrieved on february, 6 th 2012) martin, j.r., c.m.i.m. matthiessen, c. painter. (1997). working with functional grammar. london: arnold. martin, j.r., rose, d. (2003). working with discourse. new york: brown and company. martin, j.r. (1992). english text: system and structure. amsterdam: benjamins. matthiessen, c.m.i.m. (1995). lexicogrammatical cartography: english system. tokyo: international language science series. mccarthy, m. (1991). discourse analysis for language teacher. cambridge: cambridge university press. navarro, diego. (2011). a systemic analysis of two different media texts‟ positioning of social actors and the effects of experiential, interpersonal, and textual meaning in their evaluation and presentation of bespoke actors. the journal of canada university of international studies vol. 23. (retrieved on february, 5 th 2012) nunan, d. (1993). introducing discourse analysis. london: the pinguin group. odebunmi, akin. (2007). meaning expressions of some english registers. the international journal of language society and culture vol. 21. university of ibadan, nigeria. (retrieved on february, 5 th 2012) richard, jack c. (1996). functional english grammar. cambridge: cambridge language education. schriffin, d. (1995). approaches to discourse. oxford: blackwell. stubbs, michael. (1983). discourse analysis. oxford: blackwell. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 79 using english movies to enhance grade xi students‟ speaking skill (a classroom action research conducted in sman 1 seyegan, sleman) noor aeni 1 , restu arini 2 1,2 english education study program, faculty of teachers training and education mercu buana university of yogyakarta 1 email : nooraeni7@ymail.com 2 email : restuarini@gmail.com abstract this research intended to discover two things, namely the students‟ interest in learning english by using movies watching media, and the result of the students‟ speaking skill improvement on cyclical implementations. this research applied classroom action research proposed by kemmis and mctaggart (2000) with two cycles. each cycle consisted of a pre-test, treatments, and post-tests. it involved 31 students of xi ipa 3 class in sman 1 seyegan as the research subjects. the result of this research showed that english movies could make the students interested in following the english class. it was proven by the students who became more active to talk in english and did not feel shy or reluctant to share their thoughts. another result showed that the students‟ average score was gradually improved from 58.08 in the pretest became 65.74 and 74.78 in the first and second post-tests. it can be concluded that english movies is effective to be implemented as an alternative teaching and learning media to teach english speaking skill. therefore, english teachers are recommended to use english movies to optimize the english learning outcome not only on speaking skill but also other skills. keywords: classroom action research, english movies, improve, speaking skill introduction speaking is one of many ways which is used to communicate with each other. to be more specific, there are three purposes of speaking, which are (1) “to inform”, (2) “to entertain”, and (3) “to persuade”, which is why it is considered as a very important activity (tarigan, 1981:16). by having a good speaking ability, students will be able to deliver their opinion well. unfortunately, right now students seem reluctant and shy to speak in front of the public, even only in front of the class. this could not be a good start for them. while they are still studying in school, it is the best time and important for students to develop and increase their speaking ability before graduate and face their wider world. school and environment would be good places to explore students‟ mailto:nooraeni7@ymail.com mailto:restuarini@gmail.com journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 80 english competence especially the speaking skill. yet, when environment does not support the students to explore their english knowledge, then school would be the last choice. since schools in indonesia have english as a compulsory subject, it is important for the teachers to have an appropriate method to explore students‟ english ability especially in speaking. while teachers hold an important role here to guide the students, the best method and media would be much needed. according to the observation in the english class that the researcher conducted in sman 1 seyegan, it was found that the students who had difficulties in expressing their thoughts. they were shy, less confident, and confused about what to speak. they seem afraid and anxious to speak english in front of the class. the researcher assumed that they probably did not know what and how to express their ideas, thoughts, and feeling in english. it can be caused by some reasons such as difficulty in understanding the material, lack of vocabulary, don‟t have interest in learning english, and being bored with the learning situation. moreover, the teaching-learning process in sman 1 seyegan focused on doing exercises on books and supplementary materials provided by the teacher. there was not an appropriate and interesting media that can motivate the students to study english. as the outcome, the students‟ english skills was low especially in speaking, based on the problems above, the researcher intends to enhance students‟ speaking skill by using a certain learning media. learning media is a tool that is used to support a teacher in teaching students. in order to have an optimum teaching-learning process, a teacher is expected to have an appropriate learning media that is suitable for the students. considering how much an appropriate learning media is needed, the researcher concerns to use movies especially english movies as teachinglearning media in speaking class. “movies provide both audio and visual materials that help the students understand the language more easily. when watching a film, students not only listen to the characters, but also watch their movements.” (hu, 2006). by watching the movies, students have such kind of interaction with the activities in the movies. in the movie journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 81 class they naturally learn to pick up the language from the movie spontaneously. beside students are basically very familiar with movie which. in short, the use of movie here is not only for entertainment purposes but also for a teaching-learning media to enhance students‟ spoken english skills. from the elaboration above, this research is intended to discover two things that are the students‟ interest in learning english by using movies watching media, and the result of the students‟ speaking skill improvement on cyclical implementations. teaching speaking speaking is the process of developing and sharing meaning through the use of verbal and nonverbal symbols, in various contexts." chaney (1998:13) in kayi (2006). classroom speaking activities that can be applied as brown (2001:271) states are (1) imitative, a very limited classroom speaking time may be spent generating human‟s speech production, where, learners practice an intonation contour or try to pinpoint a certain vowel sound.; (2) intensive, intensive speaking deals with one step above imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language,; (3) responsive, a good deal of student speech in classroom is responsive: short replies to teacher or students-initiated questions or comments. these replies are usually enough and do not extend into dialogues; (4) transactional (dialogue), transactional language, carried out of the purpose of conveying or exchanging specific information. it is an extended formof responsive language; (6) interpersonal (dialogue), interpersonal carried out more for the purpose of maintaining social relationships than for the transmission of facts and information; (7) extensive (monologue), students are called on to give extended monologues in the form of oral reports, summaries or perhaps short speeches. english movies as learning media according to pringgawidagda (2002:145), media is a tool used as a medium for delivering teaching materials to the students. in the same journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 82 thought, (arsyad, 2002:2) defines media as a form medium used by people to deliver or to express the ideas or opinion so they can be received by the receiver. educational media are used to support the education and can be seen, heard or touched with five senses. in relation with movies that are used as learning media, hu (2006) states that “movies provide both audio and visual materials that help the students understand the language more easily. when watching a film, students not only listen to the characters, but also watch their movements. in addition, the scenes, the props and other aspects make the communication so real that, by watching the film, students seem to almost interact with the activities in the movies. furthermore, in a film class they tend to learn in a natural way so they pick up the language spontaneously”. in short, movies can be an alternate media supporter in conducting speaking class. considering by how movies can be very interesting and exciting to encourage students to speak. classroom action research in the era of teaching as research, teacher researchers have adopted the term “action research” to refer to their particular approach to classroom research. so far, action research has proved its suitability to education and become more and more important in education organizations (hein, 2009:97). according to hopkins (1985) a basis for the selection of classroom research by teachers centers around the following criteria: (1) the teacher‟s primary role is to teach and any research project must not interfere with or disrupt this commitment; (2)the method of data collection should not be too demanding on the teacher‟s time; (3) the methodology used must be reliable enough to allow teachers to formulate hypotheses confidently and develop strategies applicable to the classroom situation; (4)the teacher should be committed to theresearch problem under study; (5)teachers must follow ethical procedures when carrying out research; and (6) classroom research where possible should adopt a perspective where all members of a journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 83 school community build and share a common vision. this research used classroom action research (car) that was proposed by kemmis and mctaggart (2000) as mentioned in denzin and lincoln (2007:276) which presents the car cyclical process as follows: (1) planning; (2) acting and observing; (3) reflecting; (4) re-planning; and so on. methods this research is categorized as classroom action research (car) with the help of a collaborator and students of grade xi sman 1 seyegan. car is conducted with the aim of improving the quality of practice learning in the classroom. meanwhile, the process of car involves a spiral of self-reflective cycles of: (a) planning, (b) acting and observing, (c) reflecting, (d)acting and observing, (e) reflecting and so on. the researcher used some techniques in collecting data as follows: (1) she collected the result of the observation, questionnaire, documentation, and interview that have been done in the first meeting to the last meeting in order to find out the class situation, students need in english class and also to find out their opinion about the english class that they had been following; (2) the researcher collected the results of the speaking tests which included pre-test and post-tests in the form of score. it showed the students‟ speaking skill before and after the cyclical implementation. this research used descriptive qualitative data which covered the descriptions of the students‟ speaking skill before and after they got treatments and it was also supported by quantitative data. there were two stages that the researcher did in this section, the first one was data analysis and the second one was assessing. the data analysis consists of four components: (1) data collection. they were in the form of raw data which were taken from the research such as questionnaire, documentation, interview and test results; (2) data reduction. after the data were all collected, it was needed to classify all the data by making summary; (3) data display. after the researcher classified the data the next step was displaying the data in the form of description so that it can totally be more journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 84 understandable and also can form the conclusion to do the next analysis; (4) conclusion: drawing/verification. the collected result of the research and the conclusion then had to be verified by checking them towards the data reduction and the data display so that the conclusion that was made can be used as the credible report of the research. findings and discussion the students‟ interest in learning english by using movies watching media before the researcher holds a pre-test, she first interviewed the english teacher of xi ipa 3, the class that was being researched. the interview was to find out the running english class and students‟ condition. the questions that were asked cover the teacher‟s opinion about the students‟ interest in english subject, the media that were used to support the teaching and learning process, the teacher‟s opinion about the students‟ english skill competences, especially in speaking skill competence. based on the interview with the teacher, many students liked the english subject. their english competences were average. meanwhile for the speaking skill, the teacher said the students have less competence on it. in showing their speaking performance, most of the students still hesitated in expressing their thoughts. they also directly asked their friends when they did not know about what to talk next. most students spent less thantwo minutes in performing their speaking performance. the class situation was quieter comparing to when they were still preparing their speaking performance. while conducting the pre-test, the researcher was also having an observation towards the class situation and the students‟ behaviors. based on the observation, students seemed quiet and unwilling to speak. some students that seemed uninterested to the lesson tended to read other books, having chats with their friends or just quiet and playing the stuff around them. some students also did not pay attention to their friends who were performing. students did not enthusiastic in following the english class since, the researcher found out already, based on the observation conducted in before the journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 85 implementation of the pre-test and the cycles, there was not interesting media used in the teaching and learning process. the implementation of cycle 1 having finished with the pretest, the researcher then conducted the first cycle in the next meeting. by having some observations during the cycle implementation, the researcher could find the students‟ interest towards the english learning. in the first meeting of the first cycle, the researcher played a movie entitled “mega mind.” the students became excited. all of the students paid attention on the screen in front of them. after the movie was finished, the students were asked to have a discussion in groups. the class became livelier, all the students tried to speak english as much as they can although often they mixed it with bahasa. in the discussion section, students would directly ask the researcher and did not feel reluctant when they have questions. on the second day of the first cycle, the researcher conducted posttest 1. it was aimed to find out the students‟ speaking improvement. the students had already known that they would have such kind of speaking performance in the second day of the first cycle. at first, the students pretended to not know about what they had to do in that day that was speaking performance. a student said “apa to mbak?” (what are you talking about?) and other student said “watching movie to mbak?” (are not we going to watch a movie again?) seeing this situation, the researcher assumed that the students were not ready for their speaking performance. she then decided to give the students several minutes to discuss the movie with their partner using english, many times they mixed it with bahasa. the class started to be noisy. after finishing the discussion, the students were called one-by-one to show their speaking performance. some minutes have passed but no one of them was willing to do so. even though the researcher only gave each of them two minutes to talk, many students still reluctant to speak. they preferred perform it while sitting than perform it in front of the class. the researcher then told the students that not only their speaking contents that would be assessed but also their performance. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 86 after several minutes, some students who were confident to speak in front of the class indirectly influenced other students who were shy to get up and do their speaking performance. many students practiced their oral performance by themselves while watching their friends‟ performance. the implementation of cycle 2 after conducting the first cycle, it was found that the students‟ speaking skill still needed to be improved more, so that the researcher conducted the second cycle. in the first meeting of the second cycle, the researcher reviewed the speaking material given in the first meeting of cycle 1. in this meeting, the researcher was also having a discussion with the students related to the students‟ speaking performance in the previous meeting. in the discussion session, the students were confident and comfortable in delivering their thoughts and opinion. having finished with the discussion, the researcher played the second movie entitled “mars needs mom.”this movie was chosen by considering the movie story where it is related to life story about parentschildren and covered with some fictional story which made the students interested. this movie was also chosen since it has the same difficulty story level to be understood by the students with the previous movie. again the students were excited and focused on the movie. the researcher found that the students become more and more excited when it comes to movies. the movie that was played in the second cycle was actually has more than an hour in length. but the researcher played the first twenty minutes only since she had a limited time. after the movie has finished, the students were given several minutes to discuss the movie with their partners. this time the researcher also delivered similar worksheets to the students. they had to discuss the tasks with their partners. during the discussion session, the researcher found that the students became more active to speak in english. they did not hesitate to deliver their opinion and thoughts in english. they were more comfortable to speak in english with their friends. most students were not afraid to make mistakes while speaking. in this meeting almost all journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 87 students showed their confidence in speaking in english. even though their friends would laugh because of the english grammatical errors that they made or they found out something funny during their speech, they did not show such kind of weak-hearted and just continuing their speech. in this meeting the researcher did need to call the students‟ names one-by-one to perform. the students would directly come in front of the class one-by-one and showed their speaking performance. they instantly went to the front of the class whenever their friends finished with their performance. it shows that their confident increased compared to the previous meetings. the students eager to show their speaking performance better. some students who spoke less before became more active to speak and did not feel burden anymore. in doing the performance, most of the students were more relaxed and enjoyed it. sometimes they were joking around while performing with their friends who were practicing. many students showed their speaking performance for more than two minutes. sometime the researcher had to stop them because they have far passed the given time. most of them showed their speaking performance for more than two minutes. in the previous post-test, the researcher spent for about 70 minutes in assessing the students, but in the post-test 2the researcher spent about 80 minutes. as the researcher observed, the students seemed to have more confidence in delivering their thoughts. even though there were still few students who were shy and afraid to deliver their thoughts, most of them were no longer feeling shy or reluctant to speak in english. the students‟ speaking skill improvement result on cyclical implementations. the result of pre-test in the pre-test stage, the students were asked one by one to retell the english movies that they have watched. the pre-test result discovered that the students‟ speaking skill performance was considered as low with their average score 58.07. here is the result of the pretest: journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 88 table 1. the students‟ pre-test average score. no. aspects scores categories 1 pronunciation 59.19 poor 2 fluency 57.66 poor 3 topic mastery 58.62 poor 4 performance 57.74 poor 5 vocabulary 57.17 poor the average scores 58.07 category: 10-39 = very poor 40-60 = poor 61-70 = average 71-80 = good 81-100 = very good the data in the table above indicates that the students‟ speaking skill is categorized as poor. the average score of each speaking aspect were under 60. the pronunciation aspect deals with the students‟ sounds of words, pronunciation of sentences, and also the right intonations and stress. based on the pre-test result, the average score was 58.07 which was categorized as poor and need to be improved. furthermore the fluency covers how fluent the students speak, smoothly without hesitation, appropriate pause, and repeating words/lines. topic mastery deals with the students‟ understanding related to the discussed topics. performance deals with the students‟ behavior during their speaking tests, whether they are confident, shy, hesitate, or enthusiast. and the last is vocabulary which covers the students‟ ability in choosing appropriate words and how to solve the problems when he/she cannot find suitable words by explaining around the world. the result of cycle 1 at the end of the first cycle, the researcher held a post-test which resulted the students‟ average score as the researcher called as post-test 1. compared to the result of the pre-test average score, the result of post-test 1 showed some score improvements in students‟ speaking skill. to get clear differences between the average pre-test score and the post-test 1 average score, the researcher compared the two post-test journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 89 results along with the amount of the improvement for each aspect. it was found that there were improvements in students‟ speaking skill. here is the improvement score: table 2. the average improvement score between pre-test and post-test 1 based on the table above, it can be concluded that students‟ speaking performance was improved in each aspect, especially in performance aspect that showed the highest improvement. it was needed to hold the second post-test since the students had not reach the minimum score. the result of cycle 2 after conducting cycle 1 which involved post-test 1, the researcher then hold post-test 2 in the end of cycle 2. in this cycle, the average score was gotten. to get clear differences between the post-test 1average score and the post-test 2 average score, the researcher also displays the comparison between the two post-test along with the amount of the improvement scores. here is the result: table 3. the average improvement score between post-test 1 and post-test 2 no. aspects pre-test scores post-test 1 scores improvements 1. pronunciation 59.19 64.88 5.69 2. fluency 57.66 64.75 7.09 3. topic mastery 58.62 66.61 7.99 4. performance 57.74 66.69 8.95 5. vocabulary 57.17 65.8 8.63 average 7.67 no. aspects post-test 1 scores post-test 2 scores improvements 1. pronunciation 64.88 72.5 7.62 2. fluency 64.75 75.16 10.41 3. topic mastery 66.61 74.83 8.22 4. performance 66.69 76.61 9.92 5. vocabulary 65.8 74.83 9.03 average 9.04 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 90 based on shown the table above, it can be concluded that students‟ speaking skill was improved in each aspect where again this time the performance aspect got the highest improvement. it can be seen that the students‟ speaking skill was categorized as low before the research was conducted. it gradually improved after the two cycles was conducted. students‟ average score in speaking skill performance has improved gradually after several treatments using english movies as media. as it was described before where the students get more excited and enjoy the speaking class. it was also showed from the improvements in the average scores of each aspect. here is the summary of the students‟ average score from pre-test, post-test 1, and post-test 2 along with the calculated improvement scores: table 4. the improvement score total if it is calculated, the total of the improvement scores is 16.1.considering the result above, it can be concluded that english movies can improve the grade xi students‟ speaking skill. conclusion this research has two objectives. tthe first one is to find out the grade xi students‟ interest in learning english through movies watching media. before conducting two cyclical implementations, most of the students were uninterested in the english learning that they had been following. the used of teaching and learning media in english class were not interesting enough for the students since the teacher was only focused on the textbook, lks, and lcd which no. car implementation scores improvement scores 1. pre-test 0 58.07 2. pre-test post-test 1 58.07 65.74 7.04 3. post-test 1 – posttest 2 65.74 74.78 9.06 improvement score total 16.1 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 91 only displayed materials. being taught by using movies as media in classroom learning, the students became more interested and excited in following the english class. after conducting the two cycles, the students showed excitement in the english learning. the english movies could make the students interested in following the english class. the students became more active to talk in english, they without doubt responded to the teachers‟ questions and instructions in english. meanwhile, the second objective of this research was to find out the improvement of the grade xi students‟ speaking skill by using movies. based on the result of the pre-test and the two cycles, students showed some improvements in each speaking aspect in their speaking performances. the students‟ average score in pre-test was 58.07 which became 65.75 in cycle 1 and the average score in the cycle 2 was 74.78. by considering the improved scores that the students showed, it can be concluded that after the english movies were applied as media in english learning, the students‟ speaking performance were gradually enhanced. references arsyad, azhar. (2002). media pembelajaran. jakarta: raja grafindo persada. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: wesley longman. denzin, n.k. & lincoln, y.s. (2012).the sage handbook of qualitative inquiry, 4 th ed. ca: sage publication. d. hopkins. (1985). a teacher's guide to classroom research. philadelphia: open university press. hien, tran thi thu. (2009). why is action research suitable for education? vnu journal of science, foreign language. (http://tapachi.vnu.edu.vn/nn_ 2_09/b4.pdf, accessed on june 15, 2014) hu, s. f. (2006). on teaching nonenglish majors listening and http://tapachi.vnu.edu.vn/nn_2_09/b4.pdf http://tapachi.vnu.edu.vn/nn_2_09/b4.pdf journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 92 speaking through videos. china english language education association journal, 29(2), 42-48. kayi, hayriye. (2006). teaching sepaking: activities to promote speaking in a second language. the internet tesl journal, vol.xii, no. 11. priggawidagda, suwarna. (2002). strategi penguasaan berbahasa. yogyakarta: adicita karya nusa. tarigan, henri guntur. (1981). berbicara sebagai salah satu aspek keterampilan berbahasa. bandung: angkasa. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 52 the effectiveness of blog as media in improving the students‟ writing skill of descriptive text (an experimental study of the eight graders of mtsn brangsong kendal in the academic year of 2013/2014) thoriq hidayaturrahman undergraduate program, faculty of languages and arts, semarang state university email : hidayaturrahmanthoriq@gmail.com abstract this study aimed at comparing students‟ ability in writing descriptive text with blogtechnique and without blog. this study is used to answer the questions: is there any significant difference in the achievement between the students who wrote descriptive text with blogtechnique and the students who wrote descriptive text without blog? and how well the students write descriptive text after being taught by using blog. quantitative method was used in analyzing the gathered data. the basic outline showed that in the writing skill, the second year students in the first semester of junior high school are supposed to write a descriptive text, so the data weredescriptive texts written by two classes of the second year students of mts brangsong kendal as the sample. one of them was the experimental group and the other one was the control group. the result of the study shows that blog technique applied in writingdescription texts of viiigrade of mts brangsong, kendal, actually gave contribution in improving the students‟ skill in writing descriptive texts. this technique could be an effective method. it is proper since there was a significant difference between the control group and the experimental group when the study was conducted. based on the statistical analysis, it could be seen that the students‟ in the experimental group was improving higher than the control group. the mean of the experimental group was higher (from 71.81to 80.11) than the control group (from 71.72 to 74.61). the t-value for two means of post-test was 4.170; meanwhile the critical value at α = 5% was 1.67. since the tvalue was in the ho rejection area, it was concluded that there is a significant difference in the achievement between the students in control group who were not given the treatment and the experimental group who were given the treatment (blog technique). by using this technique in the experimental class, the class situation was very enjoyable, the students freely communicated to each other to share their ideas. the writer had observed that the writing descriptive texts scores of the experimental class were higher than those of the students who wrote descriptive text without blog. keywords: blog, descriptive text, writingskill introduction nowadays english is an important language. as one of the international languages english is used to communicate almost people in the world. people in the world are accustomed to speak english well. most sources of information like journals, articles, books, research report, etc are written in english. our government is aware of how important journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 53 english is, so they made english as one of the subjects which is taught from primary school until university level. it is important to learn english because it is an international language for most people around the world, and it is the widest medium of communication. in indonesia, curriculum has changed from time to time. it starts from curriculum 1975 until curriculum 2006 or known as school based curriculum (kurikulum tingkat satuan pendidikan). the study of english language has started from elementary school until senior high school, and it is not surprising if so many students join some english courses. they need new system or new way to understand their subject. the students are taught four basic skills in learning english. they are listening, speaking, reading, and writing. writing skill in junior high school or smp is more complex than in elementary school. we cannot ignore this skill because it is also as important as other skills. moreover, it is not simple thing to teach writing skill because we do not only pay attention on grammar or vocabulary, but also how to teach our students to use the correct punctuation, the capital letters, how to develop their ideas, and also how to make them interested in making a good writing. writing skill in junior high school is taught based on genres. the genres that should be taught in junior high school are procedure, descriptive, recount, and narrative. descriptive text is one of the genres that must be taught in order to make the students know how to describe objects in their surroundings. according to oshama and hogue (1977:48), “description is writing about how something (or someone) looks and uses space order. in space order, you might describe something from up to bottom or from left to right”. teaching writing to junior high school students is not as easy as we think. students in junior high school is easily get bored in following monotonous writing class like the teacher keeps writing and explaining the material. to make learning process becomes attractive and easy to understand, the teaching technique and method are needed to make the teaching learning process becoming journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 54 effective. finnochiaro (1974:173) states, “a teacher needs methods and techniques of teaching english as a language to develop certain skills”. besides technique and a method, we need media in learning process. media take part in process of learning english. it makes teacher and students able to teach and to receive the materials. it goes without saying, in education process, we should use ict as one of media in teaching and learning, for it can help teachers and also students to be successful in their teaching and learning process. it also can make the teaching learning process more attractive and interesting. ict development as media provides knowledge for students. blogs, websites, social networking, and content management system can be used to improve students‟ writing skill. one of the interactive media that can be used to improve writing skill is blog. there are many blogs in internet. they can provide many information and knowledge. we can upload pictures and some videos in blogs to make the english teaching more attractive and more interesting when it is used as media. using media in teaching english junior high school students is better than only using books. in this case teachers can take advantage blog as media. blog is famous now. almost everyone can create it because it is easy to make it. teachers can also create blog to make their teaching english more attractive. therefore, their students do not only get materials from books, but also from blog. teachers will not be busy to prepare many books in every meeting in a class. they just bring a laptop and connect to internet when they have a class. internet now is provided by almost schools. one of them is islamic junior high school in brangsong, kendal. islamic junior high school in brangsong has been facilitated by computer laboratory that is connected to internet. usually in that school, computer laboratory is used only when the students have ict subject. it is opportunity for the english teacher there to use the computer laboratory to teach english, so the teachers and students can open blog easily. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 55 teachers can attach or post materials on blog. they can also post some pictures or list of vocabulary to improve their teaching materials. finally, students can enrich their materials not only from their text book but also from their teacher‟s materials uploaded on blog. teachers do not have to ask their students to write down their teaching materials because they are already available in the blog. students just open their teacher‟s blog and read the materials anytime they want. they just only open the browser in their mobile phones and type the address of teacher‟s blog, and they can read the materials with the blog, we can find many pictures that can be used as media to teach writing descriptive texts. teaching descriptive texts should provide many pictures to make students easier produce descriptive text well. once more, teachers and students can take advantages of blog to understand the materials easier anytime and anywhere. when the students open facebook, for example; at the same time they can surf blog. from the statement above the writer concludes that media, technique, and method are some ways to make both students and teacher interested in their teaching and learning process especially in writing descriptive text. the main purpose of this study is to help the students to be more interested and attractive in learning writing and to help the teachers to find some alternatives method in teaching english, especially writing descriptive texts. hopefully, the students will also be more knowledgeable because this media offers the suitable media in learning english writing. methods this study used quasi experimental design with non-equivalent pre-test and post-test groups design. the writer used control group pre-test and posttest. the design of the experiment can be described as follows: e o1 x o2 c o3 y o4 (arikunto, 2006:86) in which: e : experimental group c : control group journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 56 o1 : pre-test for the experimental group o2 : post-test for the experimental group o3 : pre-test for the control group o4 : post-test for the control group x : treatment with blog y : treatment without blog. there are three stages in doing this experiment; pre-test, experiment, and post-test. 1. pre-test the pre-test was administered before the treatment session. it was held on 6 may 2014. the students were asked to write a descriptive text about their favorite actors or actress in the world. this was done by two groups, the experimental group and the control group 2. giving a treatment the two groups were given different treatments. the treatments were held on 10, 13, 15 may 2014. every group was given twice treatment. the experimental group got a treatment by using blog as a technique in writing descriptive text. on the other hand, the control group wrote descriptive text without using blog. 3. administering a post-test after different treatment was given to both groups, the students in both experimental and control groups were given a post-test on writing test. it was held on 20 and 24 may 2014. the students were asked to make a descriptive text with some topics, such as people, place, and things. from this test, the data were obtained in the form of students‟ test scores. moreover, the figure of procedures of the experiment could be described as follows: (1) choosing the population of the study that was the eight graders of mts n brangsong. (2) taking two groups of the population as the experimental group and control group. in this study, class viii h as the experimental group and class viii i as the control group. (3) conducting the experiment. the experimental group got a treatment by using blog as a technique in writing descriptivetext. on other hand, the control group wrote descriptivetext without using blog. (4) comparing the means of both experimental and control groups by applying the t-test formula. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 57 then, consulting the t-test value with the critical t value at 5% (0,005) alpha level of significance. findings and discussion before the experiment was conducted, on sixth may, the students were given a pre-test in order to know how well the student‟s writing ability of descriptive text before the treatment.in this test, each student from both groups were asked to write a descriptive text in the same topic. the students were asked to choose some topics such as describing people, places or things. the pre-test score of experimental group was 71.94, and the control group was 71.6. result after the different treatments were given to the experimental and control groups, all of the students had to do the post-test to review of their writing ability. in the post-test, each student of the both groups was asked to write a descriptive text with selected topic. the topics were describing places, people or animal. then, the post-test of each student was scored to be analyzed. from the data obtained, it was found that there is an improvement relating to the student‟s average score after the treatment. the simple charts below show the improvement that the students achieved: figure 4.1 the mean score in pre-test, post-test of experimental and control groups 66 68 70 72 74 76 78 80 82 pre-test post-test experiment control journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 58 from the charts above, it can be seen that there is an improvement in students‟ achievement of writing descriptive texts during the study with rates for each group. the average score for experimental group was 71.94 for the pre-test and 80.14 for the post-test, while the average score for control group was 71.6 for the pre-test and 74.51 for the post-test. it is apparent that the experimental group improves achieved higher scores than the control group. teaching with blog provides some advantages. one of them is blog provides some pictures, such as photos of actress, actors, and sceneries. it also provides online dictionary, so the students can look up the vocabulary easier. there are also some improvements in aspects of writing when the writer used blog in teaching written descriptive text. they are content, organization, grammar, vocabulary, and mechanics. when students use blog or write on blog, they get some benefit. one of them is when they make mistakes or mistype, automatically there is a red line on the mistyped words. when students get confused about the difficult word, they can look up on online dictionary that is provided by blog. to check whether or not the difference between the two means of the control group and the experimental group is statistically significant; the t-value obtained should be consulted with the critical value in the ttable. in the experiment, the number of subject of both the experimental and control group was 72. the degree of freedom was 70. the critical value with the degree of freedom 70 and the 5% alpha level of significant is 1.67. the tvalue is higher than the critical value (4.293> 2.03). it can be concluded that there is a significant difference of the post test result between the experimental group and the control one. the writer concluded that there is a significant achievement in the result between writing descriptive text using blog and without using blog to the eightgraders of mts brangsong at the first semester. the improvement of their writing could be seen in the students‟ result of their pre-test and post-test. based on the result of the pre-test before the strategy was implemented, the students faced many difficulties in writing descriptive text. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 59 0 0,5 1 1,5 2 2,5 3 3,5 4 grammar vocabulary content organization mechanic their writings contained errors in content, organization, grammar, vocabulary and mechanic. the students‟ writing was poor in which the content was not relevant to the topic. the ideas were also not clearly stated and the sentences were not wellorganized. the sequence of sentences made by the students was also not complete. there were also many mistakes in content, grammar, vocabulary, organization and mechanic. therefore, their writings could not be understood well. to minimize the numbers of errors and mistakes in the students writing, the teacher needed to use some media. after giving the treatment to the students by using blog, the students‟ ability in writing descriptive text improved. they could make sentences based on the pictures and some key words given by the writer. the paragraphs made by the students in the following texts were easier to understand because the content of their writings was complete and relevant to the topic. the ideas were also clearly stated and the sentences were organized well. their paragraphs contained only few mistakes. the chart below shows the improvement of aspects of writing from experimental and control groups, the white is pretest and black is post-test figure 4.4. the mean score of experimental group on each writing aspects pre-test post-test pre-test post-test journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 60 figure 4.5. the mean score of control group on each writing aspects the improvement of students‟ achievement for all of aspects also could be seen from the computation. after comparing the result of pre-test score and post-test score of the experimental group for each aspect, the writer concluded that there was improvement of students‟ achievement in quantity. the students‟ improvement in writing skill might be caused by the increasing of their vocabulary and their ability to form some simple sentences. the students‟ vocabulary increased because they used to train using blog in the process of writing. the result of the data analysis showed that using a blog as teaching media to increase the students‟ ability in writing descriptive text seemed to be applicable for the eighth graders of mts n brangsong, kendal. it helped the students to solve their problems in writing descriptive text. it also encouraged the students to be more active and motivated in learning teaching process. the effectiveness of using blogs as teaching media to increase students‟ ability in writing descriptve text could be seen from the computation blog as teaching media is effectively used to improve students‟ skill in writing descriptive text. by using blog the students could represent ideas into their writing. blog also can increase the quantity of vocabulary and enhance of the text. students got more imagination when they saw a blog shown by the teacher in creating a descriptive text. 0 0,5 1 1,5 2 2,5 3 3,5 grammar vocabulary content organization mechanics pre-test post-test journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 61 blog made them easily explore their ideas. by looking at the pictures, they were stimulated to explore ideas in their mind at the time. they might write anything related to the pictures in their papers. thus, their texts covered the sequences of events in detail since the missing and forgetful words or ideas were reminded when they saw the blog. blog helped the teachers in teaching writing descriptive text attractively. they could explain the materials more detail, and he also got students‟ attention. the materials in writing descriptive texts here referred to the categories used as the guidance in scoring the students‟ test results that had been stated before in the previous chapter. they were content, grammar, vocabulary, organization and mechanic. the students were motivated more to learn english, especially writing skill since they were still in a developing age. it was proven when they got the treatment. therefore, the writer could conclude that using a blog as media in teaching writing descriptive text can bring the students‟ interest and imagination. in this case, blog is appropriate teaching media in improving students‟ skill in writing descriptive text. conclusion and suggestion conclusion according to the result of the data analysis in previous chapter, the writer could draw conclusions about the students‟ writing skill improvement through the application of blog in this study. the use of blog as a teaching medium in writing descriptive text is more effective than the conventional way. based on the computation, there are some significant differences between experimental and control groups. in the pre-test, the average score of the experimental group was 71.81 and the control group was 71.72. the writer considered these score as a potency of the students for getting betterment. after that, the writer administered a post-test for both group. further, the result of the posttest from the experimental group was 80.11, which was higher than the result of the control group. it was 74.67. from this result, the writer considered it as a significant result journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 62 from the previous one. the improvement scores of experimental group and control group were 8.31 and 2.95. it was taken from the post-test‟s score which was reduced by the pretest‟s score. when students use blog or write on blog, they get some benefit. one of them is when they make mistakes or mistype, automatically there is a red line on the mistyped words. when students get confused about the difficult word, they can look up on online dictionary that is provided by blog. from the computation, the writer also got the result of the t-test = 4.167 then he consulted the critical value on the t-table using the 5% alpha level of significance and 70 degrees of freedom was 2.03. since the t-test was higher than t-table (4.167 ˃2.03), the writer concluded that there is a significant difference in the students‟ writing score of the eight year students.. suggestions based on the whole result of the study, the writer could recommend some suggestions in this study. (1) it is better for english teachers to try using blog in teaching writing descriptive text. it proves that the use of blog as a teaching medium to improve the students‟ ability in writing descriptive text is effective. (2) based on the research, it is good for students to write descriptive text by using blog. this makes them to be better and better in their writings‟ achievement. for other researchers, they can use this study as their reference to conduct other researches on the same field. they are also expected to be able to cover the limitation in this study and provide more detail information about this. references arikunto, s. (2006). prosedur penelitian: suatu pendekatan praktek. jakarta: pt. rineka cipta hartoyo. (2010). research method in education. semarang. universitas negeri semarang press journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 63 finochiaro, m. (1974). english as a second language from theory to practice. new york: regent publishing company, inc. karani. (2008). area of problems in writing descriptive text. a final project : english department of unnes: unpublished oshima, alice and ann hogue. (1977). introduction to academic writing, second edition. newyork: addison wesley longman. vol 1. no. 2, december 2015 issn : 2460 7142 ii jele journal ofenglish languageand education editorial board chairperson : dr. hermayawati, m.pd. editorial staff : elysa hartati, s.pd., m.pd. restu arini, s.pd., m.pd. agustinus hary setyawan, s.pd., m.a. wilujeng asih purwani, s.pd., m.a. ika kurniawati, s.pd., m.pd. language consultant : prof. dr. soepomo poedjosoedarmo (gadjah mada university) dr. issy yuliasri, m.pd. (state university of semarang) drs. barli bram, m.ed,ph.d (sanata dharma university) dr. dwi anggani l.b., m.pd. (state university of semarang) sayit abdul karim, m.pd.(technology university of yogyakarta) issn : 2460 7142 address : english education study program faculty of teachers training and education mercu buana university of yogyakarta jl. wates km.10 yogyakarta 55753 phones : (0274) 6498211, 6498212 fax : (0274) 6498213 email : jurnal.umby@gmail.com preface journal of english language and education (jele), to appear twice a year (in june and december) for lecturers, teachers and students, is published by the unit of scientific publishing and intellectual property rights, mercu buana university of yogyakarta. this journal welcomes articles which have never been published elsewhere and are not under consideration for publication in other journals at the same time.articles should be original and typed, 1.5 spaced, about 10-20 pages of quarto-sized (a4), and written in english. for the brief guidelines, it is attached in the end of this journal. vol 1. no. 2, december 2015 issn : 2460 7142 iii preface we proudly present the journal of english language and education (jele) vol.1, no.2 whichis presented for practitioners and researchers in accomodating their findings of research. by sharing the idea through this journal, it is expected that issues dealing with the english language and teaching can be overcome as it can be a reference to conduct a new research in the future. this journal comprises seven articles concerning on linguistics and english language teaching. they are categorized into discourse analysis, syllabus design and techniques to teach english that aim to improve the quality of englishlearning. we would like to thank to the contributors who have already participated in sharing the ideas towards the content of this journal. we would like also to express our sincere thanks to all members of editorial board who have worked hand in hand in creating this journal. we hope that this fine collection of articles will be beneficial and valuable to stimulate a further research. yogyakarta, december 2015 editor vol 1. no. 2, december 2015 issn : 2460 7142 iv table of content vol.1 no.2, december 2015 editorial board ................................................................................................. ii preface ............................................................................................................. iii table of content ............................................................................................... iv “the use of recast in teaching of grammar for high and low achievers” olyvia revalita candraloka ............................................................................ 108-118 “project-based collaborative writing in teaching grammar for students with high and low motivation” kuntonurcahyoko ....................................................................................................... 119-135 “integrative grammar in teaching academic writing” nicolas lodawik ouwpoly ............................................................................... 136-150 “the realization of interpersonal negotiation in the conversation” elysa hartati .................................................................................................... 151-169 “discourse as social practice on abdul qodir jaelani (aqj) case” suhartinisyukri dan isna humaerah ............................................................... 170-183 “the effectiveness of classroom discussion in improving english speaking skill among the students of smp n 3 depok” agustinus hary setyawan ................................................................................ 184-202 “the 2013 curriculum based syllabus for senior high school’s english extracurricular program” masrur mustolih .............................................................................................. 203-215 notes for contributors ...................................................................................... 216 vol 1. no. 2, december 2015 issn : 2460 7142 136 integrative grammar in teaching academic writing the case of the fourth semester students atthe english department of ikip pgri semarang nicolas lodawik ouwpoly post graduate program of state university of semarang email: nicoouwpoly1983@gmail.com abstract this paper addresses the issue of academic writing teaching by using integrative grammar to english department of ikip pgri students with the focus on form and meaning. a method of integrative grammar, consisting of three major stages (a) exploration, (b) explanation, and (c) expression (eee), is proposed. to inform how each of these stages function, several lessons were conducted by using those stages in the class of academic writing as the evidence. the paper describes and discusses the lessons themselves, their rationale, and their implementation of the proposed method. a checklist which was used to describe the activeness of the lecturer taught academic writing byusing eee methods andquestionnaire conducted before and after the lessons and also the revision of the sillabus and lesson plan usedshowthat students preferred to write academically in l2 using the eee method which not only focuses onform-based but also meaning-based. keywords : academic writing, integrative grammar and eee method introduction successful writing is regarded as a multifaceted task which makes writing difficult for the learners, particularly in balancing between grammatical knowledge and using this knowledge to shape ideas. most of the criticism about grammar teaching stemmed from its association with the structural approach, which involved the successive teaching and learning of a series of isolated grammatical items and the presentation of rules and example sentences followed by intensive practice and repetition of the grammatical items. attempts in using grammar as a method for improving students’ writing skills were ineffective because grammar teaching was not related to writing instruction and did not take into account the context and the needs of the students. relating grammar instruction to the teaching of composition involves the definition of specific goals that may arise from everyday classroom observation or from specific problems vol 1. no. 2, december 2015 issn : 2460 7142 137 in students’ writing, and a clear definition of what is expected from them. according to celce-murcia (1991:233) the capacity of expressing oneself in a language other than one’s native language through writing with adequate accuracy and coherence is an important achievement. part of this ability consists in producing correct and well-formed sentences, which is a very complex task. it is well known that even if second language writers become proficient in a process approach, they nevertheless have linguistic problems, often related to sentence structure and grammar. frodesen (1991:264) says that grammar has always been one of the most controversial issues in the teaching of writing. most of the misunderstandings about the nature and the meaning of grammar,and its role in language teaching in general, stem from “a narrowly defined view of ‘grammatical instruction’ as traditional, decontextualized grammar lessons with a focus on formal analysis of sentence-level syntax (e.g., types of clauses) and or a preoccupation with correcting errors.” grammar, perceived as accuracy, is a problematic area in writing for many non-native speakers who still struggle with elements like organization and coherence after they have more or less mastered the more global features of written english. frodesen (ibid.: 233) explains that teachers should teach learners to regard grammar as “an aid to shaping effective and appropriate messages”, and that any teaching of writing should take into account the students’ needs, their background, and the requirements of writing tasks. in terms of teaching writing, spack (1984: 649) affirms that “most composition textbooks for native english speakers and esl (english as a second language) students present a straightforward, mechanical view of writing which does not acknowledge the complexity of the composing process. these texts have not shown students how meticulous and even painful writing can be, especially for non-native speakers.” in their first year at the department of english of ikip pgri semarang, regardless of prior language learning, the students are progressively introduced to english grammar. in addition, they are gradually made acquainted with vol 1. no. 2, december 2015 issn : 2460 7142 138 grammatical terminology and the major constituents of english grammar. nevertheless, from informal discussions with students and lecturers of english, when they write in content areas like literature or social interaction, especially in examination essays, most students appear to focus more on content (i.e. answering the question (s) and supplying the right information) rather than on grammar, mainly because of time constraints and other factors. this often causes them to fail to convey their ideas correctly and accurately, and consequently they get low scores. on the other hand, when they know that grammar will be taken into consideration during the correction of their papers, they pay attention to the grammar they use when they write. sometimes, when paying attention to the grammar, they show an inability to focus on their ideas, and sometimes, they fail to answer the question of the topic or the assignment. this means that the students are able to focus on grammar alone, or to concentrate on content only. in other words, they are blocked when they attempt to focus on these two aspects at the same time.another possibility is that the importance they give to grammar depends on the goals of writing. it also appears that most students may not make a connection between their grammatical knowledge (i.e. what they are being taught in grammar) and their ownwriting. academic writing first, the writing class is arguably both too narrow and too broad in its approachto writing pedagogy. narrow in the sense that writing classes belong to the englishdepartment, with literature often seen as synonymous with english. the point here isthat literature has its own specific conventions for what might be considered ‘good’academic writing style, and many writing textbooks tend to favor a style of writingperhaps better suited to literary academic writing, such as advocating the use of figuresof speech. within a typical writing class, however, there may be many differentacademic majors represented, each with their own writing needs. in other words, whatmight be considered good style within the english department may not be regarded inthe same manner in, say, vol 1. no. 2, december 2015 issn : 2460 7142 139 the science department.secondly, “the teaching of academic writing usually adopts a generic approach,”thereby ignoring “contexts, participants and practices” (lillis 2001). moreover, gimenezargues that “writing lecturers appear to focus on the basic principles of writing” (p.152),such as structuring and referencing, thus ignoring features of writing which are specificto individual disciplines. gimenez further states that the essay is usually taught as ageneric skill in the ‘general’ writing class’ and “when reports, memos or presentationsare taught as universal genres, students from different disciplines need to ultimatelyadapt them to meet their own discipline-specific needs” (p.152). in this sense, the writingclass simultaneously approaches the subject from a broad perspective, which is equallyimpractical in terms of helping students to understand disciplinespecific writingconventions, which go beyond the basics of essay writing. therefore, a narrow viewtaken toward academic writing, via a focus on literary devices more common withinliterary academic writing, and a broad view, consisting of teaching students essaywriting skills based on generic factors, does not effectively take into consideration thedifferent academic writing needs of students. principally, the theories used for teaching academic writing using integrative grammar is the teachers centered learning. it means that through this learning, learners are broadly engaged in and teachers must be active in the whole class activities. that is why, the role of the teachers are notonly as the facilitatorbut also as theguidance or helpers for learners when they meet some difficulties and need for helps. integrative gramar integrative grammar combines a form-based with a meaning-based focus. spada and lightbown (1993) have also argued "that form focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term" (p. 205). thus, integration of form and meaning is becoming increasingly important in current research. celce-murcia, dornyei and thurrell (1997) call it "a turning point" in communicative vol 1. no. 2, december 2015 issn : 2460 7142 140 language teaching (p. 141), in which "explicit, direct elements are gaining significance in teaching communicative abilities and skills" (p. 146). it is important to know that integrative grammar can be classified in functional grammar as the focus of integrative grammar mentioned above. gerot and wignell (1994:v) say that functional grammars focus on the purposes and uses of language. they derive from examination of spoken and written language and the contexts of their use. they investigate how language is used and its effect. then, they say also language is functional, so study of language form alone cannot fully explain systematic language use. language use, though unique, can be explored, and linguistic elements and specific language events can be systematically examined from a functional point of view. in short, we ‘ make meaning’ through our choice and use of words and systematic study of language in use is how we make sense of our meanings. they states functional grammars view language as a resource for making meaning, describing language in actual use and so focus on texts and their contexts. they are concerned not only with the structures but also with how those structures construct meaning (p.6). this means that by using integrative grammar, students are brought to write in a good sense of the use of their writing which is influenced in their grammatical pattern. eee (exploration, explanation, expression) method what is, then, meant by integrative grammar, is combining the form andthe meaning, using what iscalled the eee method. this method of eeeconsistsof three equallyimportant stages: a. exploration is the first stage of integrative grammar teaching. this stage is characterized by "inductivelearning." students are given sentences illustrating a certain grammar rule and are asked as a group to findthe pattern and, with the help of the teacher, to formulate the rule. students should be given opportunities tofigure out everything by themselves, receiving help only when necessary. to make the task easier in thebeginning, some grammatical forms or endings can be highlighted. students tend to prefer vol 1. no. 2, december 2015 issn : 2460 7142 141 assignments thatallow them to explore the language. the knowledge they obtain becomes theirs and it is often much easierto remember. exploration, then, works as an excellent tool for motivation. b. explanation is the second stage of learning. as students find sequences or patterns in the examples theyused during the exploration stage, the teacher or the students can summarize what was previouslydiscovered, now focusing on the form. the explanation stage is quite important because students feel saferwhen they know the rules and have some source to go back to in case of confusion or for future reference.depending on students' proficiency, confidence, and actual performance, this stage can sometimes beomitted. however, students should be aware of and experience the strategies they may use to refer to theexplicit rules, if needed. c. expression is the third and last stage of the process. after discovering certain grammatical patterns in theexploration stage and getting to know the rules in the explanation stage, students start practicing theproduction of meaningful utterances with each other in communication and interactive tasks.the rationaleof this stage is to help students to apply their acquired knowledge in practice by making meaningfulutterances. on the one hand, this may also serve as a motivation technique, since learners can actually seewhat they can do with what they have learned. on the other, the expression stage gives them the opportunityto practice communication under the teacher's supervision, which usually assures the students that they canproduce a correct utterance. communicative interaction will be better if it is content-based, which allowsstudents to relate it to something they care or know about, thus making it authentic methods the research approach applied in this study is case study. according to gillham (2000:1), a case study is an investigation to answer specific vol 1. no. 2, december 2015 issn : 2460 7142 142 research question which seek a range of different evidence from the case seeting. the case study methodology is considered the most appropriate approach to employ because it provides a systematic way to collect data, analyze information and reports the result, thus understand a particular problem or situation in great depth. the subject of this research was a lecturer of english department of ikip pgri and the students at fourth semester of the english department of ikip pgri semarang who took academic writing in the year 2012/2013. the instruments wich are used they are questionnaire, observation sheet and teaching document. findings and discussion the researcheranalyzed the data qualitatively by describing the condition of how the lecturer’s teaching in the classroom. the researcher observed the teaching learning activities in the classroom with two other observers for strengthening the data. the observation was carried on usingchecklist.the checklistwas formed using the steps of exploration, explanation, expression (eee) method in integrative grammar which proposed by sysoyev (2005). this sheet was used to determine whether lecturer was active or not to teach academic writing using integrative grammar combining the form and meaning during the classroom activities. thestages and description of those stages are mentioned and describedas follows: (1) exploration is the first stage of integrative grammar teaching. this stage is characterized by "inductive learning." 1.1 introducing the topic for good exploration and eliciting students’ response a. giving some sentences as the examples in certain grammar patterns b. trying to identify the grammar pattern and formulate the patterns c. encouraging students confident and potential to participate in the learning process d. making dialogue to vol 1. no. 2, december 2015 issn : 2460 7142 143 control students’ understanding of what is to be learned e. shifting students’ attention to grammar patterns in the sentences given 1.2 guiding the cognitive thinking of the group by using leading questions, keeping the students thinking under control a. summarizing what was previously discovered, focused on the form b. giving leading questions of grammatical pattern and keeping students’ thinking under control to refer to the explicit patterns c. giving opportunities to coconstruct of lecturer’s questions d. relating ‘textbook rules’ with the examples and findings of the exploration stage for future reference 1.3 making classroom interaction a. creating optimal conditions for learning b. responding to implicit questions c. giving examples than explaining the use of terminology d. making teacher-student communication e. entering the discussion and helping students’ confusion 1.4 helping students improve their knowledge of grammatical structure a. giving explanation as the negotiation between teacher and students of the topic (their writing and grammatical patterns) discussed b. assuring students’ on understanding the grammatical patterns c. encouraging students by figuring out their knowledge of grammatical patterns d. breaking into studentteacher dialogue of certain grammatical patterns 1.5 making clarification and confirmation that they writein the right pattern a. clarifying the students writing in the right vol 1. no. 2, december 2015 issn : 2460 7142 144 b. giving brief message of the material c. keeping the discussion going well d. giving more detailed assignment to students e. interpreting what students see to make up the grammatical pattern f. giving opportunities to students to answer their peer’s questions without waiting for the teacher g. giving equal opportunities for the interaction (2) explanation is the second stage of learning. as students find sequences or patterns in the examples they used during the exploration stage, the teacher or the students can summarize what was previously discovered, now focusing on the form. and it may be essential to go to the textbook with the examples and findings of the exploration stage. the explanation stage is quite important because students feel safer when they know the rules and have some source to go back to in case of confusionor for future reference. 2.1 making connection of examples and explicit rules a. telling the students the explicit grammatical patterns b. explaining the explicit grammatical patterns c. checking what students have already discovered d. making dialogue to compare between the examples and the rules in textbook with the teacher 2.2 giving ‘routine’ activity cognitively a. making similar grammar explanations typical in the learners’ l1 b. comparing the examples used in the first stage with the example given in the textbook c. serving as a bridge between what students consider ‘theory’ or what is usually given in textbooks d. giving practical use of the grammatical pattern in thesentences 2.3 giving meaningful examples of how and in what situations vol 1. no. 2, december 2015 issn : 2460 7142 145 the tense can be used a. illustrating the patterns in a content-based writing b. discovering the grammatical patterns c. providing students with models of their usage d. seeing how learners are going to use their knowledge in the actual interaction (3) expression is the third and last stage of the process. after discovering certain grammatical patterns in the exploration stage and getting to know the rules in the explanation stage, students started tp practise the production of meaningful utterances with each other in communication and interactive tasks. the rationale of this stage is to provide students experience in applying their acquired knowledge in practice by making meaningful utterances. then, in the expression stage, the lecturer gave them the opportunity to practice communicating under the teacher's supervision, which usually assures the students that they can produce a correct utterance. communicative interaction will be better if it is content-based, which allows students to relate it to something they care or know about, thus making it authentic. 3.1 establishing the structure for student-student interaction using tenses a. asking students to write telling their past experience using past tense b. asking whether there are any problems faced by the students c. clarifying the assignment with students d. considering for grammatical accuracy during the activity 3.2 representing a meaning basedtask which reflects the nature of social interaction a. reflecting the nature of social interaction (text) for stimulating a real-life situation, b. asking follow-up questions and reacting consequently c. practicing the form in meaning-based task and negotiating the meaning in their l2 vol 1. no. 2, december 2015 issn : 2460 7142 146 d. switching students’ attention from form to the meaning 3.3 checking and correcting mistakes by repeating the sentence in the grammatically correct way a. reacting in watching students’ writing b. correcting the mistakes by repeating the sentences c. repeating and rephrasing the sentence d. emphasizing and modeling the correct use of grammatical pattern 3.3 controlling what is going in the class, without ‘invading’ the students a. holding the responsibility for assuring that there is no misuse b. not imposing wrong forms and patterns c. giving equal opportunities to students to participate and express their thoughts d. finding other strategies and techniques of controlling what is going on in students if needed here, the lecturer was active and very good in giving good teaching and examples which focused on integrative grammar in academic writing. it could be seen from meeting one until meeting four. in meeting one and two, when the lecturer put several sentences from several report texts to know students’ mastery in grammar and the meaning of its (report text and its grammar or language features) use in those senteces. then, the lecturer asked the students to try to identify the grammar and formulate the grammar in order to encourage the students to be brave to show their potential in the classroom. then, continued by giving a report text and some texts that contained of certain grammar patterns as the consideration. in exploration stage, the lecturer began by introducing the topic for group exploration and then elicits students' responses.the way the lecturer gave the examples as their task was actually amazing and potentially very powerful: "imagine yourself being scholars who are finding the patterns or making a new rule. do you see any sequence?" this invitation to participate had a tremendous effect on the students. it vol 1. no. 2, december 2015 issn : 2460 7142 147 contained several implicit messages. one was that because "making new rules" is a discovery, it is acceptable to make mistakes; students need not to be afraid of talking and expressing the thoughts. the lecturer tried to identify the grammar pattern from some sentences given and formulated the pattern. in explanation stage, the lecturer was very clear in leading the class. it could be mentioned when the lecturer made connection of examples and explicit rules of the examples given so that the students were safe in knowing the grammatical pattern from the sentences they wrote. then, the lecturer kept giving examples for students to make sure that they still remembered of the use of those grammatical patterns. this activity happened in meeting two after students got clarification and confirmation that they wrote in the right pattern, also the students were asked to go to the textbook they had and related the pattern used in their textbook and findings in the exploration stage. this means that students were well-prepared to be ready for continuing both their study and writing which were not only focus on form but also the meaning needed from their writing. in expression stage, the lecturer was good by continuing the two stages which were done before. she did interaction among her students by establishing, clarifying and considering for the grammatical accuracy by asking the students if there was any problem they found in writing. the lecturer reflected a meaning based task of her students writing. then, she kept controlling the class for no misuse grammar pattern in students’ writing.at the beginning of expression stage, the lecturer established the arrangement for student-student interaction. arranged in small groups, students took turns readtheir partnerts’ writing about one of their families or tourism place they like using present simple tense. presumably, every student will have an equal opportunity to be the leader when reading about it and then changed the roles. the way it turned out in the classroom, though, shownthe complexity of the group interaction. the lecturer asked if there were any questions. nobody asked any because there would be an opportunity to clarify the assignment with the vol 1. no. 2, december 2015 issn : 2460 7142 148 peers and nobody wanted to show that he/she did not understand the task. once students were in their group, they assigned themselves roles. in this case, the role distribution was based on "who knows what to do." in this stage, it represents a meaning based task, which reflects the nature of social interaction. it enables students to simulate a real-life situation, asking follow-up questions and reacting consequently. for example, one of the student after hearing that their partner has brothers, he interrupts her and asks "how old are they?" or, in another group, when one of their partner said, he described borobudur temple, their partner asked “how wonderful is it?”. those questions were not important from the perspective of the task, but rather is a natural reaction of a listening interlocutor.thus, the major advantage of combining form and meaning is that in practicing the form in meaningbased tasks, students negotiate the meaning in their l2. that results in spontaneous use of the target language. from the analysis of collecting data of the checklist used for describing the activeness of the lecturer using eee method the lecturer was very clear in leading the class. it could be mentioned when the lecturer made connection of examples and explicit rules of the examples given so that the students were safe in knowing the grammatical pattern from the sentences they wrote and theeee methodworked fairly successfully with the students. they were willing to respond and participate in the classroom in doing writing and the result of the teaching was adjusted in such a way that a positive response meant a positive attitude towards teaching academic writing by usingintegrative grammar. for the questionnaires, those were given to lecturer and students and were used to know the strength nd the weaknesses of teaching academic writing by using integrative grammar.it was found that the integrative grammar in academic writing, the writing itself can be accurrate in use and the students are able to improve their writing in which their writing is not only used in that course but also writing in essay even in final project based on the meaning form. the last, the teaching documents which were used in the classroom they are sillabus and lesson plan, the vol 1. no. 2, december 2015 issn : 2460 7142 149 revision is needed based on the eee method in academic writing. the weaknesses here could be seen and corrected in terms of material, teaching and learning activities, indicators, and assessment in syllabus and lesson plan. those were revised for the needs of the students but as earlier said that this revision was only for suggestion. this means that the lecturer of academic writing was free to use this revision or not. conclusion and suggestion this paper described a way of combining form and meaning in teaching academic writing by using integrative grammar to esl students. theeee method, consisting of three stages (exploration, explanation, and expression) finally, the evaluative questionnaire, which was administered to determine the attitudes of the students towards a new method of grammar stages used in academic writin, showed that students liked the method and thought its work was effective. then, the aim of thisstudy is to determine whether it is possible or notto develop an integrative approach to the teaching of grammar in the context ofacademic writing. it has been noted that integrative grammar involves aphilosophy of local solutions to local problems and has to remain sufficiently flexible toallow the lecturer to adjust their teaching practices according to the particular needs oftheir students.the analysis of the students’ questionnaire revealed several aspects concerningtheir view about grammar.concerning the lecturer, she is aware that the time spent in the written expression courses is not enough to develop good writing skills. through her responses to the questionnaire, she showed a commitment to find more efficient waysof teaching the writing skill. the lecturer’s attitudes towards integrative grammar revealed that sheis not bound to any specific method. indeed, even if the lecturer of academic writing favour a process-based teaching, she does not neglectthe grammatical aspect which she consider essential in learning to write. references celce-murcia, marianne. (ed.). 1991. teaching english as a second vol 1. no. 2, december 2015 issn : 2460 7142 150 orforeignlanguage, 2nded. new york: newbury house/harper collins. celce-murcia, m., dornyei, z., thurrell, s. 1997. direct approaches in l2 instruction: a turining point in communicative language teaching? tesol quarterly, 31: 141-152. frodesen, jan. 1991. “grammar in writing.”in celce-murcia, m. (ed.), teachingenglish as a second or foreign language, 2nd edition. new york: newburyhouse/harper collins, (pp.264-276). gerot, l & wignell p. 1994. making sense of functional grammar. australia: gerd stabler, antipodean educational enterprises (aee) gilham, bill. 2000. case study research methods. continuum. london och new york lillis, theresa. 2001. student writingaccess, regulation, desire. london:routledge. spack, ruth. 1984. invention strategies and the esl college compositionstudent. tesol quarterly, 18, 4, pp.649-70. spada, n. & lightkown, p. 1993. instruction and the development of questions in the l2 classroom. studies in second language acquisition. the journal vol.15: p.205-224. downloaded on 5th may 2013. sysoyev, pavel v. 2005. “integrative l2 grammar teaching: exploration,explanation and expression”. the internet tesl journal, vol. v, no. 6, pp. 1-12. downloaded on 5th may 2013. issn 2541-6421 jele (journal of english language and education) 60 vol. 5, no. 1, june 2019, pp. 60-65 http://dx.doi.org/10.26486/jele.v5i1.948 jele@mercubuana-yogya.ac.id feminism as seen in juana, the secondary character of john steinbeck‟s the pearl heribertus binawan 1* 1 universitas mercu buana yogyakarta, yogyakarta, indonesia 1 binawan@mercubuana-yogya.ac.id * corresponding author 1. introduction some people say that women are inherently inferior to men. men are smarter and stronger than women. women are more emotional and delicate. women exist for the benefit of men. sometimes, in daily life, a man may force a woman to go with his principle as long as he has a very good reason for making his demand. these facts are also exposed in the literary works, the pearl by john steinbeck. this novel is not very popular and this could be one of the reasons why not so many scholars are interested to discuss about it. it depicts clearly about a mixed blood family life that earns their living from the ocean as a pearl diver. this mexican-indian family lives harmoniously in a particular village in mexico until one day kino, the husband, found a pearl that becomes the source of long and tiring conflicts within the family. this is one particular thing that differentiates the pearl from others steinbeck‟s novel. of the pearl is quite flowing simple and honest. the characters are also described so clearly. the tradition of naturalism, steinbeck depicts his characters thoroughly, and they are portrayed in such way that we shall get an idea what kind of people they are and not only how they look (omrany, maryam and pishkar, kian). in the novel, juana‟s position is weak. kino as a man always insists his wife to go on his way, even sometimes it is contrary to her own belief. kino as a man sees juana as an inferior creature. the fact shows the truth that juana as a woman has strength to survive even though her husband attacks her. a r t i c l e i n f o a b s t r a c t article history received april 07 , 2019 revised april 28, 2019 accepted may 18, 2019 this study is intended to find out feminism in juana, the secondary character of steinbeck‟s “the pearl”. there are two problems that became the basis questions: (1) how is juana characterized? (2) how is feminism revealed in juana? to obtain the answers to the two questions above, a library study was carried out. it is done by studying the information and sources which were picked from referential books and studies of steinbeck‟s work. sociocultural approach is applied to analyze the story, since the problems have close relationship with people and their ideas of feminism. social, cultural, and historical background is the factors that people‟s characteristics and build the ideas of feminism. based on the result of analysis of the story, there are four points that can be concluded. first, the study on the pearl has shown that juana represents woman‟s struggles in the family. second, there is a contrast between kino and juana. in contrast to the savage and brutal kino, juana retains the human qualities. third, juana‟s feminism can be seen through her bravery to speak her idea about the pearl. fourth, juana‟s feminism has made the story of the pearl becomes full of conflicts. keywords feminism woman struggle sociocultural issn 2541-6421 jele (journal of english language and education) 61 vol. 5, no. 1, june 2019, pp. 60-65 heribertus binawan (feminism as seen in juana) through this study, steinbeck describes the feminism through kino‟s wife. juana as the secondary character appears to be the only symbol of woman struggle to save their beloved son instead of busy protecting the pearl. by reading and understanding the story, the readers will be able to figure out the messages the writer tries to present his work. for teaching english as a foreign language, gender and feminism can be used as lenses due to the increased presence of women in the academy (hart). this study has two aims to be achieved; first is to find out the character of juana and second is to find out feminism through juana. as we know that juana is the only representation of a feminine character in the story but she has very important role in the story. she has a big influence in how the story is going in the middle of patriarchy society in mexico. so, the analysis of feminism as seen in juana is to answer each of the following questions; (1) how is juana characterized by steinbeck in the story? (2) how is feminism revealed in juana? there are five critical approaches than can be implemented in analyzing a work of literature. these five critical approaches are formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach and psychological approach (rorberger, mary & wood, samuel h jr.) 2. method this study applied the sociocultural-historical approach which is considered as the suitable one to analyze the feminism in the novel. the socio-cultural research goes beyond traditional academic practices and disciplines. it creates links between culture and cognition with the help of situational and contextual activities, events and tasks. examining and observing a student as an individual being separated from the culture and community would be like missing the most important pages of his/ her life (panhwar, abdul hameed & ansari, s). socio-cultural theory helps the students and teachers to develop language pedagogies. critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which can help teachers in maximizing the effectiveness of their teaching and their student‟s learning. the review further suggests that the language pedagogies and activities developed from the sociocultural theory of vygotsky may not only improve students‟ language skills, but it also has potential to develop students‟ cognition (panhwar, abdul hameed & ansari, s). feminism appears since women are being assumed as a lower class than men. politics, social, and economics are some areas where women have been defined as inferior men. those facts make the feminist seek equal rights for women and to give them equal status to men. they want equal opportunities to complete with men. in feminism, there are some major identifications; two of them are liberal and radical. liberal feminism, as its name suggests, finds its roots in liberalism. individual autonomy and the right to self-determination are primary values, and the burden is on the individual to redress inequity. radical feminism portrays alternate worlds outside of patriarchy. through grassroots mobilization, radical feminists create “woman space,” separatist enclaves to raise awareness about the oppression of patriarchy. this “consciousness raising” is a fundamental strategy for this strand of feminists; for, without understanding, one lives with false consciousness and cannot adequately question the dominant oppressive culture. in spite of implicit feminism over the entire story, steinbeck is emerged feminine characteristics only through juana‟s character. she is kino‟s wife. as a wife, juana serves as the lone voice of reason, continuing to warn kino of the disastrous consequences of the pearl. as his paranoia and impulses more and more consume kino, it is juana who remains a realistic appraisal of the effects of the pearl. steinbeck as an author is hard to categorize. he has both been associated with socialism, and he has been advisor to an american president. for a story that so easily can be placed in time and space, the story is very detached from the real world. steinbeck starts his story by giving a lively description of the environment. then what we could see in a still webcam. the clear depiction fits well with steinbeck's naturalistic heritage as environmental depiction was an integral part of the 62 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 61-66 heribertus binawan (feminism as seen in juana) literary genre. further, the reality during the depression years was that many people dreamt about something of their own, but few could realize their dreams. (omrany, maryam and pishkar, kian) 3. findings and discussion it is not easy to get to know the characters in the pearl in the same way we might get to know the characters in other novels. it seems to be relative few situations. the characters are more like symbols for ideas than real people are (davis). the pearl, the book was published in 1966, by heinemann educational book ltd, london. the novelette consists of 86 pages. in order to find out juana‟s characters is described in the story and which parts have close relation to the other problem formulation stated in this study, summary and some points that will be discussed were made. some sentences in the short story are underlined as the guidelines for the analysis. the next step is analyzing the character of juana. here, a list of juana‟s character found in the story is made. some books concerning characters and characterization were read and referred to help understanding juana‟s characters. it was concluded that this step could be used to answer the first problem. to answer the second problem, notes on some parts that explicitly or implicitly told about juana‟s feminism were taken. next, some theories were adopted to support the analysis. this step could be used to answer the last problem in this study. since the sociocultural-historical is adapted in this study, it is also important to analyze the main characters in the story. steinbeck has often been criticized for failing to create more complex and realistic characters. on the other hand, some readers find steinbeck‟s purpose, especially the social criticism is best served by characterizations that clearly represent a social group or an idea (davis). the main character it is necessary to understand the character and characterization. they are applied because the problem formulation deals with the description of the major characters. theories of character and characterization are applied in this study. one of the theories is stated by murphy who presents nine ways to make characters understandable and come alive (murphy). there are personal descriptions, characters seen by another, speech, past life, conversation, reaction, direct comment, thoughts, and mannerisms. on the other hand, barnet, berman and burto present four important factors that are significantly considered in seeing the character; they are what character says, what character does, what other character say about the character, and what others do (barnet, s; berman, m; & burto, william). a. the character of kino in general, kino is prototypical of mexican-indian who works as a pearl diver, he begins the story as a devoted father and husband to his family. as the head of a family, kino depends on nature, in this case ocean, for his family living. it is clearly shown in the following sentences. “it was at once property and source of food, for a man with a boat can guarantee a woman that she will eat something. it is the bulwark against starvation”. (p.14) when the waters are rough, he cannot go diving. when the sun sets, his workday ends until the discovery of the pearl changes kino‟s character. kino is an honest, dignified pearl diver who works hard to support his family. he is initially a simple and natural being who functions well in a traditional way of the village where he and his family lives in. he is conscious of his poverty and understands that money could buy things his family lacks. he hopes to find a pearl that will guarantee him a future peace. like most human beings, he wants to get ahead. kino is the man who usually hears the „song of the family‟. it is the harmonious soothing message that all is well in life but after finding the pearl, he begins to hear the „voice of suspicion‟, the sound of danger that is called „the song of evil‟. in the beginning, this song is really a powerful issn 2541-6421 jele (journal of english language and education) 63 vol. 5, no. 1, june 2019, pp. 60-65 heribertus binawan (feminism as seen in juana) internal voice that kino hears when dangers arise. it links him to his ancestors as a sort of built-in protection against death. it is steinbeck‟s poetic way of referring to kino‟s survival instinct. b. the character of juana the mother of coyotito and the wife of kino, juana is the representation of woman for steinbeck in the story. she is a good woman that submits to her husband. juana supports her husband, even though she always warns him against the dangers that the pearl can bring to the family. in one occasion, juana still keeps the pearl and gives it back to kino right after kino has just killed a man that tries to steal the pearl. “they have taken the pearl. i have lost it. now it is over,” he said. “the pearl is gone.” juana quieted him as she would quiet a sick child. “hush,” she said. “here is your pearl. i found it in the path. can you hear me now? here is your pearl. can you understand? you have killed a man. (p.57) juana also has a strong survival instinct that her family is the major concerned. once the doctor refused to treat coyotito, kino is disappointed and punches the gate. juana, on the other hand, tries to save the baby by putting a seaweed poultice on the coyotito‟s shoulder. juana shows a direct action when she decides that the pearl is a threat to her family. she tries to pursue kino to destroy the pearl before it destroys them. “let us destroy it before it destroys us. let us crush it between two stones. let us throw it back in the sea where it belongs. kino, it is evil, it is evil” (p.54) juana is also a religious and humble person. she always prays in a very great need and desire, since only god who will keep them survive. “and the canoe above him kino knew that juana was making the magic of prayer, her face set rigid and her muscles hard to force the luck, to tear the luck out of the god‟s hands, for she needed the luck for the swollen shoulder of coyotito. and because the need was great and the desire was great, the little secret melody of the pearl that might be was stronger this morning. whole phrases of it came clearly into the song of the undersea. (p.47) feminism as seen in juana it is described in the story of the pearl that kino and juana live in a patriarchal society. in the patriarchal society, especially in mexico a man always takes the first step, and woman follows behind. it also happens in the story, that every time kino has an idea, juana will follow him. kino stepped with dignity out of the house, and juana followed him, carrying coyotito. and as they marched up the freshet-washed alley towards the town, the neighbors joined them. (p.42) and kino could hear the pad of juana‟s feet behind him. he went quickly and quietly, and juana trotted behind him to keep up. (p.65) juana‟s relationship to kino, her husband, is made clear in the first chapter of the pearl. she is a loving and devoted wife, the stabilizing force in kino‟s life. at first, we may see her simply as subservient. but juana has great inner strength and determination. for example, when the scorpion stings coyotito, juana acts immediately and sucks out the poison. she also insists that they see the doctor – an unheard-of event in the village. “the doctor,” she said. “go to get the doctor.” the word was passed out among the neighbors where they stood close-packed in the little yard behind the brush fence. and they repeated among themselves: “juana wants the doctor.” a wonderful thing, a memorable thing, to want the doctor. to get him would be a memorable thing. the doctor never came to the cluster of brush houses. why should he, when he had more than he could do to take care of the rich people who lived in the stone and plaster house of the town? (p.07) juana remains steadfast throughout the story and devoted to follow kino and maintaining her family. as a woman, she even refuses to obey kino when he suggests that they take separate paths to avoid the trackers. “no”, she said. “we go with you.” (p.74) when coyotito was stung by a scorpion, kino sees juana as a patient and fragile wife but also strong and brave woman, even stronger than man. “kino ha wondered often at the iron in his patient, fragile wife. she who was obedient and respectful and cheerful and patient, could bear physical pain with hardly cry. she could stand fatigue and hunger almost better than kino himself. in the canoe she was like a strong man. and now she did a most surprising thing.” (p.07) 64 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 61-66 heribertus binawan (feminism as seen in juana) and kino cannot deny that they have to go to the doctor as suggested by juana. in this situation kino follows juana. she looked at him, her eyes as cold as the eyes of a lioness. this was juana‟s first baby-this was nearly everything there was in juana‟s world. and kino saw her determination and the music of the family sounded in his head with a steely tone. the people in the door pushed against those behind to let her through. kino followed her. they went out of the gate to the rutted path and the neighbors followed them. (pp.7-8) there are many times of showing how juana always struggle her belief that the pearl is an evil and it will bring disaster towards her family. however, kino‟s will is so hard like a stone, juana‟s words do not affect him to keep the pearl, especially every time kino mentions the words, “i am a man”. he said: “i am a man,” and that meant certain things to juana. it meant he was half insane and half god. it meant that kino would drive his strength against a mountain and plunge his strength against the sea. juana, in her woman soul, knew that the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it. and yet it was this thing that made him a man, half insane and half god, and juana had need of a man; she could not live without a man. (p.56) juana sees a man as an immortal creature. after a trial on kino‟s life juana suddenly has a different perception about a man. “kino,” she said huskily, “i am afraid. a man can be killed. let us throw the pearl back to the sea.” (p.54) there are many conflicts between kino and juana. the conflicts become worse because they have two different attitudes in solving a problem, kino with his bravery and sometimes savage and juana with her patience and strong belief. kino extremely defends the pearl because he believes that it will bring happiness to his family. he is trapped by his ambition. the pearl has made him dream that coyotito will be able to go to school, and he and juana may be married in the church (p.20) unfortunately, some times he brings his brutality to defend his determination. juana on the contrary, argues kino to throw the pearl away with consideration that the pearl is dangerous and threatening their family. she feels a sign that the pearl will arise some dangerous situations to her family, after kino has been attacked only one day after the pearl‟s finding. “this pearl is like a sin! it will destroy us,” and her voice rose shrilly. “throw it away kino. let us break it between two stones. let us bury it and forget the place. let us throw it back to the sea. it has brought evil. kino, my husband, it will destroy us.” (p.37) juana shows her strong reaction when kino got the second attack from the anonymous enemy. again, juana persuades kino to cast the pearl off unless all of them will die. speaking strongly and crying, juana falls in kino‟s knees to save their family from the pearl‟s danger. “kino, can you hear me?”. “i hear you”, he said dully. “kino, this pearl is evil. let us destroy it before it destroys us. let us crush it between two stones. let us throw it back to the sea where it belongs. “kino it is evil, it is evil!” (pp.53-54) even though juana must involve in many conflicts with her husband, she still insists on her determination that the pearl is an evil, that kino‟s dream is nonsense. so, she tries many times to catch it off to the sea, even though she ahs to face kino‟s brutality. he struck her in the face with his clenched fist and she fell among the boulders, and he kicked her in the side…kino looked down at her and his teeth were bared. he hissed at her like a snake, and juana stared at him with unfrighten-eyes, like a sheep before a butcher (p.55) as a wife, juana is quite faithful both in happiness and misery. she realizes her dangerous behavior, especially if she against kino‟s decision. the first matter comes to her thought is kino faces hard problem and she will not let him alone. in addition, juana‟s strength is a leading spirit to kino and actually he learns much from juana. he looked then for weaknesses in her face, for fear or irresolution, and there was none. her eyes were very bright. he shrugged his shoulders helplessly then, but he had taken strength from her. when they moved on it was no longer panic flight (p.74) issn 2541-6421 jele (journal of english language and education) 65 vol. 5, no. 1, june 2019, pp. 60-65 heribertus binawan (feminism as seen in juana) in contrast to the savage and kino‟s brutality, juana becomes stronger through the suffering she faces. furthermore, it is juana who remains awake at night, guarding kino and coyotito as kino sleeps. steinbeck juxtaposes kino with juana; while the man becomes more instinctual and animalistic; the woman retains her particularly, human qualities. after they experience some hard challenges, they reach an agreement that they throw the pearl back to the sea. i think kino has got unbelievable lessons for his life and then he respects juana much more, because of her personality. when they come to their village, they are not walking in single file, kino ahead and juana behind, as usual, but side by side (p.84) 4. conclusion after analyzing the novel, the conclusion will be as follows; first, the study on the pearl has shown that juana represents woman‟s struggles in the family. juana is a tough woman who can survive in the happiness and misery, even though she realizes that her behavior against kino‟s decision causes danger to coyotito. in addition, juana‟s strength causes kino has a spirit and actually he learns much from juana. second, there is a contrast between kino and juana. in contrast to the savage and brutal kino, juana retains the human qualities. juana becomes stronger through the suffering she faces. furthermore, juana remains awake at night, guarding kino and coyotito as kino sleeps. third, juana‟s feminism can be seen through her bravery to speak her idea about the pearl. even though it is hard since she lives in a patriarchal society. as a consequence, juana must involve in many conflicts with kino. juana still insists on her determination that the pearl is an evil, that kino‟s dream is nonsense. so, she tries many times to catch it off to the sea, even though she has to face kino‟s brutality. fourth, juana‟s feminism has made the story of the pearl becomes full of conflicts. those conflicts between kino and juana actually draw emotion and imagination out of the readers. through the conflicts along the story of the pearl i get a description about the nature of the human being with all of personality they possess. references omrany, maryam and pishkar, kian. "female characters‟ rule in rise and fall of modern american society: a case study of john steinbeck‟s masterpieces." journal of applied linguistics and language research (2018): 109-117. hart, jeni. "women and feminism in higher education scholarship: an analysis of three core journals." the journal of higher education (2006): 40-61. rorberger, mary & wood, samuel h jr. reading and writing about literature. new york: random house, 1971. panhwar, abdul hameed & ansari, s. "sociocultural theory and its role in the development of language pedagogy." advances in language and literary studies (2016): 183-187. davis, muray. steinbeck: a collection of critical essays. new york: random house, 1972. murphy, m.j. understanding unseen: an introduction to english poetry and english novel for overseas students. london: george allen and unwin ltd., 1986. barnet, s; berman, m; & burto, william. literature for composition. boston: scott, foresman and company, 1988. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 16 developing an electronic dictionary of elements and compounds in chemistry to improve the tenth graders‟ pronunciation mat ibnu state senior high school 2 semarang email : ibnoe104@yahoo.com abstract inaccessibility of electronic dictionaries for learning pronunciation of elements and compounds in chemistry was found at semarang state senior high school 2. the observed inaccessibility came from the chemistry teacher who shared her problems that her students got difficulties in pronouncing elements and compounds. then, the existing electronic dictionaries were lack of the words they needed. hence, this study would like to develop an electronic dictionary of elements and compounds in chemistry (edecc) for assisting students, notably the tenth graders of semarang state senior high school 2, to improve their pronunciation in learning elements and compounds. this study employed research and development design to develop the edecc. this design was adopted and modified fromborg and gall (2003:772). seven stages were employed for developing edecc were information and research collecting, planning, developing, validating, revising, try out, and producing final edecc. observation, interview, validation, and pre-test also post-test were administered to collect the data while both quantitative and qualitative approaches were used to analyze the collected data. from the result of observations, questionnaires, validation, interviews, and pre-test and post-testwere found that applying the edecc gained positive perspectives toward teaching and learning process.moreover, the test of effectiveness consisting validity and reliability tests on pretest and posttest employing quasi experimental design reported that there was significant difference between the result of pretest and posttest. it means that all the result of collected data agreed that the edecc could be implemented in improving the students‟ pronunciation. keywords : electronic dictionary, teaching pronunciation, chemical elements and compounds introduction english is as an instrument of applying science and technology in the present era to accelerate developmental process especially in education. moreover, some schools in indonesia applies english as medium of instruction (emi) for some subjects, that is sciences and mathematics. semarang state senior high school 2 has applied emi since this school employed the immersion program from 2005-2009 and international standardized school program from 2009-2013. even though, those programs were stopped by the government, applying emi is still running in the school. channa (2012) reveals his research that these journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 17 students differed widely in their attitudes towards teachers‟ using emi in the class and laboratories. they were positive about using english language, considered this as beneficial for students to develop their confidence and to comprehend scientific theories, logics, reasons and problems for playing their roles to participate actively in the classroom as well as outside of the class. based on the previous observation, the students still have problems dealing with the pronunciation, especially when they are learning elements and compounds in chemistry even though, emi has been implemented for some years in semarang state senior high school 2. the students and their chemistry teacher have tried to find out the existing dictionaries that can be used to assist them to solve their problems. they could not find the appropriate dictionaries that were in line with their needs that is the ones equipped with sounds. actually, they could use google translation to help them get the pronunciation of elements and compounds. they just typed them and listened to their pronunciation. however, they did not have any internet access all the time. based on the above reasons, the researcher developed an electronic dictionary of elements and compounds that could be installed in their computers or laptops and operated at any time they wanted. electronic dictionary electronic dictionary is not a machine readable version of conventional dictionaries. it is a completely new dictionary designed from scratch. it is a dictionary developed for a computer to understand a natural language, (nessy, 2000). electronic dictionary is very essential in learning a language. a good dictionary consists of the various parts of speech and it also acts as a reference for the purpose of an excellent and accurate language. the term electronic dictionary can be used to refer to any reference material stored in electronic form that gives information about spelling, meaning, or use of words. the learners can use the electronic dictionary to know the sound of words stored in its data base. electronic dictionaries can be classified in various types according to different criteria. some researchers have attempted to devise typologies of electronic dictionaries. one example of an electronic dictionary typology journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 18 is that by pastor and alcani (2009), which focuses on technical and meta(lexicographic) evaluation. based on technical evaluation, they distinguish between online or offline dictionaries. offline dictionaries comprise pocket electronic dictionaries (peds) and pc dictionaries. pc dictionaries include dictionaries in cdrom, floppy disk and other formats. offline dictionaries generally provide more search techniques than online dictionaries, and are more stable and durable compared to online dictionaries. online dictionaries are more accessible than the cd-rom format, and most online dictionaries are free. they affirm that electronic dictionaries differ from paper dictionaries in factors such as use, presentation, search capabilities, technical aspects, and nature of contents (multimedia elements). one of the advantages of using electronic dictionaries is that it allows the user to make cross references without even moving away from the page that the user is viewing. this feature of immediate cross reference is not present in the paper dictionaries. the bilingual production dictionaries are few in numbers because a lot of storage space is required for accommodating this type of dictionary. mayer and clark, (2008:35) stated that multimedia which is commonly has multi representations which enter to students‟ senses through ears and eyes. students can see the words and pictures. then, words are received by ears and pictures will be accepted by eyes. after the selecting process was done, those presented words and images are linked into the memory. the words and images that are selected become sounds and images. then, the organizing process is also done to change the sounds become verbal model and images become pictorial model. after they were completed, the words and images integration happens in our memory. as a result, students got prior knowledge about what have been learnt through multimedia learning. the developed electronic dictionary employs the multimedia since it is equipped with words, sounds, and images in the hope that it can be used as medium to improve the students‟ ability, especially their pronunciation. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 19 computer assisted language learning is important in the area of language teaching and learning situation. learning language, especially english, is general. in english as a medium of instruction, the language should be mastered together with the content of subject matters, (chammot, 1986). chemistry teachers try to maximize the opportunities offered by technological advances. therefore, the teachers have to make the decision to use technology as a part of their language learning environments and ensure that they are familiar with the technological options available and their suitability to particular learning goals and thus implement these technologies capitalizing their specific features. the students need to be able to continuously use, experiment and evaluate appropriate and meaningful call activities to enhance english proficiency and master english language skills and the content of subject matters. thus, the electronic dictionary of elements and compounds in chemistry is one of the ways to develop teaching tools using modern technology that is multimedia and computer. the developed electronic dictionary of elements and compounds contains information that is necessary for the students to understand the english and indonesian elements and compounds in chemistry designed in employing multimedia and computer. students get knowledge easily from the electronic dictionary such as: their formula, other names of compounds, overviews, and images. however, the most important thing that the researcher considers is the sound of the elements and compounds and their overviews. the students are able to learn their pronunciation through the developed dictionary. according to dalton and seidlhoffer (1994) pronunciation is a way how sounds are articulated by speakers marking their social class, education and so forth. since sound is very important in making an understandable speech, the researcher assumes that it is very vital to teach the learners how to say words correctly. pronunciation is also the aspect of language that is most difficult to acquire. although some students with „an ear for language‟ can „pick up‟ pronunciation very effectively, for most they requires journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 20 special training. most students are highly aware of this and constantly request further tuition in pronunciation. furthermore, the chemistry teachers are forced to teach english in their content area. they find a lot of difficulties in pronouncing english words related to the subjects, especially elements and compounds. in addition, the students get some difficulties in learning how to pronounce them. therefore, they need an appropriate tool that can used to solve their problem. teaching english for elements and compounds in chemistry covers some important matters involving chemistry curriculum syllabus, lesson plan, pronunciation for chemistry, strategy to teach pronunciation for chemistry, and assessment. the researcher puts the curriculum as the basis of developing the electronic dictionary of elements and compounds in chemistry. based on the difficult way how to teach pronunciation for chemistry, the chemistry teachers should employ some strategies that can assist them to help their students understand the pronunciation of some words in chemistry especially elements and compounds. applying some strategies in teaching pronunciation of elements and compounds in chemistry needs a medium that can assist them. the researcher develops it in order to cope the problem of the inaccessibility of the existing electronic dictionaries. methods research design the researcher used research and development (r and d or, more often r&d) since the objective of the research is to develop electronic dictionary of elements and compounds in chemistry to foster students‟ pronunciation especially at semarang state senior high school 2. the process of this design can be defined as r&d cycle. as borg and gall (2003:772) noted down that this cycle employed observation the preliminary studies related to the developed product or materials, developing intended product, validating the developed product to some experts, and revising suggestions from expert, and trying out the product. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 21 procedure of the research and development the researcher applied the process of this design stated borg and gall (2003). in his model, borg and gall (2003) asserts seven stages of developing the product. they are as follows: (1) research and information collecting was conducted through need analysis dealing with (a) the role of existing electronic dictionaries play in language learning, (b) the students' problems with english in learning sciences, especially chemistry, (c) how much and how often the students used dictionaries, (d) how the students find what they needed in electronic dictionaries. (2) planning consisting of finding out (a) the concept of developing the edecc, (b) software used in that product, (c) the feasibility and acceptancefeasibility and acceptance of the product, (3) developing preliminary form of product was conducted through (a) finding sources of elements and compounds, (b)recording the materials (c) using microsoft access 2007(4) validating product was conducted by two experts of materials, one chemistry teacher, and one multimedia expert, (5) revising product was carried out after the experts had given their suggestions and comments, (6) trying out product was conducted in the experimental group and giving pre test and post test for both the control and experimental groups. the result of trying out was analyzed, (7) final product was finalized with two interface designs that were elements and compounds. then, the fixed product development was ready to be demonstrated, published, and distributed to go to public.. trying out of product 1. research design of try out the effectiveness of electronic dictionary of chemical elements and compounds was measured by pretest posttest quasi experimental designwhich employed pre-tests and post-tests for both experimental and control groups. 2. population and sample of the study the try out research was conducted at the tenth graders of semarang state senior high school 2. it was located on jl. sendangguwo baru no. 1 semarang. there were eleven classes at the tenth graders of natural science program (ipa) in the academic year journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 22 2013/2014. for deciding the class of try out, the researcher employed cluster random sampling technique for this issue. cohen, manion, and morrison (2007: 115) noted down that each member of the population of this study had the chance equally to be selected as the sample or subject of the study. this study used a class as the unit of population. 3. procedures of try out the try out was organized on october 7 th , 2013. the pre test was given to control and experimental groups. then, the treatment was conducted in the experimental group on october 9 th , 2013. finally, the post test was carried out in both the control and the experimental groups on october 14 th , 2013. instruments and data collection techniques the instruments and data collection techniques were as follows: the first was questionnaires. the researcher distributed the questionnaires to the chemistry teachers and students to get the data. it consisted of eight questions with five multiple choices covering a, b, c, d, and e options. the questions dealt with the practicality, the attractiveness, the usage possibility in teaching and learning process, the easiness in operating, the appropriateness, the pronunciation existence, the helpfulness, and the clarity. the second was observation. hyland (2003) states that observation methods attempt to bridge this gap by systematic documentation and reflection of participants. for doing observation how the chemistry teacher used the product, the researcher employed observation checklist involving six aspects. those were 1) the teacher explained how to operate an electronic dictionary of elements and compounds in chemistry (edecc); 2) the teacher demonstrated how to use the edecc., 3) the teacher gave the students some training to operate the edecc; 4) the teacher gave the students some exercises to operate the edecc; 5) the teacher gave an opportunity to students to ask some difficulties in operating the edecc; 6) the teacher gave some assessments to students how to pronounce elements and compounds in chemistry by using the edecc. the third was interview. it was a flexible tool for data collection, enabling multi-sensory channels to be journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 23 used: verbal, non-verbal, spoken, and heard (cohen, manion, morrison, 2007:397). this study administered structured interview and the interviewee were chemistry teacher and some students of grade ten of semarang state senior high school 2 that belonged to the experimental group. the forth was teachers‟ and experts validation. this validation was distributed on the chemistry teacher, an expert of material development and an expert of multimedia development. the experts and teacher were requested to give a thick on the checklist on all aspects which are corroborated. those aspects cover data base design program , friendly user principles, the material appropriateness, the program usage, and the usage technique, the sound usage. the last was pre-test and post test. the pre-test and post-test were conducted for the control and experimental groups. techniques of analyzing the data the data collection such as comments, suggestions, and observation results during the try out were qualitatively analyzed. they were added as an input to revise the developed product. in addition, the numeral data taken from the experts‟ ideas, the chemistry teacher, and students were quantitatively analyzed with percentage and categorization techniques. the data of questionnaires provided by the chemistry teacher and students were classified into two categories. the first was considered to be positive side consisting of the options of (a) representing „very practical‟, „very attractive‟, „very possible to use‟, „very easy to operate‟, „very fulfilled‟, „very completed‟, „very helpful‟, and „very clear, (b) representing „practical‟, „attractive‟, „possible to use‟, „easy to operate‟, „fulfilled‟, „completed‟, „helpful‟ and „clear‟ and (c) representing „practical enough‟, „attractive enough‟, „ possible enough to use‟, „easy enough to operate‟, „fulfilled enough‟, „completed enough‟ „helpful enough‟, and „clear enough‟ while the options of (d)meaning „not practical‟, „unattractive‟, „impossible to use‟ „uneasy to operate‟, „not fulfilled‟, not completed‟, „helpless‟ and „ unclear‟ and (e) meaning „very unpractical‟, „very unattractive‟, „very impossible to use‟, „very uneasy to journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 24 operate‟, „very unfulfilled‟, „not completed at all‟, „very helpless‟, and „very unclear‟ belong to negative one. the collected data were calculated by the formula of percentage. the percentage of the quantitative data of the observation was converted into qualitative data based on the score conversion reference stated by bloom, madaus & hastings (tanwey gerson ratumanan & theresia laurens, 2003: 19) as it was showed on table 1. table 1. percentage of learners‟ observation was converted into qualitative data the data of observation of how the teacher used the developed electronic dictionary in teaching and learning were classified into 4 representing „excellent‟, 3 indicating „above average‟, 2 denoting „average‟, 1 meaning „unsatisfactory‟, and 0 meaning „not applicable‟. furthermore, the collected data of observation was descriptively analyzed using table of conversion and the table 1. the data of learners‟ observation in teaching and learning were classified into a: learners‟ activeness in learning process, b: enjoyment in learning, c: eagerness to do all. then, the percentage of the quantitative data of interview was converted into qualitative data based on the score conversion reference stated by bloom, madaus & hastings (tanwey gerson ratumanan & theresia laurens, 2003: 19). it was stated on the table 1. then, the researcher both calculated the score of each point criteria from experts and teachers consisting of program data-base design, user-friendly principles, suit to materials, the program use, the technique use and the sound usage. the formula was as follows: percentage(%) criteria 90≤x very good 80≤x <90 good 70≤x<80 good enough 60≤x<70 bad x<60 very bad journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 25 the researcher calculated the average score of each criterion on the validation form. see the example below: the percentage of the quantitative data of the material expert, a chemistry teacher, and a multimedia expert was converted into qualitative data based on the score conversion reference stated by bloom, madaus & hastings (tanwey gerson ratumanan & theresia laurens, 2003: 19) as it was showed on table 2. at last, the researcher calculated the score of pre and post test of the control and experimental groups. the first step was finding the descriptive statistics of the pre test and post test of the control group. employing data analysis of microsoft excel, the researcher got the mean, median, mode, and standard deviation of pre test and post test of the control group. the second, those data were calculated to get the t-test (dependent). the result of t-test (dependent) was compared with the score of t-table (distribution) for significant level 5%. if the result of t-test (dependent) was lower than the result of t-table (distribution). it meant that there was no significant difference between pre and post-test. if the result of t-test (dependent) was higher than the result of t-table (distribution), it could be considered that there was significant difference between pre and post-test. the researcher did the same steps to the experimental groups. then, the researcher also compared the scores of post test of the control group with the score of post test of the experimental group. he got each mean and standard deviation of each group. after that, he calculated the value t-test which was compared with the t-table (distribution) for significant level 5% and 1%. if the value t-test (distribution) were lower than the value t-table (distribution) for significant level 5% and 1%, it would be considered as no significant adding percentage of each criterion from experts and teachers mean or average score = number of expert and teachers score average score of each criteria = x100% max score journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 26 difference between the post test of the control and experimental groups. on the other hand, if the value t-test (distribution) were higher than the value t-table (distribution) for significant level 5% and 1%, it would be meant that there was significant difference between the post test of the control and experimental groups. they could be shown on the following formula: a) significant difference; ttable (distribution) in the level of 5% < t-test> t-table (distribution) in the level of 1%, b) no significant difference; ; t-table (distribution) in the level of 5% > t-test <t-table (distribution) in the level of 1%. findings and discussion the result of questionnaires provided by the chemistry teacher and students could be calculated that options of (a) representing „very practical‟, „very attractive‟, „very possible to use‟, „very easy to operate‟, „very fulfilled‟, „very completed‟, „very helpful‟, and „very clear, (b) representing „practical‟, „attractive‟, „possible to use‟, „easy to operate‟, „fulfilled‟, „completed‟, „helpful‟ and „clear‟ and (c) representing „practical enough‟, „attractive enough‟, „ possible enough to use‟, „easy enough to operate‟, „fulfilled enough‟, „completed enough‟ „helpful enough‟, and „clear enough‟ got 291 of total 299 options. therefore, the percentage of positive views of the electronic dictionary of elements and compounds in chemistry (edecc) was 97.32%. on the other hand, the options of (d) meaning „not practical‟, „unattractive‟, „impossible to use‟ „uneasy to operate‟, „not fulfilled‟, not completed‟, „helpless‟ and „ unclear‟ and (e) meaning „very unpractical‟, „very unattractive‟, „very impossible to use‟, „very uneasy to operate‟, „very unfulfilled‟, „not completed at all‟, „very helpless‟, and „very unclear‟ got 8 of total 299 options. thus, the percentage of negative views of the edecc was 2.68%. it could be concluded that the edecc had positive views for the chemistry teacher and students. the total scores of observation result of how the chemistry teacher used the developed electronic dictionary in teaching and learning was 22 and the maximum score was 24. then, the total score was divided journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 27 by the maximum score. the result of division was multiplied by 100%. thus, the result was 91.67%. based on the percentage conversion as stated on table 1, the observation result of how the teacher used the edecc was very good. therefore, how the teacher used the edecc in the classroom had good effects for students to strengthen their ability to use it. the result of learners‟ observation was classified into a: learners‟ activeness in learning process, b: enjoyment in learning, c: eagerness to do all. the percentage of activeness in learning process was 86.11%. the percentage of enjoyment in learning was 88.89%. and the percentage of eager to do all got 83.33%. according to the percentage result of each aspect of learners‟ observation, it could be concluded that the learners‟ activeness in learning process, enjoyment in learning, and eagerness to do all were good. the result of the average score of experts‟ and teacher‟s validation were classified into: 1) design of data base program got 97.92%, 2) friendly user aspect got 98.22%. 3) material appropriateness got 97.92%. 4) program usage got 98.44%. 5) technical usage got 98.44%. thus, based on the collected data, it could be concluded that the edecc was very good and could be implemented in teaching pronunciation of elements and compounds in chemistry. the result of pretest and posttest of the control group was as follows: table 3. the calculation of pre test and post test of the control group based on the above calculation, it showed that t-test was 1.48 while t table was 1.697. therefore, the value of t-test got lower than the value of t table. thus, it could be said that there was no significant difference between pre and post-test. the result of calculation pre test and post test of the experimental group was as follows: activities n mean standard deviation t-test df t table 5% pre test 34 3.04 1.51 1.48 66 1.697 post test 34 3.57 1.45 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 28 table 3. the calculation of pre test and post test of the experimental group based on the above calculation, it showed that t-test was 27.45 while ttable (distribution) was 1.684. therefore, the value of t-test got higher than the value of t table (distribution). thus, it could be said that there was significant difference between pre and post-test. it meant the treatment had very good achievement in teaching and learning process in the experimental group. finally, the scores of post test of control group was compared with the score of post test of experimental group. the result of the calculation is as follows: table 4. the calculation of post test of the control group and post test of the experimental group based on the above table, the post test was employed to the control group consisting of number of samples 34. the post test of the control group achieved the mean of 3.57, standard deviation of 1.45. on the other hand, the post test was given to the experimental group consisting of number of samples 36, then, the result was the mean of 7.92 and standard deviation of 0.92. after both of data were calculated, the value t test was 15.07. then, the value of t-test was matched with table t with significant level 0.05 and 0.01 with freedom degree of 68. the result reported that ttable (distribution) has to 1.697 for significant level 0.05 and 2.390 significant level 0.01. it was concluded that the value of t-test was more than the value of t-table (distribution) with significant level 0.05 and 0.01. thus, it could be said that there was significant difference activities n mean standard deviation t-test df t table 5% pre test 36 2.32 0.8 27.45 70 1.684 post test 36 7.92 0.92 groups n mean standard deviation t-test df t table 5% t table 1% control group 34 3.57 1.45 15.07 68 1.671 2.390 experimental group 36 7.92 0.92 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 29 between post test of the control group and the post-test of experimental group. thus, the electronic dictionary of elements and compounds in chemistry (edecc) is an effective medium to improve the students‟ pronunciation skill, especially in pronouncing those words. conclusion firstly, the electronic dictionary of elements and compounds in chemistry (edecc) is equipped with sound effects therefore it can be used to assist the students of grade ten of semarang state senior high school 2 to learn pronunciation of the elements and compounds in chemistry. in addition the electronic dictionary is completed with elements and compounds‟ formula, other english names, overviews, and images of their molecules. the students do need such an electronic dictionary. secondly, the researcher developed the electronic dictionary of elements and compounds in chemistry (edecc), there were some stages which were proposed by borg and gall (2003). the first stage dealt with starting to organize an observation at school to do need analysis and determine what media were developed. then, he planned and developed the intended product that is the electronic dictionary of elements and compounds in chemistry (edecc). afterward, validating also was done of some experts to know the feasibility of product that had been developed. moreover, revising the developed product was employed to correct the previous suggestions and corrections from experts. next, trying the product out was the following step in this study. at last, the final product was ready to be published. thirdly, based on the result of observations, interviews, questionnaires, pre-test, post-test, the electronic dictionary of elements and compounds in chemistry (edecc) can be applied to foster the students‟ skills in pronouncing elements and compounds in chemistry. for this case is the tenth grader of semarang state senior high school 2. moreover, the test of effectiveness by using pre test and post-test quasi experimental design reported that there was significant difference between the result of pre-test and post-test. it journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 30 means that all the result of collected data agreed that the electronic dictionary of elements and compounds in chemistry (edecc) can be implemented for fostering the students‟ skills in pronouncing elements and compound in chemistry. it is finally suggested that in the future, there will be other researchers who develop other electronic dictionaries completed with the pronunciation sounds to practice and enrich the students‟ english skills. based on the results of this research, it can be seen that the application of electronic dictionary is beneficial for the students. it suits best for the students‟ need. it would be better if there are other developments of english electronic dictionaries for all grades in all content subjects that use english as the medium of instruction. references borg, w. and gall, m. (2003). educational research: an introduction. 7 th edition. new york: longman. brown, h. d. (2001). principles of language teaching and learning. new york: pearson education chamot a.u. and m.j. o‟malley (1986). a cognitive academic language learning approach: an esl-content based curriculum. rosslyn, va: national clearinghouse for bilingual education. channa, m. a., (2012). teachers‟ perceptions towards english language as medium of instruction in pakistan. interdisciplinary journal of contemporary research in business, volume 4, no 5, september 2012, available online at www.journalarchieves23.webs.com, accessed on march 1, 2013. cohen, l., manion, l. and morrison, k. (2007). research method in education. newyork: routledge. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 31 dalton, c. and seidlhofer, b. (1994). pronunciation. oxford: oxford university press. hyland, k. (2003). second language writing. cambridge: cambridge university press. mayer, r. e., & clark, r.c. (2008). elearning and the science of instruction:proven guidelines for consumers and designers of multimedia learning. san fransisco: pfeiffer nesi, h. (2000). the use and abuse of efl dictionaries. how learners of english as a foreign language read and interpret dictionary entries. lexicographica. series maior 98. tübingen: max niemeyer. pastor, v and alcina, (2009). search techniques in electronic dictionaries: a classification for translators.the ontodic project: methodology and techniques for the elaboration of collocation dictionaries based on ontologies, tin2009-07690 sukardjo. (2005). evaluasi pembelajaran. diktat mata kuliah evaluasi pembelajaran. prodi tp pps uny. tidak diterbitkan. vol 1. no. 1, june 2015 issn : 93 the effectiveness of process genre and product genre approaches to teach writing to introvert and extrovert students (the case of the tenth year students of state senior high school 1 wirosari-grobogan in the academic year of 2013/2014) wahyu kyestiati sumarno english education department, faculty of post graduate program state university of semarang email : kyestiatisumarno@yahoo.com abstract this present study aims to investigate the effectiveness of process genre and product genre approaches to teach writing to introvert and extrovert students. a quasi-experimental study with 2x2 factorial designs was conducted to gain answers. data were collected by using myers briggs type indicator, observation notes and a pre-and-posttest. data were analyzed by using t-test, two-way anova, and tukey test. the findings revealed that first, process genre approach was significantly effective to be used to teach writing to both the introvert and extrovert students; while, the product genre approach was only effective to be used to teach writing to the extrovert students. second, quantitatively, the process genre approach was not significantly more effective to be used to teach writing compared to the product genre approach. third, the students‟ personalities significantly influenced their writing quality, in which the extrovert students‟ writings were better than the introvert students‟ writings. fourth, there was a significant interaction occurred between the teaching approaches and the students‟ personalities on their writing quality. based on the study results, the researcher suggests english teachers to consider using process genre approach in their writing classes and identify each student‟s personality in the very beginning of lessons, acknowledging that the students‟ personalities significantly influence the students‟ writing quality. keywords: process genre approach; student’s personality; writing instruction introduction writing instruction has become a field of increasing interest at higher learning institutions in recent years. after a long ignorance, people are now finding ways to effectively teach the skill which is considered as one of the most difficult skills needs to be mastered by second language learners. writing requires its learners to have a certain amount of l2 background knowledge before they are ready to start drafting in order to communicate with their readers. hence, quite a long journey of learning is necessary to make the learners prepared. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 94 in indonesia, in spite of its major role in academic setting, the instruction of writing skills remains ineffective. the product genre approach, which is widely used at most indonesian senior high school classrooms, focus mostly on the students‟ single-draft writing products that emphasize on the grammatical and linguistic correction only rather than the students‟ writing skills development and process writing practices. these tendencies result in the students‟ lack of writing practices that lead to the production of students with low quality of writing. to overcome this problem, in this study, the writer tried to compare the effectiveness two approaches, namely, product genre approach and process genre approach. product genre approach in this study refers to the genre-based approach, which is argued as the extension of product approach and is criticized undervalues the skills needed to produce a text, e.g. drafting, revising, editing, etc. (badger and white, 2000: 157). as in product approach, the genre-based approach views writing as predominantly linguistic. however, genre-based approach places a greater emphasis on the social context in which writing is produced. this approach essentially concerned with the knowledge of language and as being tied closely to a social purpose (badger and white, 2000: 153). this approach views learning to write activities as the analysis and imitation of input in the form of texts provided by the teachers. meanwhile, process genre approach is defined as an approach that primarily concerned with the knowledge about language, knowledge of the context in which writing happens, especially the purpose of writing, and the skills in using language (badger and white, 2000: 157). this approach sees learning to write as drawing out the learners‟ potential by providing input to which the learners respond (badger and white, 2000: 158). process genre approach is a synthesis approach which incorporates the insights of product, process, and genre-based approach proposed by some researchers including badger and white (2000) and tangpermpoon (2008). a number of research studies related to the implementation of vol 1. no. 1, june 2015 issn : 95 process approach, genre-based approach, and process genre approach in the teaching of writing have been conducted in numerous classrooms in different part of the world. some of those studies noted that process approach was significantly effective to be used to help students improving their writing quality (parks, et. al., 2005; ho, 2006). yet, graham and sandmel (2011) found in their study that process writing instruction resulted in a statistically significant, but relatively modest improvement in overall students‟ quality of writing. they also noted that the process writing approach neither resulted in a statistically significant improvement in students‟ motivation nor enhanced the quality of struggling writers‟ composition. similar to the above findings, some researchers also found in their studies that genre-based approach was effective to be used to teach writing (amogne, 2013; chen and su, 2012), but yang‟s (2012) study indicated that quantitatively, genrebased writing instruction seemingly did not adequately help students in reaching the instructional aims. meanwhile, gupitasari (2013) reported her study on the implementation of the process genre approach to teaching writing business letters. the results demonstrated improvement in students‟ writing ability, evidenced in the increase in scores obtained at the end of the teaching program. the results of the questionnaire also showed the students‟ consciousness that process genre approach could help improve their writing ability, especially writing application letters. furthermore, in line with brown (2000: 142) who argues that personality is one of the affective factors that are equally important for explaining differential success among second language learners, the writer then assumes that students‟ personalities have an important role in influencing the students‟ learning outcomes, specifically on their quality of writing. previous research suggests that introvert learners tend to be quiet and prefer non-social activities (ellis, 1994: 518); while, extrovert learners tend to be sociable, risk-taking, lively, and active (ellis, 1994: 518). these distinctive characteristics assumed by journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 96 the writer will be an important factor which will give different effects on the students‟ writing achievement, particularly if they are taught by using process genre approach. process genre approach covers steps in writing process, including drafting, revising, and editing, which are done in pairs as well as in group discussions. these pair and group works will probably discomfort the introvert students but fortunate the extroverts. during the feedback stages, the extrovert learners may learn by actively give their opinions while the introvert learners may think and reflect more when they read their friends‟ feedback. during the pair and group works, it may occur that extrovert learners are motivated by the introvert learners‟ analytical and thoughtful discussions, while, conversely, introvert learners will be inspired by the extrovert learners‟ spontaneous feedbacks and fresh ideas. finally, in order to discover the influence of students‟ personalities on their writing quality and the effectiveness of process genre and product genre approaches, this study was conducted by the writer. it is hoped that this investigation can shed light on researching and teaching english writing courses in efl settings. methods this research is a quasi experimental study with 2 x 2 factorial designs. the writer investigated the effectiveness and interaction that occurred by the application of product genre approach and process genre approach to writing lessons while also giving attention to the influence of students‟ personalities (introvert and extrovert) on their writing quality. the pre-test post-test with control group design was used in this study. table 1 illustrates the design of research the researcher had conducted. this study was conducted in an institution whose regulation is implemented. it resulted in some limitations to the side of the researcher, which made her applied purposive sampling technique to get the study‟s samples. purposive sampling technique is defined as the technique of samples taking which consider a certain consideration (sugiyono, 2011: 68). in this case, the vol 1. no. 1, june 2015 issn : 97 consideration refers to the school constraint. the population of this study was the tenth year students of state senior high school 1 wirosarigrobogan in the academic year of 2013/2014. there were eight classes, with different amount of students in each class. the samples (two classes only) were taken from those classes chosen by using purposive sampling technique. the first class was treated as the experimental class that received process genre approach, while the other class was the control class that was taught by using product genre approach. the instruments used in this study were observation notes, myers briggs type indicator (mbti), and pre-and-post-test. table 1. research design (cohen, manion, and morrison, 2007: 280) writing approaches students‟ personalities process genre approach (experiment group) (x1) product genre approach (control group) (x2) introvert (y1) x1y1 (question 1) x2y1 (question 3) x1x2y1 (question 6) extrovert (y2) x1y2 (question 2) x2y2 (question 4) x1x2y2 x1y1y2 x2y1y2 (question 5) journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 98 findings and discussion to obtain the data, the researcher did a number of procedures. first, to find out the students‟ personalities, the researcher had the students fill an adapted-translated myers briggs type indicator (mbti) scale designed by nafis mudrika (2011), referring to the original version developed by katherine briggs and isabel briggs myers (1962). for the purpose of rechecking the data, the researcher also did observations and asked the classroom teacher as well as all the classmates to share their opinions about their friends‟ personalities. among seventy students in control and experimental groups (35 students each), the researcher took ten introvert and ten extrovert students from each group. after capturing the students‟ personalities, the researcher conducted pre-test to identify the students‟ prior knowledge, and then followed by the three meetings of treatments (2x45 minutes for each meeting). post-test was given in the end of the treatments to examine if there were improvements of the students‟ writing quality after sequence of treatments given. table 2 shows the students‟ scores of pre-test and post-test which were analyzed to answer the research questions. the scores on table 2indicated that all the mean scores of the groups were increased from the pre-test to the post-test. the introvert students‟ mean score taught by using process genre approach was increased from 68.5 to 82.7; and from 66.1 to 71.6 when taught using the product genre approach. meanwhile, the extrovert students‟ mean score taught by using process genre approach was improved from 69.4 to 82.9; and from 72.7 to 84.2 when taught using the product genre approach. to analyze the findings systematically, the writer divided this subtopic into seven points based on the research questions as follows. first, the effectiveness of process genre approach used to teach writing to introvert students. the significant value (p value) got from the t-test was 0.002 = 0.2% < 5%. since the p value <α (standard error), so it means that the process genre approach was significantly effective to be used to teach writing to the introvert students. vol 1. no. 1, june 2015 issn : 99 second, the effectiveness of process genre approach used to teach writing to extrovert students. the significant value (p) got from the ttest was 0.001 = 0.1% < 5%. since the p value <α (standard error), so it means that the process genre approach was significantly effective to be used to teach writing to the extrovert students. third, the effectiveness of product genre approach used to teach writing to introvert students. the significant value (p) got from the ttest was 0.306 = 30.6% > 5%. since the p value >α (standard error), so it means that the product genre approach was not significantly effective to be used to teach writing to the introvert students. fourth, the effectiveness of product genre approach used to teach writing to extrovert students. the significant value got from the t-test was 0.005 = 0.5% < 5%. since the p value <α (standard error), so it means that the product genre approach was significantly effective to be used to teach writing to the extrovert students. fifth, the significant difference of the two writing approaches when used to teach writing. the test of twoway anova ascertained that the two approaches had no significant difference if the standard error (α) were 5% and 10%, p value= 0.106= 10.6 > 0.05; 10.6 > 0.1. this resultmeant that although there were differences in the achievements of students taught by using the process genre and product genre approaches, in which students in process genre approach class got higher group mean (82.8) rather than students in product genre approach class (77.9), but based on the two way anova test, the difference was not significant. based on that finding, process genre approach seemingly did not adequately help the students reaching significant higher writing scores. however, it is essential to bear in mind that the students were only given three meetings (90 minutes each) to get involve with the approach which contains some stages. it might have been an insufficient amount of time for students to enjoy the process and to make adequate revisions. furthermore, this was the first time that these students were taught by using process genre approach. the unfamiliarity with the teaching method might have influenced their journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 100 performance. the brainstorming stage, the self peer checklist, and the revision stages seemed to be challenging for its newness. in this case, the writer argues that focusing exclusively on the quantitative results may not adequately capture the complexities involved in conducting this approach. even though there was no significant difference between the two approaches, but the difference of the mean scores, in which the process genre approach class gained higher mean scores, had simply indicated that this approach helped the students improve their writing quality. this could also be seen from the qualitative analysis of the students‟ writings, in which the organizations of the text of the students‟ writings were getting better, together with the content, grammar and punctuation. although the students in product genre approach class also showed their improvements, yet the average achievement of the process genre approach class was higher. even, few students in the product genre approach class got worse results than before. furthermore, the style and expression of the students in process genre approach class seemed more varied than the students in product genre approach class. sixth is regarding the influence of the students‟ personalities (introvert and extrovert) on their writing quality if they were taught by using the two approaches. the test of two-way anova indicated that there was a significant influence of students‟ personalities on their writing quality, p value = 0.037 < 0.05. in other words, based on this study, the students‟ personalities, in this case introvert and extrovert, influenced the quality of their writing. the extrovert students got generally higher scores (mean score: 83.55) compared to the introvert students (mean score: 77.15). it meant that extrovert students tended to get higher results than the introvert students. this is in line with the study of qomarudin (2010) who found a positive correlation between extroversion and english writing skill. seventh is regarding the interaction between the writing approaches (process genre and product genre approaches) and the students‟ personalities on their writing quality. the test of two-way anova showed that there was an interaction occurred vol 1. no. 1, june 2015 issn : 101 between the writing approaches and the students‟ personalities on the students‟ writing quality, p value =0.043 <0.05; in which extrovert students got higher scores when they were taught by using product genre approach, while the introvert students got higher achievements when they were taught using process genre approach. there was a meeting point between the two lines (introvert and extrovert) showed in graph 1 of the two-way anova which clarified the interaction. graph1. interactions between the writing approaches and the students‟ personalities these findings were actually different to what had been predicted previously. introvert students which were predicted would get some troubles when taught by using process genre approach since there were some interactions during the learning process, surprisingly showed their significant improvement instead. on the contrary, the extrovert students showed their better scores when they were taught by using product genre approach. some reasons that might cause these results were the tendency of the introvert students to be reflective thinkers and thoughtful. hence, they were more serious to learn the materials given, even when the materials were given with a new approach. numerous steps in process genre approach including the self and peer checklists to get some feedbacks journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 102 and the revision stages, had made the introvert students got into deeper understanding and reflections. they were mostly responsive and diligent students that willingly do their homework. their revisions and final drafts were better than before. meanwhile, the extrovert students seemed less serious to do some steps in process genre approach. it was agreed with their tendency to have fewer thoughts and less reflective even during the revision stages. most of them were reluctantly did their task well. revision steps seemed does not quite help them to get better understanding. they tended to feel more comfortable with simpler procedures as in product genre approach rather than approach with many steps as in the process genre approach. to examine the significance of the interaction between the groups, post hoc test using tukey test was done. this test indicated that extrovert students who were taught using process genre approach got significantly higher results than the introvert students taught by using product genre approach. also extrovert students who were taught using product genre approach got significant higher results than the introvert students taught by using product genre approach. the other groups might have differences but were not significant. vol 1. no. 1, june 2015 issn : 103 table 2. the students‟ pre-and-post-test scores conclusion based on the findings of the research conducted to the tenth graders of state senior high school 1 wirosari-grobogan, the following conclusions could be drawn. first, that the process genre approach was significantly effective to be used to teach writing to introvert students. the significant value was 0.002 < 0.05, with the pre-test mean score 68.5, and the post-test mean score 82.7. second, the process genre approach was significantly effective to be used to teach writing to extrovert students. the significant value was 0.001 < 0.05, with the pre-test mean score 69.4, and the post-test mean score 82.9. third, the product genre approach was not significantly effective to be used to teach writing to introvert students. the significant value was 0.306 > 0.05, with the pre process genre approach product genre approach students‟ code pretest postpost students ‟ code pre-test post-test introvert es-1 es-2 es-3 es-4 es-5 es-6 es-7 es-8 es-9 es-10 69 76 58 72 74 82 74 55 61 64 94 96 80 77 84 92 79 70 76 79 cs-1 cs-2 cs-3 cs-4 cs-5 cs-6 cs-7 cs-8 cs-9 cs-10 72 55 77 75 76 55 63 60 62 66 97 75 87 60 56 60 53 75 77 76 mean 68.5 82.7 mean 66.1 71.6 extrovert es-11 es-12 es-13 es-14 es-15 es-16 es-17 es-18 es-19 es-20 61 74 78 82 76 56 60 73 64 70 86 84 88 92 91 76 80 78 79 75 cs-11 cs-12 cs-13 cs-14 cs-15 cs-16 cs-17 cs-18 cs-19 cs-20 63 70 77 68 55 85 78 80 84 67 83 85 87 88 90 75 83 75 94 82 mean 69.4 82.9 mean 72.7 84.2 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 104 test mean score 66.1, and the post-test mean score 71.6. fourth, the product genre approach was significantly effective to be used to teach writing to extrovert students. the significant value was 0.005 < 0.05, with the pretest mean score 72.7, and the post-test mean score 84.2. fifth, the process genre approach was not significantly more effective to be used to teach writing compared to the product genre approach. the significant value was 0.106 > 0.05, with the process genre approach mean score 82.8, and the product genre approach mean score 77.9. sixth, the students‟ personalities significantly influenced their writing quality. the significant value was 0.037 < 0.05, in which the extrovert played more positive role than the introvert. seventh, there was a significant interaction between the teaching approaches (process genre and product genre approaches) and the students‟ personalities (introvert and extrovert) on their writing quality. the significant value was 0.043 < 0.05. the extrovert students got better results when they were taught by using product genre approach rather than process genre approach; while introvert students got better result when taught using process genre approach rather than product genre approach. based on the study results, the researcher suggests english teachers to consider using process genre approach in their writing classes and identify each student‟s personality in the very beginning of lessons, acknowledging that the students‟ personalities significantly influence the students‟ writing quality. generally, recognizing the students characterictics is needed in order to know what approach that would be suitable to make the students understand well and reach their achievement. references amogne, d. (2013). enhancing students‟ writing skills through the genre approach. international journal of english and literature, 4(5), 242-248. badger, r. and white, g. (2000). a process genre approach to teaching writing.elt journal, 54(2), 153-160. vol 1. no. 1, june 2015 issn : 105 brown, h. d. (2000). principles of language learning and technology. 4 th ed. new york: pearson education, inc. chen, y. and su, s. (2012). a genrebased approach to teaching efl summary writing.elt journal, 66(2), 184-192. cohen, l., manion, l., and morrison, k. (2007). research method in education. 6 th ed. new york: routledge. ellis, r. (1994). the study of second language acquisition. 2 nd ed. oxford: oxford university press. graham, s. and sandmel, k. (2011). the process writing approach: a meta-analysis. the journal of educational research, 104, 396-407. ho, b. (2006). effectiveness of using the process approach to teach writing in 6 hongkong primary classrooms.perspectives: working papers in english and communication, 17(1), 1-19. mudrika, n. (2011). skala mbti. www.nafismudrika.wordpress. com (downloaded on august, 7 th 2013). parks, s., et. al. (2005). “history of theatre” websites: a brief history of the writing process in a high school esl language art class. journal of second language writing, 14, 233258. qomarudin, a. (2010).“correlation between extraversion personality and english writing skill”.a thesis. semarang: diponegoro university. sugiyono.(2011). statistika untuk penelitian. bandung: alfabeta. tangpermpoon, t. (2008). integrated approaches to improve students‟ writing skills for english major students.abac journal, 28(2), 1-9. yang, w. (2012). evaluating the effectiveness of genre based instruction: a writing course of http://www.nafismudrika.wordpress.com/ http://www.nafismudrika.wordpress.com/ journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 106 english for hospitality and tourism. the asian efl journal, 13(14), 174-193. jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 91-98 91 http://dx.doi.org/10.26486/jele.v5i2.958 jele@mercubuana-yogya.ac.id activity theory: an analysis of students’ demotivation factors due to zoning policy implementation in sleman, bantul, and yogyakarta region albertus yordhana arsanto 1,*, markus budiraharjo 2 1,2 sanata dharma university, mrican, jalan affandi, mrican, caturtunggal, depok, sleman, diy 55281 1 albertusya@gmail.com*; 2 mbudiraharjo1@gmail.com * corresponding author 1. introduction indonesian government has the new regulation for state junior high school and senior high school in accepting the new students by selecting them based on the students’ home and final examination scores. the regulation is based on the education and culture ministry no. 14/ 2018 which states the place of residence is the criteria for admission for the students to register at the school. nevertheless, there is one of the rules which might be a problem for the students who live in school area. the rule is that the use of sktm in which the parents can register their children to study in a favorite school according to their wishes. they will be passed, later they will study in the school. since the rules have been implemented by the government to support zoning system, many of the students around the school area have experienced the new regulation, especially in yogyakarta province. the regulation has been implemented since new students admission (ppdb) in 2018, at the first implementation, some schools did not fully implement the regulation at new students admission, because the teachers were still confused of understanding the new regulation. then, the school had fully implemented the new regulation for new students admission in 2019. the objectives of the zoning system are (a) ensure learners have access to education facilities. (b) eliminating exclusivity and discrimination in schools, particularly in public schools. (c) assist in analyzing teacher requirements and calculating allocation. by implanting the new regulation, the a r t i c l e i n f o a b s t r a c t article history received : july 22, 2019 revised : august 27, 2019 accepted : october 14, 2019 zoning policy has become a new regulation in new student admission (ppbd) at yogyakarta province, such as sleman, yogyakarta, and bantul district. the research focuses on students’ demotivation factors due to the new regulation implemented by the government about zoning system. the research uses the semi-structured interview for eighteen students from different cities and two students chosen and analyzed by activity theory and they are from different school and district. the result is that the students feel demotivated, since the factors are their favorite schools, classmates, teachers, and the regulation itself. the most affecting factor is their classroom environment owing to the diverse students in the classroom. however, the students try to adapt the environment in order to enhance their learning experience and motivation. this is an open access article under the cc–by-sa license. keywords zoning policy demotivation activity theory students http://creativecommons.org/licenses/by-sa/4.0/ 92 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) parents are also happy because they can control their children easily, since the distance is not too far from their home (cnn, 22 june 2019). on the other hand, zoning system has, too, influenced the students’ motivation in the learning process at school. students who are motivated in the classroom class will be more involved in following the teaching process and difficult assignments in order to have a favorable attitude towards the classroom. masgoret & gardner (2003) indicated that the motivated individual spends effort is persistent and attentive to the job at hand, has objectives, ambitions, loves the activity, experiences strengthening from achievement and appointment from failure attributes to success or failure, and makes use of methods to help achieve objectives (colak, 2008). unlike motivation, dörnyei (2001a) describes demotivation as "particular internal forces that decrease the motivational foundation of a behavioral intent or continuous action". there are negatives factors which might influence the students’ motivation, such as the school setting, conditions of learning, techniques, behavior of students, and so on. the research aims to find why the students are demotivated because of the zoning policy. to achieve the purpose of this research, the research questions guide to the research: 1. what are the factors influencing student’s demotivation within the framework of at? 2. how do the students overcome the demotivation factors appeared in the learning process? demotivation deci and ryan (1985) used a comparable word, amotivation, which implies the comparative absence of motivation caused not by a lack of original concern but by the emotions of incompetence and helplessness experienced by the individual in the face of the exercise. they vary in that amount is linked to expectations of general results that are unrealistic for some purposes, while demotivation is linked to external causes. a demotivated student is someone who has once been motivated but has for some reason lost his / her commitment / interest. in this research, the term demotivation refers to the lack of interest in learning process at the school. according to a review by vallerand (1997), four major types of amotivation can be found. firstly, amotivation can result from a capacity-ability belief, meaning that the learners think that they do not have the ability to perform an action. secondly, amotivation can result from strategy beliefs amotivation, meaning learners’ perceptions that the strategies used do not bring the chosen outcomes. the third type of amotivation, capacity-effort belief, refers to amotivation due to beliefs that the behavior is too demanding and requires too much effort. lastly, the fourth type of amotivation, a weak belief, and results from a general perception that students’ efforts are inconsequential considering the enormity of the task to be accomplished. as mentioned in the background of study, dörnyei (2001) proposes the notion of demotivation. he defines demotivation as “various negative influences that cancel out existing motivation” or “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action”. the negative influence and external forces can be the factors of demotivation. according to a research conducted by baba (2018), he found that crowded classroom was the main factor of demotivation of the students. the one can be affected by others when he/ she learns at school. dornyei (2001a) stated also about demotivation occurred because of external force. this external force reduces the motivational basis, such as situation of teaching, classroom atmosphere, and teachers’ behavior. added by jahedizadeh, ghonsooly, ghanizadeh, & akbari, 2015, if the students see nature as steady, their motivation will be upgraded. then again, if understudies see the study hall condition as obstructive or feel underestimated, their motivation will be dissolved. according to tsuchiya’s study (2006), there are six demotivating factors: a sense of english uselessness, lack of skill, a little admiration, an inconsistent way of learning, disappointment, and a lack of acceptance. from these factors, there are two factors which can be included in the research, in consistent way of studying and a sense of disappointment. ghadirzadeh (2012) who stated that demotivating factors are the factors which negatively influence the learners’ attitudes and behaviors leading to the undesired learning outcomes. he also investigated that six factors on demotivation based on previous studies on demotivation such are issn 2541-6421 jele (journal of english language and education) 93 vol. 5, no. 1, june 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. overcome the demotivation factors oxford (1990) stated that there are six categories of students’ strategies to cope with demotivating factors. those strategies are memory strategy, cognitive strategy, compensatory strategy, metacognitive strategy, affective strategy, and social strategy. from all the factors mentioned, the social strategies are suitable with the present research which help the learners to cooperate, communicate, collaborate, and understand with others to maximize learning out comes such as developing cultural understanding and cooperating with others. through this strategy, the students will be more supportive to associate their classmates when learning in the classroom. 2. method participant there are eighteen participants who have been interviewed and two of them are taken for further interview for the research. the participants are taken from three school at yogyakarta divided into three regions, bantul, yogyakarta, and sleman. the schools were divided into favorite and nonfavorite schools and it is based on the final examination’s schools which had been got from the previous new student admission before the zoning policy was implemented by the government. there are 12 schools which are chosen for the research and there are six students from each school. the students are divided into two categories, the active students whose final examination are great, and the non-active students whose final examination score are not too good. however, the research focuses on the active students whose final examination are good. they have been taken for the research due to the prediction that the students will register themselves in the favorite schools outside their region. the participants are taken by using purposive sampling. according to palys (2008) based on book the sage encyclopedia of qualitative research methods, the researcher chooses the participants that should be tied to the objectives. besides, the researcher also chooses the participants based on the context that the researcher is working on. in this case, the researcher chooses the participant based on the performance and final examination score. data collection the data collected by semi-structured interview which is often the only data source for a qualitative research project (adams, mc ilavain, lacy, 2002). when doing semi-structured interview, the interview is organized around a set of determined open-ended questions, with other questions emerging from the dialogue between interviewer and interviewee ⁄ s. data analysis the data are analyzed by activity theory from engestrom (1999), he explained six crucial elements of human activity: subjects, instruments, rules, objects, community, and division of labor. the subject refers to the individual who takes part in the activity (students), the instruments facilitate between subject and the object, the rules are clear and implied regulations and norms. the object is the goal which is achieved by the subjects from the activity, later it might be the achievement or outcome. the community is the group which the subject takes a part in it, such as school community, classroom community. the division of labor explains the shared tasks of community members involved in various ways of participating in an activity. 3. findings and discussion there are eighteen participants involved in the research, two of them are taken to represent the main factor of demotivation because of zoning policy implementation. furthermore, there are supporting factors which lead the students to demotivation. due to the differences of the school grade, the participants are taken from different school grade which are favorite and non-favorite. 94 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) the activity theory is used to explain the factors which lead the students to demotivation in the learning at school. the result is 63% students are demotivated by the government regulation due to the school zoning policy. furthermore, the factor also comes from the classroom situation which affects the students’ learning process. demotivation case: siwi the first participant comes from one of the favorite schools in yogyakarta. furthermore, she got an excellent score for the final examination when she was in junior high school. in the interview session, the participant stated that she would like to study in another school outside his district because the school placed near her home was not her favorite school. the zoning policy implemented by the government ended with dilemmas for her. as the result, she chose the best school near her home. in fact, she did not feel that the school was good for her. when she came to the school and studied, she found differences in studying, she compared her previous school (junior high school) to present school (senior high school). her previous school was full of challenge and her classmates were so competitive in the learning process. nevertheless, she found the present school was not competitive enough, since her classmates were too lazy and some of them cannot be controlled by the teacher. it made her feel demotivated to learn at the school. previously, i wanted to be in another school. i chose this high school because it's better than the others. the challenge at the classroom is still low and also the students’ motivation is low because there is no competition. the learning process at school is not smooth because many students have no intention of learning. after the participant knew the problems that appeared in the learning process, the participant tried to understand the differences between the students. the participant tried to be consistent in the learning process, the participant did not want to be affected by the other students when learning at the school. besides, the participant also helped other students to explain the material which his/ her friends did not understand. by doing this activity, the participant can repeat the material learned and deepen the understanding of the material. the learning process at school is not smooth because many students have no intention of learning. during the lesson, some friends there did not understand the lesson and i felt no objection in explaining because it could repeat the lessons received from the data, the first factor why the participant felt demotivated is the zoning policy. moreover, the students in the classroom also affected the participant to feel demotivated. the issn 2541-6421 jele (journal of english language and education) 95 vol. 5, no. 1, june 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) participant’s classmates did not seriously study in the classroom. in fact, the participant cannot study well, and it made the participant demotivate to learn and understand the lesson. demotivation case: dani the second participant was taken from non-favorite school and the participant’s final examination score was good but when the participant registered himself at the favorite school he wanted to go, he was not accepted and chose the school near his house because of zoning policy. the participant stated that the school was not one of his desire to study. he wanted to be in his favorite school in yogyakarta city. after he knew about zoning policy, he tried to register but it was difficult to be in his favorite school because other students had better score than him. finally, he decided to go the school even if that was not his desire to be in the school. i want to go to delayota school in yogyakarta, but my score was not enough to be accepted in the school. there are some students who had better score than me. after i knew that the score was not enough, i changed to another school which was this school. the school was close to my home that’s why i chose this school. furthermore, the participant also felt demotivated because the learning process in the classroom was not effective. he found that his friends were not quick enough to understand the materials in the classroom. some of his friends were too noisy and they were talking a lot in the classroom when the teacher was teaching in front of the classroom. he also said the students were naughty and difficult to be controlled. due to this situation, he said the learning process did not go well. i felt there was differences between me and my friends. my friends were not quick enough to obtain and understand the material given by the teacher. they were also so noisy and naughty. the learning process did not go well due to this situation. then, there was a teacher who cannot explain the material well and it made me not understand the material. from the data collected in the research, the second participant was felt demotivated because of the zoning policy and classroom community. it made him learn slowly and feel disrupted by his classmates. he wanted to have effective learning process, but the situation did not support him in the classroom. overcome the demotivation factors the data collection above is the factors which affect the student’s demotivation. the factors mainly occur in the learning process is the community which is the classroom environment. the students feel the classroom is not what they expect before. the classroom is too crowded and not challenging, due to these factors, the students feel demotivated in the learning process. the supporting factors which affect demotivation are the rules which is the zoning policy and the learning experience as the object in the activity theory. the students who have been in the students try to cope and motivate themselves in the classroom. the interview has been done to understand how the students cope the demotivation factors appearing in the school. the students from the non-favorite school said that there were differences between the students, but the student tried to adapt the situation in the classroom and study by herself. at the first time, she felt weird in the classroom, but she understood what happened in the classroom. i feel that i should adapt the situation in the classroom. at the first time, i do not feel comfortable because the classroom seems weird. time by time, i can understand what happens in the classroom. i feel the learning process also being better and they do not bother me when learning in the classroom. 96 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) the similar situation happens in the favorite school in sleman. the student felf the same differences within the students, but she just accepted what happened in the classroom. she also adapted the situation happened in the classroom. besides, she helped other students who did not understand the material in the classroom. she felt happy to help others because she can recall the understanding of the material given by the teacher in the classroom. the learning process is not encouraging, but i need to accept it because i need to adapt the situation and try to understand the differences in the classroom. due to the differences, there are some friends who ask me about the material, and i will help th em to explain the material. i am also happy to help my friends who do not understand the material; besides, i can recall my understanding of the topic. these students cope the situation by adapting and understanding the situation happened in the classroom. besides, the students also help her/ his friends to explain the material which has not been understood by their friends. by giving the explanation, the students feel happy and they can recall the material which has been given by the teacher in the classroom. discussion as a result, the first and the second participant were demotivated by the school rules. based on engestrom (1999), rules which are the implied regulation in a community. the rules were implemented by the government and made the first participant register herself in the school near her home. besides, she did not want to study in the school because the school was not her favorite school. then, the classroom community also did not support her to be competitive in the learning process. according to engestrom (1999), classroom community refers to community which is the group the subject takes a part in. demotivation done by the participant is based on the school rules and classroom community. based on dornyei (2001a), demotivation as "particular internal forces that decrease the motivational foundation of a behavioral intent or continuous action". the first participant was in the situation where her action was decreased by the classroom community continuously. besides, the second participant also had the same situation in the learning process, the class he has was too crowded and the students were slowly to understand the material given by the teacher. furthermore, by the time the first participant graduated from the previous school (junior high school), she was motivated to study at her favorite school, but the regulation did not support her to study outside her district. when she learned in the classroom, she felt demotivated by her classmates because she found that the classroom was not challenging and competitive. it made her has less effort in learning in the classroom. as stated by deci and ryan (1985), a demotivated student is someone who has been motivated but has for some reason lost his/ her commitment / interest. the second participant also feels the same way as the first one, he felt demotivated because of the students were too noisy and naughty, he cannot concentrate in the classroom when studying the material given by the teachers. according to tsuchiya’s study (2006), in consistent way of studying and a sense of disappointment can lead demotivation in the classroom. in consistent way of studying happened to the participant due to the classroom environment which was not similar to what the participants wanted. the first participant also said that there was no intention of learning, as well the participant felt disappointed of the classroom they had been. the main demotivation factor is the classroom environment which is the community in the attheory. ghadirzadeh (2012) investigated that six factors on demotivation based on previous studies on demotivation such are teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. the students found that they feel the differences within the students, the students found that the classroom has various students, there are good students, quick learner, and vice versa. it is clearly expected that the learning environment has affected the students to learn in the classroom. in the data explained above, the participant find that the students are not quick enough to understand the material, the classroom is not challenging, and the classroom is too crowded. according to jahedizadeh, ghonsooly, ghanizadeh, & akbari (2015), in the event that the students see nature as steady, their motivation will be upgraded. then again, if issn 2541-6421 jele (journal of english language and education) 97 vol. 5, no. 1, june 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) understudies see the study hall condition as obstructive or feel underestimated, their motivation will be dissolved. added by baba (2018), he said crowded classroom was the main factor of demotivation of the students. the one can be affected by others when he/ she learns at school. these demotivation factors lead the students to their learning outcomes in the classroom, the students cannot maintain their learning process which makes the students lose their interest of learning in the classroom. stated by ghadirzadeh (2012), demotivating factors are the factors which negatively influence the learners’ attitudes and behaviors leading to the undesired learning outcomes. cope with demotivation factors from the data collection above, the students cope with the demotivation by understanding the class environment to help them learning in the classroom. the students use the social strategy to cope with demotivation factors. oxford (1990) stated the social help the learners to cooperate, communicate, collaborate, and understand with others to maximize learning out comes such as developing cultural understanding and cooperating with others. besides, the students also cooperate with their classmates by teaching other students who do not understand the material in the classroom. the first participant said that by helping their classmate to understand the material, they can repeat and understand the material deeply. 4. conclusion zoning policy becomes the concerned topic to analyze nowadays. this new government regulation is to facilitate the students to learn at school and eliminate exclusivity at school. due to this regulation, the classroom has various students and learning process. however, the students feel demotivated because of the various students in the classroom. the research result is that the main factor of demotivation is classroom environment. according to jahedizadeh, ghonsooly, ghanizadeh, & akbari, 2015, if the students see nature as steady, their motivation will be upgraded. then again, if understudies see the study hall condition as obstructive or feel underestimated, their motivation will be dissolved. the participants feel that the classroom is not challenging which makes the participant have less effort in studying in the classroom. furthermore, the students are too crowded, and it makes the students cannot concentrate to study in the classroom. however, the students cope with the demotivation factors by helping other students to understand the material and try to adapt the situation in the learning process. by helping the other students, the participant can understand the material deeply. 5. recommendation by conducting this research about zoning policy implemented by the government, the researcher has one recommendation to the government. the first one is the facilities should be equal, the government should improve the facilities especially in the rural areas or non-favorite schools at every district. the school facilities in every district are different and it might affect the students learning process and how they choose the school to study. the school facilities might be the consideration for the students to study in the school. once it is done by the government, the students will not be confused and in doubt when choosing the right school for them. references adams, w, l., et al. (2002). primary care for elderly people: why do doctors find it so hard?. the gerontologist 42.6. colak, a.. (2008). attitudes, motivation and study habits of english language learners: the case of başkent university second year students unpublished master’s thesis, middle east technical university. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. new york . dornyei, zo, and ema, u. (2001). teaching and researching motivation, england. 98 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 91-98 albertus yordhana arsanto, et al (activity theory: an analysis of students’ demotivation factors…) engeström, y., reijo, m, and raija-leena, p, eds. (1999). perspectives on activity theory. cambridge university press, engeström, yrjö. (1999)."activity theory and individual and social transformation." perspectives on activity theory 19.38 ghadirzadeh, r, fariba p, h, and omid, s. (2012). demotivating factors for english language learning among university students. journal of social sciences 8.2 pp. 189. jahedizadeh, safoura, et al. (2015). a cross-contextual analysis of efl learners’ perceptions of classroom activities. journal of applied linguistics and language research 2.4 pp. 322-336. khouya, youssef baba. 2018. students demotivating factors in the efl classroom: the case of morocco. advances in language and literary studies 9.2 pp.150-159. masgoret, a, m., and robert c. gardner. (2003). attitudes, motivation, and second language learning: a meta-analysis of studies conducted by gardner and associates. language learning 53.s1: 167-210. oxford, rebecca. 1990. language learning strategies. new york 3 given, lisa m., ed. (2008). the sage encyclopedia of qualitative research methods. sage publications,. robertson, p and roger, n. (2011). the asian efl journal quarterly september 2011 volume 13 issue3. asian efl journal 13. tim https://www.cnnindonesia.com/gaya-hidup/20190620202124-284-405114/curhat-orang-tuasoal-sistem-zonasi-ppdb tsuchiya, m. (2006). factors in demotivation of lower proficiency english learners at college.": 87-96. issn 2541-6421 jele (journal of english language and education) 12 vol. 5, no. 1, june 2019, 12-20 http://dx.doi.org/10.26486/jele.v5i1.742 jele@mercubuana-yogya.ac.id interpersonal meaning in students‟ explanation texts dini hadiani 1,* 1 bandung manufacturing politechnic 1 dinibhs@polman-bandung.ac.id * corresponding author 1. introduction language is mainly used for exchanging information as well as establishing and maintaining social relationships. as it is suggested by halliday (1994), language has a variety of meaning, and it is presented to create interaction. in systemic functional linguistic perspective, language involves the systemic characteristics in which it emphasizes meaning as a choice in analyzing language, and the functional characteristics since it is designed to interpret how language is used. with regards to this, halliday (1994) proposes three types of metafunction as the fundamental element of meaning, namely ideational, textual, and interpersonal. ideational meaning is related to how language is used to represent experiences. textual meaning deals with the organization of text to form coherence. while the interpersonal meaning, the focus of this study, is concerned with how language is used to maintain social relations and to indicate the role of participants in the communication (halliday, 1994). thus, exploring interpersonal meaning can reveal the way in which someone takes the position and builds a connection with the interlocutors. a number of studies of interpersonal meaning have been performed in various types of fields including spoken and written texts (feng and liu, 2010; amalia, subandowo, faliyanti nad thresia, 2018; sunardi, tarjana, poedjosoedarmo, and santosa, 2018). a study conducted by feng and liu (2010) analyzed obama‟s speech in terms of interpersonal meaning. the study focused on the a r t i c l e i n f o a b s t r a c t ( 1 0 p t ) article history received : april 20, 2019 revised : may 9, 2019 accepted : may 29, 2019 this study is aimed to investigate the interpersonal meaning in students‟ explanation texts. six texts taken from students‟ writings were used as the instruments of text analysis. the theories of systemic functional linguistics and explanation text were used as the framework of the text analysis. the findings show that students have employed mood types which are formed by the subject and finite as mood element and predicator and complement as residue. the arrangement of subject and finite in the clauses demonstrates that declarative mood is used dominantly in the texts to realize the speech function of a statement. it suggests that the students have attempted to provide the information to the readers which are relevant to the social function of the explanation text. moreover, the little use of modality in students‟ texts indicates that the students present factual information. this evidence has shown the students‟ efforts to position themselves in the texts and to build relationships with the readers. in conclusion, students have been able to create an effective explanation text which is intended to inform how something is done. this is an open access article under the cc–by-sa license. keywords interpersonal meaning mood types modality explanation texts http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 13 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts) realization of mood, modal auxiliary, personal pronoun and tense shift. it was found that obama uses different devices of the language to realize the interpersonal meaning to deliver his political speech. similarly, amalia, subandowo, faliyanti, and thresia (2018) investigated the domain mood and modality of interpersonal meaning in susilo bambang yudhoyono (sby)‟s speech. the results show that the different mood and modality can affect the value of the speech to the audience. sby‟s speech is dominated by declarative mood informing the audience about the topic of his speech as well as the use of modality expressing his judgment of the thing that he says. while sunardi, tarjana, poedjosoedarmo, and santosa (2018) analyzed the realizations of interpersonal meaning in english as a foreign language (efl) classrooms in indonesian university context. the findings indicate that the efl classrooms are dominated by declarative clause, interrogative clause, and imperative clause which are influenced by the teacher-centred teaching method used in the classrooms. other studies concerning the interpersonal meaning focusing on written texts have been conducted widely (see ayoola, 2013; yu, 2017; yuliana and imperiani, 2017; arifin, 2017; xuan and huang, 2017). ayoola (2013) researched the interpersonal metafunction in political advertisements in the nigerian newspaper. his findings reveal the interpersonal meaning realized in the newspaper advertisement which is not always relevant to its lexicogrammar analysis due to the use of various mood types to establish and construct relationships with the reader. similarly, yu (2017) conducted research on the interpersonal meaning in terms of mood and modality in english public service advertising texts. the results indicate that advertisers tend to influence readers‟ attitudes and behaviour by controlling the modality. in the same way, yuliana and imperiani (2017) studied the interpersonal meaning in newsletters offering online courses in different educational institutions, i.e. general and islamic institution. it was found that both institutions employ typical features of modality, mood types, and the dominant use of declarative. while arifin (2017), investigated the realization of the interpersonal meaning of non-native writers in the abstract. his study shows that the realization of the interpersonal meaning in the abstract is done through the expressions of the clause based on the mood system, the dominant use of declarative, and the dominant use of low degree modality. furthermore, xuan and huang (2017) explored the understanding of interpersonal meaning-making in chinese high school students‟ esl writing. the results show that the chinese esl learners‟ writing is familiar to overuse the particular type of modal. based on the elaboration of previous research on interpersonal meaning in written texts, the studies focused on texts such as a newsletter, advertisement, and academic text; an abstract and students' writing in particular. however, none has studied the interpersonal meaning specifically in explanation text. basically, explanation text is considered important especially for engineering students as it functions to explain natural phenomena and to answer the questions of how and why. this type of text is also frequently used in the industry to explain technological processes (gerot and wignel, 1994; derewianka, 2004; martin and rose, 2008). in addition, it was reported that engineers are demanded to give technical explanations on product design or manufacturing processes (cullen and pudwill, 2002). it indicates that for engineering students the ability to write a technological explanation text is needed. it is, therefore, necessary to analyze the interpersonal meaning in the explanation text. studying the interpersonal meaning in students‟ explanation texts can reveal in what way students take their position and build a connection with the readers. thus, this research attempts to investigate the interpersonal meaning specifically the mood types and modality realized in students‟ explanation texts. interpersonal meaning interpersonal meaning involves two major areas: the kind of interaction occurring and the type of commodity being exchanged, and the way speakers take a position in their messages (butt, 2002). the former deals with demanding and giving information as well as goods and services and using language to both exchange information and good and services, while the latter is concerned with how speakers or writers position themselves in an argument or discussion. 14 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts ) it has been suggested that in communicative exchange, there are basically four speech roles; giving information, giving good-&-services and demanding good-&-services (butt, 2002; eggins, 2004; thompson, 2014). the interpersonal meaning can be started by defining the primary roles of communication that correspond with the speech functions; a statement to give information, a question to demand information, an offer to give goods and services, and a command to demand good and services. in terms of mood types, the realization can be done through the order of mood elements. it covers declarative, interrogative, and imperative. the examples of mood types are illustrated in the following table. table 1. mood types and examples (adopted from butt, 2002) mood types examples declarative the machine is made of steel. interrogative does the mechanic maintain the machine? imperative pull out the gear. the realization of the communicative exchange in terms of interpersonal meaning is using mood structure including the mood, finite and residue (eggins, 2004). the mood element comprises two parts; the subject, realized by a nominal group, and the finite in the form of a verbal group encoding the primary tense or the speaker‟s opinion. thus, the finite occupies two major interpersonal roles; a time signal related to the speaker, or a sign of modal about the speaker‟s opinion (butt, 2002). in terms of residue, it is formed from predicator by which of the non-finite verb, complement in the form of a noun or nominal group, and adjuncts in the form of adverbial group, and a prepositional phrase (halliday, 1994; gerot & wignell, 1994; eggins, 2004). during the process of interaction, the mood types are used to realize the speech functions. the connection between subject and finite is a sign of the interaction occurring in the discourse creating the message as a statement, a question, an offer, and a command. when writing is presenting information to the reader, writers are giving information, and they usually make statements. in terms of giving information, the subject is put before the finite, and this structure of the mood system is called declarative mood (butt, 2002; eggins, 2004). thus, clauses with subject that precedes the finite are considered the declarative which generally realizes a statement. while speakers demanding information, usually ask questions. sometimes they ask in polar interrogatives which expect a yes/no request. in a polar interrogative question, the finite comes before the subject, and this order is the signal of the interrogative mood as a frequent realization of a question (butt, 2002). it means that interrogative is characterized by the inversion position of subject and finite in the clauses in which finite is positioned before the subject. in exchanging goods and services, speakers demanding goods or services usually assign orders or commands. in this type of exchange, there is no obvious subject or finite, but speakers can, if they wish, make their demands more emphatic by adding a subject or a finite. these configurations of the mood system are known as the imperative mood which normally realizes a command (butt, 2002). while speakers giving goods and services commonly offer something. the utterance is usually expressed in modulated interrogative (eggins, 2004). modality sometimes speakers tend to show their opinion or judgment whether something is in between positive and negative polarity. they probably use another type of mood structure in some way. the alternative method is known as modality (butt, 2002; eggins, 2004; halliday & matthiessen, 2004). modality includes modalization and modulation. the former covers modality of probability and usuality which are related to propositions, while the latter deals with obligation and inclination which are related to proposals. as it is assumed by eggins (2004) that speakers use modalization to declare the probability or frequency of something; while they employ modulation to show the obligation and inclination in doing something. furhermore, halliday and matthiessen (2004) categorize the modalized expression into subjective orientation such as in modal verbs andexpression „i believe, i think‟, etc. and objective orientation such as in the expression „it is issn 2541-6421 jele (journal of english language and education) 15 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts) recommended that….‟ or in modal adverb ‟frequently‟. the types of modalization and modulation with examples are outlined in table 2 below. table 2. types of modality and examples (adapted from eggins, 2004) modalization examples modulation examples probability the assembly process will finish in two hours. obligation the machine must be maintained regularly. usuality the mechanic usually maintains the machine once a month. inclination i‟ll lend you some money. table 2 shows that in different circumstances speakers or writers prefer to use a declarative with a modal finite expressing obligation which can be less bossy instead of ordering someone to do something in imperative way. in this situation, the speakers or writers are delivering an opinion about whether or not that something should be done (ivanic, 1998; ivanic and camps, 2001). a declarative also allows the speaker or the writer to suggest that a person should do an action. interpersonal meaning in explanation text the explanation text is principally to inform why something happens or how something is done. consequently, the purpose of the communicative exchange is giving information which is typically written in the declarative form (butt, 2002; eggins, 2004; thompson, 2014). the realization of the interpersonal meaning is through the use of mood structure comprising the mood, finite and residue (eggins, 2004). the mood part involves the subject, realized by a nominal group, and the finite as a part of a verbal group (gerot & wignel, 1994; eggins, 2004). the finite is commonly written/spoken in the present tense (lexical verb) such as maintain, assemble, check, etc. it also appears in the verbs „be‟ such as „is‟ or „are‟. the other form of finite is modal verbs to show probability and obligation. concerning residue, it is composed by predicator in the form of nonfinite verb, complement in the form of noun or nominal group, and adjuncts in the form of adverbial group, and a prepositional phrase (halliday, 1994; gerot & wignell, 1994; eggins, 2004). 2. method this study is intended to investigate how interpersonal meaning is realized in students‟ explanation texts based on sfl perspectives. by using a descriptive qualitative approach, the data were collected through the documentation of students‟ texts taken from six writings represented the high, mid, and low achievers. following halliday and matthiessen‟ work on the grammar of interaction from a semantic perspective (2004), the texts were first analyzed in terms of mood system by identifying the subject and finite in the clauses. after that, the analysis was continued by identifying the mood types as the realization of the speech functions. then, the clauses found in the students‟ explanation texts were categorized in terms of modality; modalization and modality. finally, the results were interpreted to find out the realization of interpersonal meaning in students‟ explanation texts. 3. findings and discussion the realization of interpersonal meaning can be derived through analyzing mood structure in students‟ explanation texts in terms of mood types and modality in the clauses and sentences. based on the findings, there were 60 sentences with 96 clauses. in terms of mood types, it was found that almost all the sentences were in the form of declarative. the elaboration is presented in the following table. 16 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts ) table 3. the mood types in students‟ explanation texts mood types total percentage declarative 58 97% interrogative imperative 2 3% table 3 shows that almost all students employed a declarative form in their texts (97 % that represents 58 sentences), and 3% that represents six sentences were written in imperative, but none of the students used interrogative mood types. the interpersonal meaning can be seen from the writer‟s choice of the declarative mood. it indicates that the students are aware that the readers are the recipient of information (eggins, 2004). the dominant use of declarative sentences in students‟ explanation texts is considered relevant with the feature of explanation text which is to give information. the examples of the mood types realized in students‟ explanation texts can be found in the following tables. table 4. the example of mood types realized in the student‟s text a feeder pushes the liquid glass subject finite predicator complement mood residue table 4 shows the realization of mood types in the student‟s text. it was found that the mood elements consist of subject and finite. meanwhile, the residue comprises predicator and complement. the subject is realized in the form of a nominal group „a feeder‟, and the finite is the lexical verb fused with the predicator „pushes‟ to show the present time. other examples of mood types in student‟s text are illustrated in the following tables. table 5. the example of mood types in terms of finite the machine will process the workpiece subject modal finite predicator complement mood residue table 6. the example of mood types in terms of finite vice is made of casting steel subject finite predicator complement mood residue as it can be seen in table 5, the clause consists of subject and finite as the mood elements and predicator and complement as the residue. the subject is realized in the form of a nominal group „the machine‟, and the finite is realized by modal verb „will‟. meanwhile, the residue is realized by predicator „process‟, and complement „the workpiece‟. while table 6 describes the realization of mood types consisting of a subject and finite as mood element and complement as residue. in this case, the subject is realized by a proper noun „vice‟ and the finite „is‟ combined with predicator „made‟ which precedes the complement in the form of the nominal group „casting steel‟ as the residue. the three clauses above show the elements of mood system of subject and finite in the form of nominal groups and a noun, while the residue is composed by complement and predicator. the subjects „a feeder‟, „the machine‟, and „vice‟ precede the finite „pushes‟, „will‟, and „is‟. this order of subject and finite characterizes the speech function of a statement which is realized in a declarative form (halliday, 1994; gerrot & wignel, 1994; butt, 2002; eggins, 2004). the use of declarative in students‟ texts is relevant with the purpose of explanation texts which is to give information. in this case, the students tend to inform the reader about the process of how something is done and show their positions as presenters of information are having an equal level with the readers (ivanic, 1998; ivanic & camps, 2001). this indicates that the students were able to employ the social function of the explanation text which is to communicate how something happens, issn 2541-6421 jele (journal of english language and education) 17 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts) elaborating steps or any other procedures how the process is done (gerot & wignell, 1994; derewianka, 2004). in terms of the realization of mood types in imperative sentences, the results can be seen in the following tables. table 7. the example of imperative mood turn on the machine predicator complement residue table 8. the example of imperative mood negative polarity don‟t forget to turn off the machine finite: negative polarity predicator complement residue both table 7 and 8 indicate that the clauses do not have explicit subjects with a different structure. table 7 shows that the clause only consisting of predicator „turn on‟ and complement „the machine‟. while table 8 describes the finite realized in negative polarity „don‟t‟ combined with predicator „forget to turn off‟ that precedes the complement „the machine‟. concerning the modality, the students use several types of modal finite in the clauses. the modal finite „can‟, „may‟, „will‟, „could‟, and „must‟ in an explanation text are applied to express the students‟ opinion towards a specific utterance in the text whether it is to indicate the probability, usuality, or obligation. the types of modality in students‟ explanation texts are presented in table 9. table 9. the modality in students‟ explanation texts (adapted from halliday, 1994) type of modality modality degree of modality frequency probability will can may middle low low 7 1 1 usuality frequently middle 1 obligation must could high low 2 1 inclination total 13 table 9 shows the types of modality realized in students‟ explanation texts. based on the findings, there are only small numbers of modality employed in the texts. it indicates that the students attempted to provide factual information for the readers which is relevant with the purpose of an explanation text which is to inform readers about why the phenomena happen or how something is done (gerot & wignell, 1994; derewianka, 2004). the different degrees of modality demonstrates the different kinds of interpersonal relationship between the writer and the reader. modality significantly contributes to set up the interpersonal meaning of clauses. it reveals to what degree the proposition or proposal is. essentially, modality is concerned with the speaker/writer‟s opinion or judgment of the probabilities or the obligations related to what he says (butt, 2002; eggins, 2004; halliday & matthiessen, 2004). the examples of the type of modality in students‟ explanation texts will be elaborated below. „it can be ascertained that it‟s cut off because of overload (text #1). the use of modality „can‟ indicates the probability of an issue. the student tends to express that this step of a process needs to be based on the standard operating procedure. modality signalling 18 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts ) probability „can‟ used in the text is to show a relatively certain and knowledgeable writer (ivanic, 1998). „the cnc machine could be started…..‟ (text #2) modal verb „could‟ in the clause above signals the low level of modality. it indicates the softer way of showing obligation instead of using a „must‟ (butt, 2002). with regard to the use of this type of modality, the student attempts to lessen his authority towards the readers, so it builds an equal level of the writer and the reader. thus, the semantic meaning of „could‟ found in the student‟s text shows the writer‟s opinion about the obligation of a specific action. „it is at this stage that additional ingredients may be added to create various colours of glass.‟ (text #3) the use of the modal verb „may‟ marks the low degree of modality. it also shows that the writer tries to weaken his authority towards the readers. it is mainly used to indicate the probability that something is done. this type of modality can be a sign that the writer gives an equal relationship with the reader. „if the primary coil will be changed,‟ (text #1) „the machine will process the workpiece.‟ (text #2) „the number of coil rolls is counted to remember when it will be installed again.‟ (text #1) the clauses above show the use of modal verb „will‟ informing the firm need and expectation. this type of modality indicates how powerful the speaker/writer‟s intention is. the modality „will‟ belongs to a middle degree of modality indicating the message about something that is going to happen in the future. „the design that has been made previously on solidwork must be copied to the usb.‟ (text #2) the obligation modality „must‟ indicates a firm obligation. this is used to show the writer‟s judgment about the obligation on some particular issues. the use of such obligation modality helps to position the writer to specify what others should do (ivanic, 1998; ivanic & camps, 2001; martin and rose, 2008). interestingly, one student uses the expression to show the orientation of modality in the text (xuan and huang, 2017). the expression „it is recommended that….. (text#1)‟ describes the student‟s attempt to explicitly state his objective that the action is needed to be done. she prefers to use passive voice with introductory „it‟ instead of using modal verb „should‟. she tends to create equal relationships with the reader by not directly asking to do the action. another interesting finding is the use of modal adverb in the student‟ text. the clause „the raw materials for making modern glass are silica sand, soda ash, limestone, and frequently magnesium oxide and aluminium oxide. (text #3)‟ the student uses the modal adverb „frequently‟ showing the objective orientation (halliday and matthiessen, 2004). he tends to show that he proposes the usual kind of material needed to form a particular object. however, some students did not use any expression referring to modalization and modulation types in their texts (texts #4, #5, and #6). this suggests that the students prefer to present their texts as factual information instead of demanding information. this shows that the students have established equal relationships with their readers. thus, the absence of modality in some of the students‟ texts suggests less persuasive power of the explanation texts which is relevant to the social purpose of the explanation text. 4. conclusion the study has revealed the analysis of interpersonal meaning in the students‟ explanation texts based on sfl perspectives. the findings demonstrate that students have applied mood types which are realized by the subject and finite as mood element and predicator and complement as residue. the composition of subject and finite in the clauses describes the declarative mood which dominates the texts in realizing the speech function of the statement. it suggests that the students issn 2541-6421 jele (journal of english language and education) 19 vol. 5, no. 1, june 2019, pp. 12-20 dini hadiani (interpersonal meaning in students explanation texts) have attempted to provide the information to the readers correspond with the social purpose of the explanation text. it is also found that the students use a small number of modality in their texts. it indicates that the students try to present factual information by giving an equal relationship with the reader. these imply how the students make efforts to position themselves in texts and how they build relationships with the readers. it can be concluded that students have been able to create a successful explanation text by employing appropriate speech function of the statement as to give information about how something is done. acknowledgment the authors acknowledge politeknik manufaktur bandung for providing financial support through the polman research project. references amalia, m., subandowo, d., faliyanti, e., thresia, f. 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(2017). the realization of interpersonal meaning in course newsletters: a systemic functional linguistic perspective. indonesia journal of applied linguistics, 7(1), 181-188. https://doi.org/10.22437/ijolte.v2i3.5678 the use of brainstorming in learning writing pinkan harjudanti 1,*, feby ardini 2, danis navaresta 3 1 1 muhammadiyah jakarta universiti, k.h. ahmad dahlan street, cirendeu, east ciputat, south tangerang 15419, indonesia 1 pinkanharjdnt@gmail.com *; 2 febyardini2@gmail.com ; 3 danisnavaresta@gmail.com * corresponding author article info abstract article history received revised accepted one of the learning models that can be implemented in increasing students ability in english is to use brainstorming. brainstorming is a learning model that focuses on exchanging opinions with students in the learning process. brainstorming provides opportunities for students to express their opinions and also create alternative solutions to overcome their writing skills in learning english. the purpose of this study, by using brainstorming can improve students' thinking abilities in expressing opinions in english. the method used for this research uses a qualitative / interpretative paradigm. and the learning process becomes more active after using brainstorming. so, it can be argued that the use of brainstorming can improve students 'ability to regulate english and also can train students' ability to express opinions. one learning model that can be applied is to use problem based learning (pbl), focused on providing solutions to students' problems. in the use of problem based learning (pbl), there are several ways that can be done, one of them is by brainstorming. brainstorm makes the class more active because it is based on discussion. the participants of this research are the students of class 11, with 2 sessions in the span of one hour of teaching and learning. the result of this research is to improve students' ability in mastering aspects of english especially writing. this is an open access article under the cc–by-sa license. keywords brainstorming, learning writing 1. introduction language is a communication tool for more than half of the world's population.1 english language skills are really needed for anyone. four main aspects namely speaking, writing, listening and reading, are very important aspects and related to one of them. in the world of education, each of these aspects has a variety of ways to approach, process and results obtained for their students. one aspect that can be directly done in order to get all its values is writing. in writing young minds are full of imagination, wonder and curiosity. writing can be an amazing outlet for kids – allowing them full reign to express their personality and creativity. even so, most kids dread the thought of writing, especially when it comes to tedious writing assignments in school. and in the age of email, text messaging and social networking, kids’ tolerance for writing anything longer than a few sentences is being severely tested. writing skills have become necessary skills in reality, many students think that it is difficult to write good writing, even if they try. already known that writing the most difficult skill in the process of learning to write english (crimmon, 1998). many students build their own anticipatory or modification models to make writing easier regardless of whether the writing is true or not, especially in english. being able to write and write well is an essential skill for all ages. that’s why it’s even more important today to encourage your children at a very early age to write, learn how to spell and follow rules of grammar and punctuation. so how can you help make writing fun for your children? from writing we can get other results for reading, listening and speaking, because in general cases and taboos students can read well but fail in writing or vice versa and others. with writing many people from around the world make their lives better by increasing their writing skills. it is expected that students in the class can also get the same thing, with various approaches to improve writing skills, it is also expected that teachers can do writing activities well in accordance with the needs of students in the class. brainstorming the brainstorming has variety of popular meanings. some times it is called a casual discussion for new ideas. some people believe that the term brainstorming is universal treatment of creative problem solving technique. brainstorming itself falls into the category of problem based learning (pbl). the problem based learning models was developd for the first time by howard barrows in the early 70’s in the study medical of education in southern illinouis university school (barrows & tamblyn 1980).1 according to alex obsorn – brainstorming is a tool for maximizing a group’s creativity in problem solving. it is a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously from its members. according to webster’s new world college dictionary “brainstorming is the unrestrained offering of ideas or suggestions by all members of a committee, conference, etc. in an effort to find a solution to a problem, generate fresh ideas, etc. agnes michael (ed.) human being live in a group or organization. brainstorming is group activity. it is a process of problem solving and getting solution, remedies on problem by collecting ideas from group. ”brainstorming is creative idea generation technique. it is also a problem solving technique. this technique provides free environment to present individual ideas, without attracting criticism from any one. every generated idea is recorded and considered as solution to a problem. purpose of this article is to review the experimental literature on brainstorming. the term brainstorming will be defined and summarized. “ in the context of language classes, brainstorming is often used in teaching writing as part of the pre-writing phase (richards, 1990, as cited in cullen, 1998). brainstorming is usually a small group activity that encourages students to focus on the free flow of ideas. the main purpose of brainstorming is to generate as many ideas as possible within the specified time frame given in class. the ideas generated are not evaluated until the task is completed and often various ideas are generated. although not all ideas generated can be used, initial ideas can be seen as starting points for more useful ideas. teaching brainstorming techniques in class helps students to develop their writing and create ideas needed in the acquisition of a second language. brainstorming is a valuable technique in developing students' ideas before students begin their writing assignments (harmer, 2001). one of the most important features of brainstorming is that it does not need preparation and can also be used at all levels of education and under any circumstances (buzan, 1993). the teacher can use brainstorming activities to encourage students to share ideas with each other about certain topics or questions. in schools, english is taught as a second language and it is not the main medium of teaching. speaking english has always been a scary experience for many students; thus, english teachers are faced with challenges to make students participate in class. in some situations, students are reluctant to use english for speaking activities. in fact, speaking in the second language has been considered the most challenging of the four language skills (bailey, 2006, as quoted in soraya 2010).methodology, as for the method to be used is a discussion method, where the aim is to gather ideas and opinions of information, knowledge, experience, from all participants. in the discussion method the ideas of a person can be responded to (supported, supplemented, reduced, or disagreed) by other participants, but in the brainstorming method the opinions of others are not to be responded to. first, a small group of students is formed. they are asked to sit in a group and are provided with a particular issue or topic.teacher, as the group leader, then ask group members to think about the problem and give their ideas. they are advised to find as many solutions to the problem as they can find. they are instructed not to criticize others ideas but they are free to make attentions to others ideas. students are encouraged to put forward suggestions without hesitation even if they seem to come up with unusual and unorthodox ideas.students ideas are to be listened and accepted patiently, without passing any judgment or comment of any sort until the session is over. 2. method participant of the study study participants were students from class 11 of the 2019 school year. the participants were mixed type and aged 14-15 years. they were assigned to make groups of 3 people by choosing one of the 2 writing topics provided. in writing topic contents the students can exchange ideas / opinions with each other so that the brainstorming itself is carried out directly. research procedure the activity has two cycles. in one student meeting to choose a topic that has been provided, on the next day / week the second cycle is done by having students open the topic content and exchange opinions with other groups. they can critique the contents of each group and topic. the participants work together to brainstorm and produce solutions that are also guided by the teacher. thereafter, they brainstormed and generated ideas related to the problem. between the first and second pbl cycles, the question and answer session was conducted with students and other students. in the session, they discussed issues related to the topic of the problem chosen and wrote. this is to clear some misunderstanding of each other's opinions / arguments. aspects of the brainstorming method: 1. focus on quantity the assumption that applies here is that the more ideas that emerge, the more likely the ideas that become solutions to the problem. 2. postponement of criticism in brainstorming, criticism of ideas that come up will be postponed. assessment is done at the end of the session, this is to make students feel free to come up with various ideas during the learning process. 3. welcome to an unusual idea unusual ideas arise warmly welcomed. could be, this unusual idea is a solution to the problem that will provide a good perspective for the future. 4. combine and refine ideas good ideas can be combined into one better idea. findings brainstorming aplication in classroom. 1. padlet padlet is a great tool for both students and teachers. with this tool you can create online boards that can be shared with both of them. it is simple and intuitive, you just have to share a link with them, and the tool allows you to insert ideas and responses anonymously or with your name. whoever has the board open on its computer, tablet or smartphone, can see what’s on it and what everyone is writing. students can use this tool when collaborating during teamwork projects and the teacher can use it in order to do brainstormings on a topic in class.what you can do is simply collect ideas when you find something interesting on the web, and use it during your lessons. all you have to do is save it to a padlet board and the students can do the same. 2. brainstorm ibrainstorm is an easy way to capture and share a student’s creative mind. students with this app can invite up to 3 other students to participate in the brainstorming activity and can write and add notes to the board. students can start from scratch, or they can choose one of the 13 background templates. they can even brainstorm about anything, even how to put their football players on the field! 3. google docs google docs is just like word, but with a major twist. the change lies in the fact that you can work together on the same document at the same time from different devices. no more sending files back and forth, thankfully. but really, no more figuring out which file was the latest and every change is saved automatically, which avoids major disasters. the question is : why is this a brainstorm app? i’ve decided to give google docs a place because it’s a great collaborative tool and it’s very intuitive and simple to use in order to brainstorm from home with other students over homeworks or new projects. working together has never been so simple and fun. 4. popplet popplet is perhaps the easiest tool so far to capture and organize ideas. in a few clicks on your device’s screen you can make “popplets” (little squares) and add text and images. it’s easy to connect the popplets, rearrange them, change their colour and even adjust their shape. popplet is awesome for learning school and even at home. students use popplet in order to think and learn visually and they learn to generate new ideas by capturing facts, thoughts, and images. they can also learn to make simple mind maps in just a few steps. 7 techniques for more effective brainstorming: 1. brain writing the general principle of this technique is to separate idea generation from discussion. the team leader shares the topic with the team, and team members individually write down their ideas. this helps eliminate the anchoring bias and encourages everyone on the team to share their own ideas. it also gives everyone more time to think over their ideas, which is especially helpful for your introverted participants. this brainstorming technique works best for teams who seem to be greatly influenced by the first ideas presented during a meeting. when your team is brainstorming ideas individually, away from distraction and public opinion, you generate concepts that may not naturally surface in a larger setting. individual brainstorming techniques like this will often give you more unique ideas than when the group comes up with topic ideas together. 2. figuring storming ever consider how someone else might handle the situation? or what they might say about a particular topic? with figuring storming, you aim to do just that. think about how someone like your boss, a famous celebrity, or even the president of the united states might handle the situation. putting yourself in new shoes can give the team a different perspective, helping them see the possibilities from fresh ideas. this technique works best for teams who find themselves coming across the same ideas for repetitive projects. try the simple question: what would abraham lincoln do? when you brainstorm questions that revolve around the possible actions of a third party, you free up ideas that aren't limited to your participants. it's one of those exercises for teams that gives everyone a different viewpoint. 3. online brainstorming (brain-netting) virtual teams are becoming more and more common across all industries. the evolution of email and collaboration tools make working remotely the norm in some organizations. but what happens when the team needs to come together to brainstorm? sure, ideas can be tossed back and forth through email, but then it becomes difficult to archive those ideas for future reference. creating a central location online where team members can collaborate is crucial for these virtual teams — consider cloud-based document storage or an online collaboration tool. see how backcountry uses a collaboration software to brainstorm productively. there are also a ton of great brainstorming tools that help make online brainstorming more of a visual and collaborative experience. one brainstorming exercise for groups involves using an online mind-mapping tool to answer very specific questions or generate ideas tangential to the main problem. what other ideas surround this concept? map these examples out, visually. 4. rapid ideation sometimes, time limitations can help generate ideas quickly, because you don't have time to filter or overthink each one. with this technique, the team leader provides context beforehand with information or questions on the topic, budget, deadline, etc. then, a time limit is set for individuals to write down as many thoughts or ideas around the topic as possible, using any mediums available. participants should not worry about filtering their ideas. the great part about this style of brainstorming is that it's completely customizable to meet the needs of the team and project. several different mediums can be used, such as pen and paper, white boards, post-its... anything to get the creative juices flowing. the time limit for your rapid ideation session can be anywhere from five to 45 minutes, depending on the complexity of your topic. this technique is good for teams who tend to get sidetracked, teams who hate meetings, or for placing a time limit on brainstorming sessions that frequently last longer than expected. here’s a tip you should take very seriously… get silly! management professor leigh thompson conducted another study on this subject. she found that groups who shared funny or embarrassing stories about themselves came  up with 26% more ideas in 15% more categories than the groups who didn’t. while brainstorming is the basic technique for developing ideas and getting people to think up new concepts and solutions, there is a very real temptation to overthink things. it's easy to get bogged down by every new idea and its details. this is precisely the problem that rapid ideation seeks to solve.   5. round robin brainstorming teams form a circle to kick off this  method. once the topic is shared, go around the circle one-by-one and have each person offer an idea until everyone has had a turn. simultaneously, a facilitator records all ideas so they can be discussed once the sharing is over. it's very important to not evaluate any ideas until everyone has the opportunity to share. this technique is good when some of your team members have a tendency to stay quiet throughout meetings. when leading a session, the round robin method of brainstorming allows everyone to pitch in and contribute. just make sure to treat each idea with equal weight. and try to discourage people from saying "x already mentioned my idea." if this does happen, say you'll return to them at the end so they have time to think of something new. 6. starbursting no, it has nothing to do with the candy. this form of brainstorming focuses on forming questions rather than answers. starbursting challenges the team to come up with as many questions as they can about your topic. an easy way to begin a session like this would be to start listing questions that deal with the who, what, where, when, and why. this style assures that all aspects of the project are addressed before any work goes into executing it. it's a good technique for teams who tend to overlook certain aspects of a project and end up rushing to get things done last minute. thinking up some good brainstorming questions has the added benefit of giving you an instant backlog of ideas for web content: in case you need a faq section for your website or product, simply answer the generated questions. 7. stepladder technique developed in 1992, this style of brainstorming encourages every member in the team to contribute individually before being influenced by everyone else. the session begins with the facilitator sharing the topic or question with the whole team. once the topic is shared, everyone leaves the room except two members of the team. these two members will then discuss the topic and their ideas. then, one additional member is added to the group. this new member will contribute his or her ideas before the other two discuss theirs. repeat this cycle until everyone from the original group is in the room. this technique prevents groupthink in teams where one or two members hold sway over everyone else. this also helps encourage the shy folks in the group to share their ideas without feeling intimidated by a room full of people. the stepladder technique is actually one of the more mature brainstorming strategies as it incorporates both an individual and a group participation aspect. this technique is useful for medium-sized groups of anywhere from five to 15 people. once the group gets larger, however, it takes much longer and may become unwieldy. discussion brainstorming method itself is a method or teaching that is carried out by the teacher in the classroom. it is by throwing a problem into the classroom by the teacher, then students answer or express opinions, or comments so that the problem may develop into a new problem, or it can be interpreted as a way to get many ideas from a group of people in a short time. in implementing this method the teacher's job is to provide problems that are able to stimulate the minds of students, so they can respond, and the teacher must not comment that students' opinions are true or false. while the role of students in this brainstorming method is tasked with having the provision of knowledge to respond to problems, express opinions, ask questions, or raise new problems through the process of imagination they have. they learn and practice formulating their opinions with good language and sentences, so they can get a right conclusion after learning. brainstorming method has the advantage, among others, to drain away everything that is thought by students in responding to problems raised by the teacher and to obtain various possible solutions to a problem. however, the shortcomings of this method include that students tend to assume that all their opinions will be accepted and the teacher is also deemed to be lacking in giving sufficient time to students to think well. conclusion brainstorming is a great way to generate radical ideas and “out of the box” solutions. during the process there should be no criticism of the ideas put forth by each member. this will make group brainstorming sessions fun and create a stronger sense of community in the team. variative methods will also make it easier for students and teacher and the learning and teaching process in addition to not taking time is also very efficient and train students creativity. in learning to write the method of brainstorming is facility that allows it to be used n improving the abilty of the students to write ideas in accordance with their creativity both done in individuals or groups. references the template will use the mla (modern languaage association 8 th ) system for making the citation and references. it is compulsory for the authors to use referring tool software such as mendeley, zotero, end note for the citation and references. angeli, e., wagner, j., lawrick, e., moore, k., anderson, m., soderland, l., & brizee, a. (2010, may 5). general format. retrieved february 9, 2013, from http://owl.english.purdue.edu/owl/resource/560/01/. ball, s., kenny, a., & gardiner, d. (1990). literacy, politics and the teaching of english. in i. goodson, & p. medway, (eds.), bringing english to order (pp. 47-86). london: the falmer press. big drop in students studying o-level literature. (1997, august 16). the straits times, p. 3. chambers, e., & gregory, m. (2006). teaching and learning english literature. london: sage ltd. choo, s. (2004). investigating ideology in the literature curriculum in singapore. unpublished master’s thesis. department of english language and literature: national university of singapore. choo, s. (2011). on literature’s use(ful/less)ness: reconceptualising the literature curriculum in the age of globalisation. journal of curriculum studies, 43(1), 47-67. curriculum planning and development division. (2007). literature in english, teaching syllabus. ministry of education: singapore. jele (journal of english language and education) issn 2 1 2 jele (journal of english language and education) issn 2541-6421 vol. 4, no. 1, june 2018, pp. xx-xx hadi, m. s., & izzah, l. (2018). problem based learning (pbl) in teaching english for students of primary school teacher education department. english language in focus (elif), 1(1), 45-54. jele@mercubuana-yogya.ac.id jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 120-129 120 http://dx.doi.org/10.26486/jele.v5i2.875 jele@mercubuana-yogya.ac.id theme realization in everything, everything movie script nurhayati br tarigan 1,* , t. silvana sinar 2 , yulianus harefa 3 , muhammad yusuf 4 1,2,3,4 university of sumatera utara, jl. dr. t. mansyur no. 9 medan, postal code: 20155 indonesia 1 nurhayatitarigan950@gmail.com * , 2 silvanatengku@gmail.com, 3 yulianus@usu.ac.id, 4 yusufelmahbub5@gmail.com * corresponding author 1. introduction language is used as a tool to interact with or among people to establish and maintain relations with them and to exchange our own viewpoint about things in the world. language can be both, spoken or written. spoken language and written language is technical terms that has properties of texture and it is known as discourse or text (halliday, 1994). text refers to any instance of language, in any medium, that makes sense to someone who knows the language. text is characterized as language functioning in context (halliday & hasan, 1976; halliday, 2010). language is a resource for making meaning so text is a process of making meaning in context. the study of discourse is to study any aspect of language use, seen as a social practice. brown and yule (1983) state that discourse analysis is an analysis of language use. the analysis of a discourse examines and determines the connections among language and structure. discourse analysis need branches of linguistics as a tool in analyzing language and sign. one of the theory used in the analysis of discourse, is systemic functional linguistic (sfl) by m.a.k halliday. the crucial characteristic of sfl is its orientation outside linguistics to sociology. sfl advocates a view of language as a means of doing. the central question linguistic investigation is concerned in sfl is how language is structured to convey meaning. the textual function indicates the way of text is organized or structured. it is realized as the use of theme-rheme. in an english clause, the one that identified as that element which comes first in the clause, called theme. the rest of the clause is called rheme. in sfl, theme analysis is one way to analyze the development of written texts method through the study of the relationship between a r t i c l e i n f o a b s t r a c t article history received : september 3, 2019 revised : october 4, 2019 accepted : november 5, 2019 there are two kinds of theme: unmarked theme and marked theme. it is divided into two subtypes: simple theme and multiple theme. the theory of systemic functional linguistics (sfl) is used, regarded with textual function that observes clause as a message and analyzes it from the thematic structure in the term of theme-rheme. the method of descriptive qualitative is applied. the source of data were everything, everything movie script, taken from springfield springfield site. data of the research were selected, based on the second character dialog. the purpose of this research is to indicate the types and to describe the realization of the theme markedness. the research findings showed, the dominant type of markedness realization is simple unmarked theme with 69.4% percentage. it dominates the other markedness realization, that is simple marked theme with 2.4% percentage, multiple unmarked theme with 27.1% percentage, and multiple marked theme with 0.9% percentage. this is an open access article under the cc–by-sa license. keywords markedness unmarked theme script systemic functional linguistics mailto:nurhayatitarigan950@gmail.com mailto:silvanatengku@gmail.com mailto:yulianus@usu.ac.id3 mailto:yusufelmahbub5@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 121 vol. 5, no. 1, june 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) themes and rhemes in the clauses of a text (francis, 1989; fries, 1994-1995). the ideational or topical theme is the element refers to a participant, a circumstance, or the process of the clause. the topical theme is divided into two subtypes: unmarked and marked theme. according to halliday (1985), themes can also be divided into two subtypes: simple theme and multiple theme. therefore, there are four types of theme related to unmarked and marked theme: simple unmarked theme (sut), simple marked theme (smt), multiple unmarked theme (mut), and multiple marked theme (mmt). in this research, the researchers would analyze everything, everything movie script as subject of the research. everything, everything movie is a 2017 american romantic drama movie directed by stella meghie and written by j. mills goodloe. it is one of the most viewed romantic movies in 2017. everything, everything movie is also based on the best seller nicola yoon’s novel of the same name in 2015. markedness is a condition, which the theme of the clause consists of the two subtypes topical theme. halliday (2014) posits a cline of markedness, capturing the likelihood of the element occurring in initial position in the clause. markedness in textual function of sfl has two components, which are unmarked and marked theme. according to halliday (1994), unmarked theme is an element that occupies the departure point position of the clause and conflates with the grammatical subject, while an element other than occupies the departure point position of the clause, but does not conflates with the grammatical subject is called marked theme. unmarked topical theme is usually the subject of a clause. a topical theme that is not the subject, called a marked topical theme. it stands out and attracts attention because it is not what people normally expect to find. this research was done by using qualitative descriptive design with case study in order to describe the markedness, found in the everything, everything movie script. theoretically, the research is expected to deliver a contribution in linguistic scope and to be used as reference for the next research of analyzing markedness realization, and to increase an understanding of the reader about linguistic scope in analyzing markedness realization. practically, the research is expected to increase the researchers knowledge as an author of this research in analyzing markedness realization and to provide an overview to the reader, especially the english department students for analyzing markedness realization. topical theme a topical theme is the first place where experiences in the clause begin, experiences being either participant, circumstance, or process. the first experiential element encoded in a message is a circumstance, an adverbial group, or a prepositional phrase. in these cases, the circumstance signals the point of departure for the experiences in the message. additionally, an entire nominal group can also serve as a topical theme. according to sfl researchers, the rule is to identify only one topical theme per clause, and the thematic potential of an english clause, is not considered exhausted until reaching the end of the topical theme (butt et al., 2000). this means that if the clause begins with a textual or interpersonal theme, analysis of theme must continue until reaching a topical element. once a topical constituent identified, all remaining constituents consigned to the role of rheme. topical theme is the place where the experiential meaning of a clause begins. it realized through the subject or another nominal group, adverbial group, or prepositional phrase. topical theme also can be divided into two categories: unmarked and marked themes. sometimes, all three types of themes presented in a clause. in this case, the clause contains multiple themes, a combination of textual, interpersonal, and topical themes otherwise it called as simple themes, when the clause contains topical theme only. regarding halliday (1985), themes are divided into two subtypes: simple theme and multiple theme. therefore, there are four types of theme related to unmarked and marked theme: simple unmarked theme (sut), simple marked theme (smt), multiple unmarked theme (mut), and multiple marked theme (mmt). unmarked topical theme 122 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) unmarked theme is the most expected common and unremarkable theme commonly a nominal group or a subject. unmarked theme is “an element that occupies the point of departure position of the clause and conflates with the grammatical subject” (halliday, 1994:44). unmarked topical theme refers to a nominal group, nominal group complex, or nominal embedded clause, which functions as the subject of a clause. the term unmarked means that it is common that the subject of a clause functions as the topical theme. marked topical theme marked theme is an unusual and noticeable theme such as a prepositional phrase or adverbial group. a higher number of marked themes can indicate the level of control and competency of the writer in directing the readers to focus on the development and organization of a text (thompson, 1996; halliday & hasan, 1989). marked theme is “an element other than occupies the point of departure position of the clause but does not conflates with the grammatical subject” (halliday, 1994:44). marked topical theme refers to a complement, circumstance, and prepositional phrase, which functions as the starting point of a clause but not as the subject of the clause. the term marked means that it is uncommon that the starting point of a clause is not subject of a clause that functions as the topical theme. theme markedness for mood in an analysis of theme, mood plays a substantial role in influencing how a speaker begins a clause. the following sections explain the influences of mood on choices of theme. in such cases, the theme choice is unexpected for the particular mood, which brings up the notion of markedness and its application to theme. there are three kinds of mood in identifying theme: declarative, interrogative, and imperative. markedness in the declarative mood (statements) in this mood, the subject is the element chosen as theme like personal pronouns unless the speaker has a reason for choosing something else like impersonal pronouns like it. a theme that is something other than the subject in a declarative clause refers to as a marked theme. here is a quotation of conversation that researchers took from everything, everything movie script in order to show the kind of theme used: 1. it is not very good. it is not very good. nominal group rheme topical theme sut in the clause above, it as the starting point of the clause is functioned as theme and is not very good is functioned as rheme. it is named as nominal group and is classified as the subject of the clause. nominal group as the theme of the clause classified as unmarked topical theme. the theme of this clause consists of unmarked topical theme only, called as simple unmarked theme. markedness in the interrogative mood (questions) finite realized in polar question or yes-no question and it functioned as the interpersonal theme. a topical theme may come after the interpersonal theme. the natural starting point for polar questions can be a finite verb (can, might, have, do) and the topical theme realized by the subject. there is another kind of interrogative clause using wh-element, called wh-interrogative. since the interrogative typically used when asking a question, the unmarked pattern reflects a clause that begins with a wh-word. interrogatives are separated between polar (yes-no) questions and content interrogatives. in asking a wh-question, the wh-word is the unmarked theme (e.g., where, why, what, which, who, how). for example: issn 2541-6421 jele (journal of english language and education) 123 vol. 5, no. 1, june 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) 1. does it work? does it work? finite nominal group rheme interpersonal theme topical theme mut does and it is functioned as theme and work is functioned as rheme. does is initial position called finite and it is a nominal group. nominal group as the theme of the clause classified as unmarked topical theme. the theme of this clause consists of two kinds of theme that is interpersonal theme does, which comes before unmarked topical theme it, called as multiple unmarked theme. 2. where would you go? where would you go? wh-element rheme topical theme sut where is as starting point of the clause, functioned as theme and would you go is functioned as rheme. this clause started by where as a wh-element. wh-element as the theme in the clause, named as unmarked topical theme. since the theme of this clause consists of unmarked topical theme only, this clause called as simple unmarked theme. markedness in the imperative mood (commands) the imperative is the only type of clause in which the process (the verb or predicator), is regularly found as theme. process is said to function as a topical theme when it is used in the imperative, either positive or negative which is preceded by don’t or never. the typical function of an imperative clause is to give a command (do, put, give, get) or make a suggestion (let’s). when you is not part of making a command, the unmarked theme is the finite verb (give, don’t, let’s). when you or a vocative begins the command, it considered as a marked theme. imperative becomes marked if imperative theme followed by nominal group like you (don’t you go), started by finite (do take care), or other element. 1. type faster. type faster. process rheme topical theme sut type is functioned as theme and faster is functioned as rheme. type is process. type is not classified as the subject of the clause. however, it still classified as the theme because type is the starting point of the clause itself. process as the theme of the clause classified as unmarked topical theme. the theme of this clause consists of unmarked topical theme only, called as simple unmarked theme. 2. method this research was done by using qualitative descriptive design with case study in order to indicate and to describe the theme markedness, found in the everything, everything movie script. the research data would be taken from clauses of second character dialog of the script. the source of data in this research is the script of everything, everything movie, taken from springfield springfield site. the research data only focused on finding markedness realization in the script of the movie. clauses are categorized as data, containing kinds of markedness realization: simple and multiple unmarked and marked theme. the data of research would be analyzed based on miles, huberman, and saldana (2014) interactive model with three phases of data analysis which is consist of data condensation, data display, and conclusion drawing or verification. the dominant 124 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) markedness realization would be select by using the following formula: n = fx/n x 100% (bungin, 2005:171-172) in order to percentage the findings of the research. where: n = percentage of types fx = total types frequency of the sub-category n = total of all categories 3. findings and discussion findings markedness realization that realized through clauses, therefore, this research used clauses as data of the research. one clause that has only one kind of theme in its markedness, called as simple unmarked or simple marked theme. on the other hand, one clause that has more than one kind of theme in its markedness, called as multiple unmarked or multiple marked theme. in this kind of theme, the topical theme usually started by other kinds of theme like textual and interpersonal theme. the following points would provide the analysis of theme markedness types found in the everything, everything movie script clauses as the data of the research. analysis of theme markedness in everything, everything movie script simple unmarked theme (sut) simple theme is the theme of a clause that usually realized by only one element like nominal, prepositional or adverbial component. it is an independent unit and cannot be further divided into smaller functional unit. simple unmarked theme refers to that which is most usual as subject of the clause. it is the one which realized by subject of the clause or nominal group. there are 143 clauses, using this kind of theme markedness. the example of data is enclosed below: 1. you take the bundt next time. data 5 you take the bundt next time. nominal group rheme topical theme sut you is as subject of the clause, functioned as theme and take the bundt next time is functioned as rheme. this clause started by you as a nominal group. nominal group as the theme in the clause, named as unmarked topical theme. the theme of this clause consists of unmarked topical theme only, called as simple unmarked theme. 2. where would you go? data 61 where would you go? wh-element rheme topical theme sut where is as starting point of the clause, functioned as theme and would you go is functioned as rheme. this clause started by where as a wh-element. wh-element as the theme in the clause, named as unmarked topical theme. since the theme of this clause consists of unmarked topical theme only, it called as simple unmarked theme. simple marked theme (smt) issn 2541-6421 jele (journal of english language and education) 125 vol. 5, no. 1, june 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) if theme element doesn’t conflate with the subject of the clause, it is marked theme. simple marked theme is the one, which realized by prepositional or adverbial component and command as the starting point of the clause. there are 5 clauses, using this kind of theme markedness. the example of data is enclosed below: 1. just go back inside. data 127 just go back inside. circumstance rheme topical theme smt just functioned as theme and go back inside is functioned as rheme. just is circumstance. just is not classified as the subject of the clause. however, it still classified as the theme because just is the starting point of the clause itself. circumstance as the theme of the clause classified as marked topical theme. the theme of this clause consists of marked topical theme only, called as simple marked theme. 2. see you at the bottom. data 153 see you at the bottom. process rheme topical theme smt see is as starting point of the clause, functioned as theme and you at the bottom is functioned as rheme. this clause is started by see as a process. this process as the theme in the clause followed by you, is named as marked topical theme. the theme of this clause consists of unmarked topical theme only, called as simple marked theme. multiple unmarked theme (mut) the multiple theme refers to a clause structure which has more than one element of theme. in a multiple theme, the theme of the clause ends with the first constituent named participant, circumstance, process and it extends from the beginning of the clause up to the first element. it means that the last constituent in a multiple theme has to be a topical theme. the element that comes before the topical theme can be textual and/or interpersonal theme. the multiple theme that ended by unmarked topical theme is called as multiple unmarked theme. there are 56 clauses, using this kind of theme markedness. the example of data is enclosed below: 1. so, i don’t feel sorry for you. data 42 so, i don't feel sorry for you. structural nominal group rheme textual theme topical theme mut so and i is functioned as theme and don't feel sorry for you is functioned as rheme. so is connector called structural and i is a nominal group. nominal group as the theme of the clause classified as unmarked topical theme. the theme of this clause consists of two kinds of theme, that is textual theme so which comes before unmarked topical theme i, called as multiple unmarked theme. 2. have you ever left this house? 126 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) data 60 have you ever left this house? finite nominal group rheme interpersonal theme topical theme mut have and you is functioned as theme and ever left this house is functioned as rheme. have is initial position called finite and you is a nominal group. nominal group as the theme of the clause classified as unmarked topical theme. the theme of this clause consists of two kinds of theme, that is interpersonal theme have which comes before unmarked topical theme you, called as multiple unmarked theme. multiple marked theme (mmt) multiple theme is the theme that consists of topical theme together with other theme that comes before it. the other theme could be interpersonal or textual theme. the multiple theme form neither multiple unmarked theme or multiple marked theme could be consists of textual + topical, interpersonal + topical, and textual + interpersonal + topical. the multiple theme that ended by marked topical theme is called as multiple marked theme. there are 2 clauses, using this kind of theme markedness. the example of data is enclosed as below: 1. boston, but i am from new york. data 22 boston, but i am from new york. complement structural rheme topical theme textual theme mmt boston and but is functioned as theme and i am from new york is functioned as rheme. boston is complement and but is connector called structural. complement as the theme of the clause classified as marked topical theme. the theme of this clause consists of two kinds of theme, that is textual theme but, which comes after marked topical theme boston, called as multiple marked theme. 2. so, please don’t take my love. data 156 so, please don’t take my love. structural complement rheme textual theme topical theme mmt so and please is functioned as theme and don’t take my love is functioned as rheme. so is connector called structural and please is complement. complement as the theme of the clause classified as marked topical theme. the theme of this clause consists of two kinds of theme, that is textual theme so which comes before marked topical theme please. this theme called as multiple marked theme. the following points would provide the analysis of markedness in everything, everything movie script. table 1. the types of markedness in everything, everything movie script types of theme number of data percentages simple unmarked theme (sut) 143 69.4 simple marked theme (smt) 5 2.4 issn 2541-6421 jele (journal of english language and education) 127 vol. 5, no. 1, june 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) multiple unmarked theme (mut) 56 27.1 multiple marked theme (mmt) 2 0.9 total 206 100 the dominant markedness realization of theme in everything, everything movie script specifically to second character dialog of the movie is simple unmarked theme (sut) than other kinds of markedness, discovered by clauses of the dialog that is mostly started by subjects or nominal groups. the research findings showed that the dominant type of markedness realization is simple unmarked theme with 69.4% percentage. this type of markedness dominated other kinds of markedness realization in addition to simple marked theme with 2.4% percentage, multiple unmarked theme with 27.1% percentage, and multiple marked theme with 0.9% percentage. discussion theme markedness is realized in different kinds of clauses, starts from declarative, interrogative, and imperative. the markedness is realized through the starting point of each clause itself as the meaning of theme that is the starting point of a clause. it depends on what begins the clause. in the declarative clause, markedness is realized as unmarked topical theme if the clause begins by nominal group or subject, and embedded clause. the realization of markedness as marked topical theme is usually if the clause begins by complement, circumstance, and prepositional phrase. markedness realization in interrogative clause is usually unmarked theme and it always uses more than a single theme, since the type of theme in this clause has finite as interpersonal theme then it followed by topical theme. another kind of interrogative clause is called as wh-interrogative. this kind of clause is usually unmarked theme, considering that all kinds of wh-element is classified as unmarked topical theme. neither is imperative clause, in imperative clause, the kinds of markedness is also unmarked and marked theme. the realization of markedness as unmarked topical theme is if the clause begins by process as the starting point of the clause. when the process is started by other element and the process is followed by subject you, the theme of imperative clause becomes marked topical theme. if unmarked and marked theme is the only theme of these clauses, the theme is called as simple unmarked or marked theme. all of these clauses may also have more than one theme only. if the unmarked and marked topical theme is started by other kinds of theme like interpersonal and textual theme, the theme is called as multiple unmarked or multiple marked theme. there are four kinds of markedness that can be found in everything, everything movie script. they are simple unmarked theme (sut), simple marked theme (smt), multiple unmarked theme (mut), and multiple marked theme (mmt). unmarked topical theme and marked topical theme were realized through different kinds of clause that is declarative, interrogative, and imperative. a clause may have unmarked or marked topical theme only, called as simple unmarked and simple marked theme. however, a clause may also have more than one theme in its clause. the other kinds of theme, either interpersonal or textual theme or both, may come before reaching the unmarked or marked topical theme. this kind of theme called as multiple unmarked or multiple marked theme. 4. conclusion as the conclusion of this research, the researchers concluded, based on the findings of this research, it is found that the dominant theme markedness in everything, everything movie script specifically to second character dialog of the script is simple unmarked theme with 69.4% percentage. it could be discovered by the realization of each clause that is mostly started by subjects and nominal groups. this type of markedness dominated other kinds of markedness realization in addition to simple marked theme with 2.4% percentage, multiple unmarked theme with 27.1% percentage, and multiple marked theme with 0.9% percentage. acknowledgments 128 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 2, december 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) i would like to say a big thank you to prof. t. silvana sinar, m.a., ph.d. as the first supervisor of my thesis. i thank you for your attention, patience, and advice to guide me in the process of preparing this thesis to appear as it should be. even in her busiest time, she managed to spend valuable time and make constructive comments on every problem i faced in procees of doing the research and completing this thesis. i also want to thank my co-supervisor, drs. yulianus harefa, m.ed.tesol. for his kindness, knowledge, and patience to help me write and complete the thesis. his attention and advice made me able to overcome the shortcomings i made in the thesis. may allah swt always provide health, sustenance, and dilate and provide relief for all your affairs. finally, i also don't forget to thank my lecturer as well as my mentor, muhammad yusuf, m.a. who gave ideas and guidance in working on this thesis. thank you for being willing to take the time and help by giving responses and suggestions for the implementation of this thesis. may allah swt always give blessings for all your affair. references ary, d et.al. 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(1989). control as a dimension of public-space quality. in public-space and spaces, i. altman & e.h. zube, eds. new york: plenum press. fries, p. h. (1995). themes, methods of development, and text. in r. hasan & p. h. fries 1995. eds. on subject and theme. a discourse functional perspective. amsterdam: john benjamins. b. v. gerot, l. & wignell, p. (2001). making sense of functional grammar. sydney: southwood press. halliday, m.a.k. (1985a). “systemic background”, in boston, j.d. & greaves, w.s. eds. systemic perspectives on discourse, vol. 1: selected theoretical papers from the 9th international systemic workshop. held at york university, toronto, august 1982: ablex publishing corporation, norwood, pp. 1-15. halliday, m.a.k. (1985b). spoken and written language. geelong, victoria: deakin university press. halliday, m.a.k. (1985c). part a of language, context, and text: aspects of language in a social semiotics perspective.. burwood, melbourne: deakin university. halliday, m.a.k. (1994a). an introduction to functional grammar. london: edward arnold. halliday, m.a.k. (1994b). an introduction to functional grammar. 2nd edition. london: edward arnold. issn 2541-6421 jele (journal of english language and education) 129 vol. 5, no. 1, june 2019, pp. 120-129 nurhayari br tarigan, et al (theme realization in everything, everything movie script) halliday, m.a.k. (2004). an introduction to functional grammar. third edition. london: edward arnold. halliday, m.a.k. (2010). text, discourse and information: a systemic-functional overview. paper presented at tongji university, november 2010. halliday, m.a.k. & hassan, r. (1976). cohesion in english. london: longman. halliday, m.a.k. & hassan, r. (1989). language, context, and text: aspects of language in a social-semiotic perspective. new york, ny: oxford university press. halliday, m.a.k. & matthiessen, c.m.i.m. 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(2016). qualitative research method: theory and practice. second edition. jakarta: salemba empat. everything, everything 2017 movie script. retrieved from https://www.springfieldspringfield.co.uk/movie_scripts.php (october 2018). vol 1. no. 2, december 2015 issn : 2460 7142 ii jele journal ofenglish languageand education editorial board chairperson : dr. hermayawati, m.pd. editorial staff : elysa hartati, s.pd., m.pd. restu arini, s.pd., m.pd. agustinus hary setyawan, s.pd., m.a. wilujeng asih purwani, s.pd., m.a. ika kurniawati, s.pd., m.pd. language consultant : prof. dr. soepomo poedjosoedarmo (gadjah mada university) dr. issy yuliasri, m.pd. (state university of semarang) drs. barli bram, m.ed,ph.d (sanata dharma university) dr. dwi anggani l.b., m.pd. (state university of semarang) sayit abdul karim, m.pd.(technology university of yogyakarta) issn : 2460 7142 address : english education study program faculty of teachers training and education mercu buana university of yogyakarta jl. wates km.10 yogyakarta 55753 phones : (0274) 6498211, 6498212 fax : (0274) 6498213 email : jurnal.umby@gmail.com preface journal of english language and education (jele), to appear twice a year (in june and december) for lecturers, teachers and students, is published by the unit of scientific publishing and intellectual property rights, mercu buana university of yogyakarta. this journal welcomes articles which have never been published elsewhere and are not under consideration for publication in other journals at the same time.articles should be original and typed, 1.5 spaced, about 10-20 pages of quarto-sized (a4), and written in english. for the brief guidelines, it is attached in the end of this journal. vol 1. no. 2, december 2015 issn : 2460 7142 iii preface we proudly present the journal of english language and education (jele) vol.1, no.2 whichis presented for practitioners and researchers in accomodating their findings of research. by sharing the idea through this journal, it is expected that issues dealing with the english language and teaching can be overcome as it can be a reference to conduct a new research in the future. this journal comprises seven articles concerning on linguistics and english language teaching. they are categorized into discourse analysis, syllabus design and techniques to teach english that aim to improve the quality of englishlearning. we would like to thank to the contributors who have already participated in sharing the ideas towards the content of this journal. we would like also to express our sincere thanks to all members of editorial board who have worked hand in hand in creating this journal. we hope that this fine collection of articles will be beneficial and valuable to stimulate a further research. yogyakarta, december 2015 editor vol 1. no. 2, december 2015 issn : 2460 7142 iv table of content vol.1 no.2, december 2015 editorial board ................................................................................................. ii preface ............................................................................................................. iii table of content ............................................................................................... iv “the use of recast in teaching of grammar for high and low achievers” olyvia revalita candraloka ............................................................................ 108-118 “project-based collaborative writing in teaching grammar for students with high and low motivation” kuntonurcahyoko ....................................................................................................... 119-135 “integrative grammar in teaching academic writing” nicolas lodawik ouwpoly ............................................................................... 136-150 “the realization of interpersonal negotiation in the conversation” elysa hartati .................................................................................................... 151-169 “discourse as social practice on abdul qodir jaelani (aqj) case” suhartinisyukri dan isna humaerah ............................................................... 170-183 “the effectiveness of classroom discussion in improving english speaking skill among the students of smp n 3 depok” agustinus hary setyawan ................................................................................ 184-202 “the 2013 curriculum based syllabus for senior high school’s english extracurricular program” masrur mustolih .............................................................................................. 203-215 notes for contributors ...................................................................................... 216 vol 1. no. 2, december 2015 issn : 2460 7142 119 project-based collaborative writing in teaching grammar for students with high and low motivation kunto nurcahyoko dual masters’ degree program of the ohio state university and state university of semarang email: kunto.edu@gmail.com abstract although the body of literature has been supporting the use of project-based collaborative writing (pbcw) to teach grammar, there is still huge urgency to measure its effectiveness for language learners with different motivation. this study aims to investigate the effectiveness of pbcw, the effect of motivation in teaching grammar for ten graders,and the interaction among techniques, motivation, and students’ grammar. the study employed a 2x2 factorial research design involving 48 students in two experimental groups and two control groups. the samples were divided into students with high and low motivation group. the data were collected by using pretest and posttest techniques. statistical package for social sciences (spss) was used for analyzing the data. the result showsthat project-based collaborative writing and collaborative learning techniques are more effective to be used to teach grammar for students with high motivation as compared to students with low motivation. the result also reveals that motivation does not really affect the students’ grammar performance. however, there is still different improvement between students with low and high motivation in their grammatical accuracy. lastly, the analysis of variance shows that there is no interaction among students’ motivation, techniques, and students’ grammar with the level of significance at 0.934. the study suggests that teachers must be able to consider the presence of both variables in teaching and learning, especially to teach grammatical accuracy. keywords : project-based collaborative learning (pbcw), collaborative learning, high and low motivation, grammar introduction the body of literature has been suggesting that in learning language, students must not only learn the knowledge by memorizing it but they must also construct the knowledge through several inquiry steps namely observing, questioning, experimenting, associating, networking/ communicating (pusatkurikulum, 2013). there have been many studies to support evidence that students who are able to construct language through inquiries steps are those who succeed more academically, especially in learning language. in indonesia, english language learners are mostly prone to grammatical inaccuracy. there are vol 1. no. 2, december 2015 issn : 2460 7142 120 several factors which cause the barrier of learning english. one of them is because the grammatical rules in bahasa indonesia are different to english. therefore, english language learners in indonesia must struggle to understand the basic concept of grammatical features such as the use of tenses, preposition, pronoun, etc.language learners specifically show such challenge in their writing assignment. teaching grammatical accuracy,especially in writing, therefore is challenging for teachers. according to robb, ross, and shortreed (1986), there are several factors limiting a language learnerin improving their writing skill. one of the factors is lack of confidence to produce language output especially in a written form. besides, a limited language exposure and writing task difficultyare among those limiting factors. responding to the problems, several experts have suggested a solution through the implementation of group work activity (storch, 2005; skehan, 2009; dobao, 2012). the approach is believed to be effective to improve students’ writing skill. a study in indonesia conducted by ivone (2005) is in favor with the body of literature supporting the collaborative approach. the study reveals that a better writing composition can be achieved through collaboration activities among students. therefore, more studies on collaborative learning in foreign language setting are needed. in particular, there is an urgent call for this research to be conducted for students in tenth grade. the grade mainly consists of students from 14-15 years old and is an important stage for a language learner. in this stage, students are considered as an intermediate language learner (lightbown & spada, 2006). in indonesian context, the tenth grade is where students learn more sophisticated structure and grammatical rules, especially in writing. more importantly, one conventional teaching technique like an individual writing task does not seemto give significant improvement on students’ writing skills. according to the researcher’s observation, most of students encounter such a hard time in this stage because the writing material transcends to be much more vol 1. no. 2, december 2015 issn : 2460 7142 121 difficult as compared to their junior high school level. although it seems that some studies have advocated strong support toward the effectiveness of projectbased collaborative learning in improving students’ writing skill especially for their grammatical accuracy, there is still a need to examine the topic in foreign language domain. a further inquiry to address iswhether or not project-based learning in writing class is better than collaborative learning itself for the different students with different learning motivation. the previous studies from some project-based learning and collaborative learning have not really touched the possibility of other variables that might affect learning process like motivation factor. a highly-motivated student might be different in taking their learning process as compared to a lowmotivated student. by discussing the projectbased learning, the researcher attempts to answer the following research questions: 1) how is the effectiveness of the project-based learning in teaching grammar for the students with high and low motivation? 2) howis the effectiveness of the collaborative learning in teaching grammar for the students with high and low motivation? 3) how is the effect of motivation for students’ grammatical accuracy in a class using project-based learning and collaborative learning? 4) is there any interaction among students’ motivation, techniques, and students’ grammar? literature review a study called “cooperative and collaborative learning strategies for content-area teachers” by george and dale (1990) confirms that the collaborative technique can improve a student’s academic performance. this study also reveals that collaborative project can help students to comprehend the material better because collaborative technique provide friendlier environment for the students to learn. supporting the previous findings, storch and wigglesworth (2010)in their study “what role for collaboration in writing and writing feedback” once again confirm that the collaboration technique would significantly help the learning process. vol 1. no. 2, december 2015 issn : 2460 7142 122 in addition, shehadeh (2011) examines the effectiveness of collaboration-based approach in the language teaching. the study is very important as it provides the proof that the collaborative approach is also positively working for a foreign language settings. shepperd (1998) reveals that the use of project-based learning and collaborative works have positive influence on students’ acquisition of critical thinking. the support of the use of the project-based learning is even stronger. a study namely “project omega: a winning approach for at-risk teens by ljung and blackwell (1996) reveals that project based learning helps the students to enhance their academic performance. according to some experts, collaborative learning itself can be defined as a learning approach where learners can work as a group to solve a particular academic task (slavin, 1990; gillies, 2006). this approach enables the learners to build an interaction among students and increase their confidence because they can engage in a learning process actively with their peers. collaborative learning is stemmed from the assumption that language learners are ‘the creators of that language’ themselves (brown, 2001). under this conception, languagelearners are the one who have the individual intrinsic motives to develop a writing composition in collaboration with other individuals as part of their social communication. when language learners are allowed to actively use the language in some collaborative tasks, they can achieve better comprehension. swain (2001) explains that the collaborative tasks are communicative tasks in the sense that they involve the learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on the meaning rather than the form. project based collaborative writing is a technique of learning where some learners will work in group to organize their learning around some projects for their writing class (thomas &mergendoller, 2000). the projects are designed to activate students’ higher thinking skill. the role of students is central in projectbased collaborative writing as they are expected to learn from autonomous vol 1. no. 2, december 2015 issn : 2460 7142 123 learning process. the project based learning stimulates the students to engage more in synthesizing, forecasting, producing, evaluating, and reflecting process. additionally, project-based collaborative writing is also effective in improving students’ social participation behavior (working together, initiating, managing, intergroup awareness, and inter-group initiating). further, shepperd (1998) also finds that the use of project-based collaborative writing and collaborative works have positive influence on students’ acquisition of critical thinking. in regard to language learning, one of the most important aspects is grammar. grammar can be defined as a structural regulation of language (dekeyser, 1995). most experts believe that grammar is the heart of language teaching and assessment. therefore, teaching the accurate and correct grammar is central to language learning. accuracy deals with the correct form of grammar which a language learner composes. grammatical accuracy also relates to whether a language learner uses an appropriate context for the expected text type of their writing (storch, 2005; skehan, 2009). therefore, grammatical accuracy means the use of correct and accurate grammatical rule in the target language production. grammatical accuracy can be also defined as the appropriate use of grammar in a students’ composition. grammatical accuracy is measured by seeing the proportion of error-free sentences of all sentences. however, such measure will not distinguish between types and severities of errors. the errors include syntactical (errors in word order, missing elements) and morphological (verb tense, subjectverb agreement, errors in use of articles and prepositions, errors in word forms). beside grammar, another aspect to consider in learning language is motivation. a lot of research in a natural language setting has shown the positive correlation between a student motivation and their language attainment on students (pintrich& groot, 1990; schunk, 1991; skinner & belmont, 1993). according to schunk (1991), motivation is the power of learning activator from a learner. the power and effort include the ability to arrange any necessary preparation to achieve certain academic purpose. vol 1. no. 2, december 2015 issn : 2460 7142 124 winkel (2006) explains that motivation is categorized into two domains, namely internal and external motivation. both motivations are essential for language learners. motivation also refers to the level of self-engagement that students own toward their academic performance. methods this study employed experimental research using 2 x 2 factorial design to investigate the effect of the project-based collaborative writing technique for students with high and low motivation students toward their grammatical accuracy in writing. the population of the study was the tenth grader students of sma n 1 bangsri in the academic year of 2013/2014. the school is located in jepara, central java, indonesia. two english intensive classes participated in this study: xi mia 3 and xi mia 4 with48. all students who were enrolled in this class were considered as the intermediate english learners. there was as english entrance test in the beginning of the academic year in that school and the students in both classes were qualified. the instrument of data collection included pretest and posttest, questionnaire, students’ writing project, and field notes. the questionnaire the motivated strategies for learning questionnaire (mslq) developed by pintrich & groot (1990) was used to determine students’ level of motivation. allinstruments were discussed with the educational experts before being used to collect the data. the experts, who then validated the instruments, were two english professors at semarang state university and also an english teacher in sma n 1 bangsri.in order to minimize the human error, biased judgment, and subjectivity, the researcher implanted inter-rater reliability. findings and discussion the implementation of project-based collaborative writing technique in this study was started by instructing the students to make a group of five in every meeting. however, before the students did the project, researcher asked the students to discuss some topics or watch videos vol 1. no. 2, december 2015 issn : 2460 7142 125 as the ice breaking activities. the projects required the students to work collaboratively in doing one particular project. the topics and projects in each meeting were different. at the end of each meeting, the students were asked to give feedback for the other groups dealing with the story and also their grammatical accuracy. project-based learning in experimental group the icebreaking activities were given before implementing the project-based collaborative writing. the examples of the icebreaking topics were “the best book you have ever read” and “the best gift you gave ever got”. the ice breaking activities were particularly aimed to activate the students’ background knowledge before the technique was implemented. besides, the students had opportunity to interact with their members of group. after the icebreaking activity, researcher instructed the students to make a group of five. in the experimental group, the students were asked to do some projects in each meeting. the projects required the students to work collaboratively to do one particular project. the students had to work in a group that they called a “project group”. then, researcher assigned them to discuss the goal of mission each day. the project topicsused mainly involved the art and collaborative writing. for example, the students were asked to compose a group text at the end of each meeting. each student within the group had to be responsible for one particular grammar aspect in their writing. the students received information from the researcher about the use of verb tenses, prepositions, articles, and pronouns. researcher who served as teacher, asked each student to master onegrammar aspect in each group with the help of researcher. a student with specific expertise had to give comment and provide constructive feedback in terms of students’ grammar that they had mastered. therefore, in one group, there were students who had to mastertheconcept of article, preposition, verb tenses, and pronoun. in this activity, the role of teacher was central. the teacher was the facilitator when the students found difficulties during the discussion process. after giving the comments, vol 1. no. 2, december 2015 issn : 2460 7142 126 each grammar expert came back to their group and discussed the final revision for their own work. eventually, each project group produced one jointly written text in the end of the meeting. they were asked to present the result of the project in front of the class. they were also encouraged to provide another feedback for other groups by giving them feedback notes. the project in the first meeting was to create a movie advertisement. the students had to draw a movie poster that they like and then put a brief description for the poster they made. after finishing the project, the students were asked to take a look at the other groups’ works and to give feedback on their writing. the students then came back to their group and discussed their finding about the other groups’ works. then they had to revise their own project. after the discussion, in five minutes, the group had to provide a brief oral presentation to the rest of the class. the process of the activity was repeated for the second and the third meetings. however, in the second meeting, the project was to create a picture story. the students worked in group to draw sets of picture about fable stories. in the third meeting, the students were asked to create a chained story. the students worked as a whole class to create a story. the teacher started one sentence, one student continued the sentence, and the next students took turn. in the experimental group, the students were not only required to engage in a teamwork activity to do a project, but also actively participated in the discussion and feedback session. collaborative learning in control group the control group was administrated differently. although the students in control group used collaborative technique as well, the class did not involve particular projects to solve. the class in control group used the default technique that was suggested by the national curriculum namely collaborative technique. the technique only suggested the students to collaborate with their peers in doing the writing task without any necessary effort to look for a project solution.in each meeting, the students in control group received regular class using vol 1. no. 2, december 2015 issn : 2460 7142 127 collaborative instruction as their main activities. the first, second, and third meetings did not have special projects to solve. the discussion was the main activities for the students in the control group. the students had to submit group text also at the end of each meeting. the icebreaking activities were given to the students in control group in order to activate their background of knowledge. the materials were given by the teacher and students were encouraged to actively participate during the lesson. in the end of the meeting, students were instructed to write jointly written texts. it is important to note that researcher always monitored the students’ progress individually and collectively during the implementation of both techniques. as a whole, the treatments were administered in three meetings. each class consisted of 90 minutes class meeting. in the experimental group, there was 5 minutes provided for the icebreaking activities, 45 minutes to conduct students’ initial discussion and project, and 25 minutes for material comprehension. at the end of the meeting, the students had 15 minutes to write jointly written text. in the control group, students had 45 minutes for the collaboration without any hand-on project to solve. they were just asked to discuss the material and to write a joint text.the teacher piloted the trialbefore doing the treatment in both groups. during the process of both expert group and main group discussion, the teacher always assisted them in order to be the facilitator when the students found difficulties. findings and discussion students’ writing compositions were analyzed according to their grammatical accuracy. from the calculation of pretest and posttest results, the mean ratio of grammatical accuracy for highly-motivated students in the experimental group and low-motivated students were increased until 35.58% and 25.55% respectively. and in control group, the mean ratio of grammatical accuracy for highlymotivated students was increased as much as 28.22%. and there is 15.52% improvement of grammatical accuracy for low-motivated students in the control group. the below table shows vol 1. no. 2, december 2015 issn : 2460 7142 128 the result of anova. table 1. tests of between-subjects effects dependent variable:result source type iii sum of squares df mean square f sig. corrected model 1442.055a 3 480.685 2.485 .073 intercept 36544.059 1 36544.059 188.954 .000 motivation 589.191 1 589.191 3.046 .088 techniques 851.515 1 851.515 4.403 .042 motivation * techniques 1.350 1 1.350 .007 .934 error 8509.700 44 193.402 total 46495.814 48 corrected total 9951.755 47 a. r squared = .145 (adjusted r squared = .087) from the table, the researcher can conclude that: the significance of techniques the result of significance of the project-based collaborative writing is measured by looking at the table of tests of between-subjects effects. by looking at the value of significance (sig.) for the technique, researcher draws a conclusion to answer the hypothesis. the hypothesis: 1) ho : there is no significant difference on students’ grammar between the group which are taught using project based learning and the group which are taught by collaborative learning. 2) ha : there is a significant difference on students’ grammar between the group which are taught using project based learning and the group which are taught by collaborative learning. from the tests of between-subject effects table, we could see that the value of sig. for technique is 0.042. this value is equal to 4.2% and lower than 5% of standard error. therefore, it can be concluded that the ho is rejected and ha is accepted. the result reveals that the score of grammar between samples using different techniques are significantly different. the result also infers that the technique received by the students will determine their grammar score. by looking at the results of pretest and posttest, the result also shows higher vol 1. no. 2, december 2015 issn : 2460 7142 129 improvement on the experimental group. the significance of students’motivation the motivation of the students is investigated by looking at the table of tests of between-effects. the significance is showed in the column of significance value (sig.) for the motivation. the score appeared on the column for motivation then is reviewed to determine the accepted hypothesis. the hypotheses are: 1) ho : the scores of grammar among samples with different level of motivation are not significantly different. 2) ha : the scores of grammar among samples with different level of motivation are not significantly different. from the table of tests between-subject effects, we could see that the value of sig. for motivation is 0.88. this value is equal to 8.8% and this value is higher than 5% of standard error. therefore, it can be concluded that the ho is accepted and ha is rejected. the result concludes that the score of motivation between samples in this study are not significantly different. although the posttest results shows improvement from the pretest, the different is not significant. it also infers that the level of students’ motivation does not significantly affect the students’ grammar. the interaction among students’ motivation, techniques, and students’ grammar another inquiry to answer through this study is whether or not there is an interaction among students’ motivation, techniques, and students’ grammar. the study investigated the interaction by looking at the significance value (sig.) from the table of tests between-subject effects, the result reveals that the value of sig. for motivation is 0.934. this value is equal to 93.4% and this value is higher than 5% of standard error. therefore, it can be concluded that the ho is accepted and ha is rejected. the result basicallyshows that there is no significant interaction among students’ motivation, techniques, and students’ grammar. therefore, this result implies that the variables do not affect each other. vol 1. no. 2, december 2015 issn : 2460 7142 130 from the questionnaire, students in the experimental group say that they enjoy the group work and projects they have done so far. the field notes of the researcher also record that the project-based work in the experimental group makes students to able to positively interact with their peers. the feedback and discussion session help them to understand the grammar better. the students in control group also believe believed that the collaborative activities would work better when they havehand-on project to do. by having a project, they are challenged to actively participate in teaching and learning activities. most students with high motivation students respond the idea of collaboration and project-based collaborative writing. they felt that the atmosphere in project-based collaborative writing really encouraged them to learn more. however, for the students with low motivation, the collaborative atmosphere sometime intimidates them to participate in learning. most students with low motivation in this study are introvert. they also think that they could learn best by themselves. by having individual learning, they feel more secured and less intimidated. therefore, discussion this study mainly aims to investigate the effectiveness of the project-based collaborative writing in enhancing students’ grammar. the study also tries to reveal how motivation really affects the students’ grammatical accuracy. by comparing two classes using different techniques, namely the project-based collaborative writing and the collaborative learning, researcher have analyzed the results to reveal the significance of both the techniques and the motivation using experimental study. in this study, researcher used two groups: the experimental and the control groups. the experimental group was taught using the projectbased collaborative writing and the control group is taught using collaborative learning. the body of literature has provided strong support toward the use of project-based learning, especially in writing (storch: 2005, skehan: 2009). however, there is a further need to investigate how this project-based collaborative vol 1. no. 2, december 2015 issn : 2460 7142 131 writing affects the students’ grammar with different level of motivation. this study believes that the use of project-based collaborative writing is effective to activate the students’ learning interest and motivation. the project-based learning is proven to be effective in improving students’ grammar. this finding is in favor of the previous studies showing that the project-based learning is significant to enhance students’ academic performance in the natural language setting (horan, lavaroni, and beldon: 1996, storch 2005). the experiment in study shows that project-based collaborative writing is also effective to be used to improve students’ grammar, both for the highly-motivated students and also the low-motivated students in foreign language setting. the students in the experimental group receive better improvement as compared to the students in the control group. the experiment on the projectbased collaborative writing also reveals that the students learn grammar in a more positive and friendlier atmosphere. the students are challenged to create a constructive investigation within their own learning. thomas (2000) strengthens this point by saying that a projectbased learning provides an investigation which is a goal-directed involving inquiry, knowledge building, and resolution. a good project-based learning must involve the transformation and construction of knowledge on the part of the students. therefore, when the central activities do not challenge students, the technique cannot be called as the project-based learning. the experiment of this study is in favor with the previous suggestions from the area of collaborative works. the students have undergone some activities and projects which enable them to advocate an autonomous and meaningful learning. they are the center of learning and they also contribute to the other groups’ learning. when they are asked to create and make a movie poster or chained story, the students are positively challenged to expand their creativity and collaboration to achieve better performance. hence, the students are very enthusiastic to show their best in each meeting. this significant motivating feature does not appear in the control vol 1. no. 2, december 2015 issn : 2460 7142 132 group as much as in the experimental group. although the students in the control group perform positive enthusiasm in learning, the collaboration among students is limited to the instruction of the teachers. the students’ creativity and enthusiasm are not very welldeveloped as compared to the experimental group. the active participation and learning confidence of the students in experimental group also show that the project-based collaborative writing is effective to activate students’ critical thinking behavior. the project based learning does not only stimulate the students to engage more in synthesizing, forecasting, producing, evaluating, and reflecting process but also boosts up the students’ social participation behavior such as working together, initiating, managing, intergroup awareness, and inter-group initiating. in regard to the effect of motivation in learning a language, the result shows that the motivation does not significantly affect the students’ grammar. although the results of pretest and posttest in both groups show an improvement, such improvement is not significant. the students in both experimental and control groups believe that the technique helps them a lot in overcoming the grammar issues. the low motivated students are assisted to participate during the lesson by the collaborative works they do with their peers. therefore, motivation does not appear to be a significant factor to improve students’ grammar in this study. this study also reveals that there is a no interaction among students’ motivation, techniques, and students’ grammar. the result of significance value shows that the techniques affect students’ grammar and the students’ motivation does not affect their grammar score. conclusion and suggestion the results indicate that the projectbased collaborative writing is effective to be used to teach students grammar. the results show that students with high motivation in the experimental group have the highest improvement score among other groups (35.14%). and the students vol 1. no. 2, december 2015 issn : 2460 7142 133 with low motivation in the control group have the lowest improvement score among others (19.71%). the results also show that there is no interaction among students’ motivation, techniques, and students’ grammar with sig. value of . 0.934. having the treatment of project-based learning to the students of sma n 1 bangsri, the researcher has several suggestions for teachers, students, and future researcher with similar topic. teachers and schools are strongly recommended to apply project-based learning in their classroom. the effectiveness of project-based learning to teach grammar is higher than collaborative learning. project based learning gives a broadened chance for the students to engage in their learning activities. additionally, project based learning can promote social interaction among students and enhance their higher thinking skill. in implementing project-based collaborative writing, teachers must be creative in designing the project and addressing the instruction. ideally, the project must be based on the authentic problem and must not burden the students especially dealing with time allocation. however, teachers must understand that the students are the center of learning. the participation of teachers is only expected as the facilitator only. the autonomous learning environment is very important in project-based collaborative writing. this way, students can receive their knowledge without being lectured by the teachers all the time. references brown, d. (2001). teaching by principles: an interactive approach to language pedagogy (second edition). san fransisco: pearson education. dekeyser, r. m. (1995). learning secondlanguagegrammarrules. studies in second language acquisition, 17(3), 379 – 410. dobao, f. (2012). collaborative writing tasks in the l2 classroom: comparing group, pair, and individual work. journal of second language writing, 21(4), 40–58. george, j., & dale, k. (1990).cooperative and collaborative learning strategies for content-area teachers”. paper presented at the annual plains regional conference of the international reading association (18 th http://journals.cambridge.org/action/displayabstract?frompage=online&aid=2553776&fileid=s027226310001425x http://journals.cambridge.org/action/displayabstract?frompage=online&aid=2553776&fileid=s027226310001425x http://journals.cambridge.org/action/displayjournal?jid=sla http://journals.cambridge.org/action/displayjournal?jid=sla http://journals.cambridge.org/action/displaybackissues?jid=sla&volumeid=17 vol 1. no. 2, december 2015 issn : 2460 7142 134 wichita, ks, october 17-20, 1990. gillies, r. m. (2006).teachers and students verbal behaviors during cooperative and smallgroup learning.british journal of educational psychology, 76 (2), 271–287. horan, c., lavaroni, c..&beldon, p. (1996).observation of the tinker tech program students for critical thinking and social participation behaviors. novato, ca: buck institute for education. ivone, f. (2005).teaching english as a foreign language in indonesia: the urge to improve classroom vocabulary instruction.teflin journal, 16(2), 195-208 lightbown, p. &spada, n.(2006).how language are learned. oxford: oxford university press ljung, e. j., & blackwell, m. (1996).project omega: a winning approach for at-risk teens. illinois school research and development jounal, 33, 15-17 pintrich, p.r.,& groot, e. (1990). motivational and selfregulatedlearning components of classroomacademicperformanc e.journal of educational psychology, 82(1), 33-40. pusatkurikulum. (2013). kajian standar proses kurikulum 2013. jakarta: ministry of national education. robb, t., ross, s. &shortreed, i. (1986).salience feedback on error and its effect on efl writing quality.tesol quarterly, 20(1), 82-94. schunk, d. h. (1991).self-efficacy and academic motivation.educational psychologist, (26), 207-231. shehadeh, a. (2011). effects and student perceptions of collaborative writing in l2.journal of second language writing, 20(4), 286– 305. shepherd, h. g. (1998). the probe method: a problem-based learning model’s effect on critical thinking skills of fourthand fifthgrade social studies students. dissertation abstract international, section a: humanitie and social sciences, september 1988. 59 (3-a), p. 0779. skehan, p. (2009). modeling second language performance: integrating complexity, accuracy, fluency, and lexis. applied linguistics, 30 (3), 510–532. skinner, e.a., & belmont, m.j (1993). motivation in the classroom:reciprocal effect of teacherbehavior and studentengagementacross the schoolyear. journal of educational psychology,85(4), 571-581. slavin, r. e. (1990). cooperative learning. review of educational research, 50 (2), vol 1. no. 2, december 2015 issn : 2460 7142 135 315–342. storch, n. (2005). collaborative writing: product, process and students’ reflections. journal of second language writing, 14(2), 153–173. storch, n., & wigglesworth, g. (2010).learners’ processing, uptake, and retention of corrective feedback on writing. studies in second language acquisition, 32(2), 303–334. swain, m. (2001). integrating language and content teaching through collaborative tasks. the canadian modern language review, 58(3), 44– 63. thomas, j.w (2000). a review of research on project-based learning. california: the autodesk foundation. thomas, j. w. &mergendoller, j. r. (2000). managing projectbased learning: principles from the field. paper presented at the annual meeting of the american educational research association, new orleans. winkel, f. w. (2006). peer support groups: evaluating the mere contact / mere sharing model and some impairment hypotheses. victimology: international perspectives, 2(1), 101-114. jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 1 http://dx.doi.org/10.26486/jele.v5i1.741 jele@mercubuana-yogya.ac.id tutor facilitation in a pbl writing classroom through face-toface group interactions muhammad mukhtar aliyu 1* , mei fung yong 2* 1 bauchi state university, gadau, nigeria, 2 universiti putra malaysia, malaysia 1 mamukhtar@basug.edu.ng; 2 yong@upm.edu.my * corresponding author 1. introduction writing is the most challenging language skill to be acquired by students not only in second (l2) or foreign language (fl) but also in the first language (l1). various studies have been conducted on how to improve students‟ writing skills. some scholars suggested that writing is a cognitive and social process where students need to be helped during the process. for example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. pbl is one of the learning approaches that recognise the importance of tutor facilitation in the learning process. tutor facilitation is one of the major components that facilitate meaningful learning in pbl. this is because, without proper guidance, students would end up in unfocused learning (tan, 2004). in pbl, tutor facilitation is based on vygotsky‟s theory of cognitive development which views a learner as the one that can develop a more systematic, logical, and rational concept from their dialogue with a skilled helper which can be a teacher or a peer who is a r t i c l e i n f o a b s t r a c t article history received : april 20, 2019 revised : may 7, 2019 accepted : may 28, 2019 this study reveals the strategies used by tutors in facilitating students‟ writing process in a problem-based learning environment (pbl) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. it is used to provide social support to the students. an intact class of 18 second-year students in an english composition course in nigeria was selected in the study. the students were provided with a guide by tutors during the pbl writing process. two tutors facilitated the students‟ writing process in the pbl process. tutor facilitation is one of the major components that facilitate meaningful learning in pbl. this is because, without proper guidance, students would end up in unfocused learning. data were obtained through audioand video-recording of students‟ face-to-face interactions chats. the findings showed that the pbl tutors used various strategies to facilitate the participants‟ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. the support provided by the tutors helped the students to improve their writing. the findings of the study suggest some ways for teachers to improve students writing skills. this is an open access article under the cc–by-sa license. keywords esl writing face-to-face pbl tutor facilitation mailto:yong@upm.edu.my http://creativecommons.org/licenses/by-sa/4.0/ 2 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) more skilled in the subject (santrock, 2009; vygotsky, 1978). this would allow the learner to get to the zone of proximal development (zpd) which is the next level learners can achieve potentially with the assistance of a more capable person or peer (raymond, 2000). to give an overview of the pbl approach, it is a learner-centred approach where students take major responsibility for their learning. contents of the curriculum are to students in the form of an ill-structured problem, which is related to their real-life situations and has multiple and not straightforward answers. students are assigned to smaller groups and asked to collaboratively discuss the problems and propose viable solutions. the students decide and discover for themselves what they will learn and how they will learn it. from the interaction, the students identify issues they need to find out more information about. they share the issues among them and conduct selfdirected learning. in the interactions, tutor(s) support or facilitate the students‟ learning through questioning and probing. this results to the students‟ development of learning output alongside their critical thinking and other skills (mardziah h. abdullah & tan, 2008; bridges & hallinger, 1995; savin-baden, 2000; tan et al., 2000; tan 2004). thus, tutor facilitation is one of the most important components for the successful implementation of pbl. it guides the students on how to interact and discuss the ill-structured problem in every step of pbl. for example, at the beginning of pbl, tutor facilitation may help them activate prior knowledge and identify key elements from the ill-structured problem. in addition, tutor facilitation may help the students to facilitate the analysis of the ill-structured problem and assist them to identify learning issues. furthermore, when the students are engaged in self-directed learning, tutor facilitation may help them perform more goal-oriented information searching, improving the effectiveness of their exploratory learning. the same thing when students are at the phase of generating ideas, tutor facilitation may facilitate their evaluation of possible solutions to the ill-structured problem (su, 2007). to summarise the roles of the tutor(s) in the facilitation process, woods (2002) suggested that at the beginning of a pbl process tutors should ensure that students approach the ill-structured problem appropriately. this could be achieved through challenging the students‟ assumptions, to ensure that they reflect on and justify their assertions. at the end of a pbl session, tutors should close it by enabling the students to reflect on the dynamics of the group session and what they learned. therefore, tutor facilitation should be designed to encourage learners to think and work independently until getting to a problem solution. through this, the students can work towards their zpd. studies have examined strategies tutors should use to effectively facilitate students‟ learning. for instance, in other fields of study such as medicine where pbl first evolved, hmelo-silver and barrows, (2006) have identified some strategies that can be employed by tutors, depending on the goals, to facilitate students‟ learning in the pbl process. these include open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses, among others. hmelo-silver and barrows, (2006) identified two goals: (a) educational goals which are what the students are expected to learn and (b) performance goals which are behaviours the tutors want to encourage (in support of the educational goals). though hmelo-silver and barrows‟ (2006) study is in the context of medical science, the goals could be applied in this study as they are subject general except the first educational goals explain disease processes responsible for a patient‟s symptoms and signs and describe what interventions can be undertaken‟ which is subject specific. however, it could be easily modified and applied in the current study. therefore, in this study, the tutors‟ goals for the participants were to be able to explain possible causes for the ill-structured problem given to them, effects of the problems, provide viable and plausible solutions and logically present the solutions in writing. in the process, the tutors wanted the participants to work collaboratively, employ effective reasoning skills to plan their writing through generating and organising information relevant to the ill-structured problems. through these processes, the tutors wanted the participants to be aware of their knowledge limitations and meet their knowledge needs through self-directed learning. finally, the tutors wanted the participants to be able to review and edit their writing. to achieve these goals, the tutors had to keep all the participants active and on track in the learning process, make their thinking and understanding apparent and encourage them to become independent in looking for direction and more information. issn 2541-6421 jele (journal of english language and education) 3 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) in another study, nguyen‟s (2013) identifies various kinds of supports students give to one another in making a collaborative oral presentation: workload sharing, pooling of ideas and resources, technology support, feedback for language development, support in answering the audience‟s questions and affective support. although nguyen‟s (2013) study is on collaborative oral presentation, it can be applied to this study because some of the supports are subject general. for example, the last item „affective support for enduring task engagement, rapport, self-confidence and a sense of safety and success‟ is not subject specific. it could be used in collaborative learning in general. many studies have been conducted on pbl and revealed the positive impact of tutor facilitation in improving students‟ learning. however, in language classrooms, there is a lack of studies that look at tutor facilitation in pbl. for instance, mardziah h. abdullah and tan (2008) stress the need for teachers to ensure that interactions among students during pbl activities (in esl classrooms) are in english. this shows the need to examine how tutors facilitate students during the pbl writing processes. therefore, the purpose of this study is to identify and examine the strategies are used by tutors in a pbl writing classroom. research questions to guide the study, the following research question is formulated: how do tutors facilitate students‟ learning in the pbl writing process? 2. method participants of the study the participants of the study comprised of an intact class of 18 second-year students in an english composition course. the participants were of mixed-gender and their ages ranged from 2438 years old. they were assigned into three groups to carry out the pbl activities with the help of two tutors. the tutors were not assigned to a particular group; rather they went around the groups. this was to enable every group to benefit from every tutor‟s experiences. for confidentiality, all the participants‟ real names were replaced with pseudonyms. research procedure the pbl writing process was conducted in two cycles, each cycle lasted for 3 weeks. in each of the cycle, the participants were given an ill-structured problem to collaboratively discuss and propose viable and plausible solutions to the problems. in the first week, the participants are presented with an ill-structured problem. one of them read the problem and together they discussed and clarified unclear terms in the problem to ensure that every one of them understood the problem. that would ease the discussion and allow them to propose the solution. thereafter, they brainstormed and generated ideas related to the problem. they hypothesised various causes and possible solutions to the ill-structured problem. further, the participants identified learning issues, which are things they needed to find more information to enable them to propose the solutions, from their hypothesis. having identified the learning issues, they shared the issues among them to enable carrying out mini research or self-study to find out the needed information. at the end of the discussion, every member took home a topic for self-directed learning. in the second week, the participants exchanged their findings of self-directed learning. they criticised the content and source of every information to ensure its validity and reliability. thereafter, they wrote the first draft of their proposed solutions to the ill-structured problem. while drafting the solutions, some groups identified further learning issues and shared them for selfdirected learning at the end of the meeting. in the third week, every group presented its findings to the class where the received feedback from other groups and the tutors. following the class presentation, the participants edited and redrafted their writing and finally submitted to the tutors. in between the first and the second pbl cycles, a debriefing session was conducted with the tutor and the participants. in the session, they discussed issues related to the pbl approach and writing. this was to clear some of the participants‟ misconceptions, correct their mistakes and to enable them to participate well in the second pbl cycle. 4 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) the participants worked collaboratively brainstormed and generated possible solutions under the guidance of the tutors. they also identified learning issues which are things they needed to conduct a self-study to gather available information related to the problem. instruments audioand video-recorders were used to collect the data for the study. the participants‟ interactions during the pbl writing process were captured and transcribed verbatim. two illstructured problems were given to the participants. the first ill-structured problem was terrorism in northern nigeria which involved students. some students were captured and kidnapped while other students joined the terrorist. other students stopped attending schools or transferred their scholarship to other places in fear of the terrorist. the second ill-structured problem was about nigerian undergraduates‟ excessive engagement with social media which negatively affected their academic performance. the participants were asked to collaborative discuss and propose viable and plausible solutions to the ill-structured problems. 3. findings and discussion in order to examine the strategies used by the tutors in facilitating the participants‟ learning in the pbl writing process, their interactions during the pbl processes were recorded and transcribed verbatim. hmelo-silver and barrows (2006) model and nguyen‟s (2013) model were used as the analytical framework. the findings of the study reveal that the tutors used various strategies to facilitate the participants‟ in the writing process. the following sections present and explain how the strategies were employed by the tutors. actual samples from the transcripts are also presented to support the explanation. open-ended questioning open-ended questioning was the main strategy used by the tutors to facilitate the participants to achieve their writing goals in the pbl process. it was used by the tutors to help the participants to address most of the writing goals and to actively get involved in the interactions. in addition, using open-ended questioning made the participants think, reflecting on their previous experiences, and encourage them to give more explanations on some of the causes or solutions to the ill-structured problems. the tutors used open-ended questioning to support the participants throughout the pbl writing process, during planning, drafting, and reviewing processes. for instance, during the planning process, the tutors supported them to generate and organise ideas relevant to the illstructured problems and draw outlines of the writing. they also used open-ended questions to help the participants to identify suitable titles for their writing, determine the type of essay to write, and form a thesis statement. for example, in excerpt 1 the participants deliberated in order to get a suitable heading or title of the writing which captures the attention of a reader and summarised the content of the writing. the excerpt occurred while proposing solutions to the ill-structured problem of terrorism in northern nigeria. habib suggested that their title should be „terrorism and its consequences‟. sulaiman refuted that point out that it generalised the whole country while in the ill-structured problem it specified as university students in the northern part of nigeria. he referred to the ill-structured problem and suggested that the title should capture the ill-structured problem. the group agreed on the title of their writing to be „terrorism in northern universities: causes and solutions‟. excerpt 1 habib : ok let us just start writing. our heading should be terrorism and its consequences. right? tutor : how does it relate to the ill-structured problem? sulaiman : i think we are opening it to all because the problem is restricted to universities. so if you say terrorism where, in the whole country or at the level of university? justina : in university but in the whole country habib : in the northern part of the country, the problem mention terrorism and the issue of abduction. sulaiman : let us read the problem again and see. it says “the recent attack issn 2541-6421 jele (journal of english language and education) 5 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) and abduction of some university by some terrorist group and the involvement of some university students.” i think the problem has to do with university students. i think it is restricted to university students because it makes some of students to transfer their studies to other safer universities while other students abandon studies completely. habib : what do you think should be the title? sulaiman : i think the title should also have relevance with students and universities. we are not mention only terrorism in the north, by this we are opening it to the whole north, the entire north habib : yes, that will generalise while we have to specify. indo : so what do you suggest? sulaiman : what of „terrorism in northern universities: causes and solutions‟ how do you see that? habib : for me i totally agree with this title „terrorism in northern universities: causes and solutions‟ i think that is what the question ask us to do open-ended questioning was also used by the tutors to support the participants during the drafting process, the use of the open-ended question helped the participants to write suitable introductions to their writing, present and organise the ideas identified in the outline, ensure the connection between the ideas and write a suitable conclusion to their writing. for instance, in excerpt 2 the participants deliberated on how to conclude their essay. the excerpt occurred when they were proposing solutions to the problem of excessive engagement with social media by nigerian undergraduates. with the help of a facilitator, the participants were able to write a conclusion to their writing. they agreed to summarise the causes and the solutions to the illstructured problems and call for an action, that is, what they expect their readers to do after reading their essay excerpt 2 khadija : how do we conclude the essay? ismail : we can write, in conclusion tanko : khadija, give us your idea tutor : what do you think you should write in the conclusion? khadija : summarise the cause and the solutions tutor : only that? any other? jibril : i think we can write… what we expect our reader to do tutor : like? khadija : ok, in conclusion, these are some of the causes and solutions of students‟ excessive engagement with social media… tutor : is there anyone with a different idea? jibril : we can say these, according to our findings and ideas ismail : we can conclude by saying these are only some of the causes and solutions to the problem. them we mention the solutions… khadija : a reader knows these are part of the causes not all during the reviewing process, the tutors also used open-ended questioning to support the participants. for example, it was used to allow the participants to edit their writing by correcting the title, content, organisation, grammatical mistakes, spellings, and choice of words and expressions of the writing. excerpt 3 is an example of how the tutors used open-ended questioning in the reviewing process. the excerpt occurred just before the participants began reviewing their writing. the participants set guidelines on how to edit their writing. they mentioned that they could look at the purpose and content of their writing reviewing the writing. they mentioned it as content or the central message of their writing while group three did not mention it. the following shows how group two set their editing criteria. excerpt 3 facilitator : so, when editing what do you look at? ibrahim : we look at the content. 6 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) facilitator : what do you mean by looking at the content? ibrahim : to make sure everything is inserted. we do not leave anything behind. facilitator : is that what you understand by content? samuel : the ideas, the central message you are writing ibrahim : the content must answer the question. you must not give something that will not answer the question, as mentioned earlier, open-ended questioning is the main strategy used by the tutors in supporting the participants‟ learning in the pbl writing process. other strategies such as pushing for explanation and summarising points were in a form of open-ended questioning. for instance, in excerpt 1 the participants were discussing the ill-structured problem of terrorism in northern nigeria. ismail mentioned religious bigotry as one of the causes of terrorism in the country. the tutor used opened-ended questioning to push ismail to give an explanation on the concept of religious bigotry as a cause of terrorism in northern nigeria. that made ismail think and explain the concept of religious bigotry based on his understanding. the tutor did not evaluate ismail‟s explanation or add any information but pushed him further to think of the causes of religious bigotry. from the explanation, ismail identified causes such as improper teaching of religious doctrines, and what should be done to stop it. excerpt 4 tutor : ismail, can you shade light, what do you mean by religious bigotry? ismail : by religious bigotry, i mean (…) religious intolerance. that means this people that called boko haram, they go terrorizing and killing people, you know they claim that they want to establish what, sharia. to my understanding throughout history you will never find people that established sharia through this kind of terrorist activities. so they are killing muslim and non-muslim. those that do not follow them, those that do not believe in their ideology the kill them, whether they are muslim or christians. and in their area where they captured, they are trying kill all people there. that is why i said religious intolerance. tutor : ok, what are the causes of religious bigotry? ismail : improper teaching of religious doctrines. the real thing is not taught. for example, if it‟s an islamic sect that is involved in this. it is about jihad may be, they misunderstand jihad and think jihad means killing people while jihad means resistance. someone is trying to impose something that is not comfortable with your religion and is forcing you to, so you defend yourself, or strive to maybe better one‟s self. so if that is what they are doing, but now they take jihad for killing people or forcing people to joint one‟s religion. so i think misunderstanding of religious concepts is what leads to extremism. tutor : you mentioned improper teaching of religious doctrines how, who do you think is responsible for the teaching? khadija : we have many people who can be responsible. first, it should be from the parents. they can teach religion right from the home. we also have schools, maybe islamic schools. and even the western schools also, we have subjects like islamic studies. they can teach them. and i believe it will be better jibril : yeah… i have point to… i mean i have something to add on the point as far as religious extremism is concerned. government should also assist or try to stop this religious extremism by establishing ministry of religious affairs in nigeria, so as to monitor the activities of the clerics and what they teach and the issn 2541-6421 jele (journal of english language and education) 7 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) err..., individual mosques and churches. so this should also be the way to solve the menace. pushing of explanation here helped the participants to explain and think of more causes and viable solutions to the ill-structured problem. it also helped them to identify their knowledge limitation. from the excerpt, it could be seen that from ismail explanation, khadija and jibril thought of other ideas and offered some solutions. this finding has confirmed that of hmelo-silver & barrows (2006) which showed that pushing for explanations encourages the students to realise their knowledge limitation, identify learning issues and eventually become self-reliant for direction while looking for information during the self-directed learning. re-voicing at a point during the discussion, the tutors restated or repeated what the participants said to help the participants to explain possible causes and viable solutions to the ill-structured problems. revoicing was also used by the tutor to explain or confirm some possible causes or solutions to the illstructured problem suggested by some of the participants. in doing so, the causes or the solutions were marked as important and eventually influenced the direction of a discussion. in other instances, re-voicing was used by the tutors to keep the discussion on track as in excerpt 2. in the excerpt, the participants were discussing some of the factors that made nigerian undergraduate excessively engage with social media. yunus mentioned that undergraduates engaged with social media excessively because the nature of their study was uninteresting. the tutor asked other participants to give more explanation on why the study was uninteresting. however, it seemed abubakar did not understand that because he only repeated what yunus said. there, the tutor restated what yunus said to the group. the restatement helped to keep learning on track as the tutor affirmed what yunus said. this kept the discussion alive and subtly influenced its direction as ishaq made a further contribution to support what yunus said. re-voicing also encouraged the participants to agree and build on one idea at a time. excerpt 2 tutor : so, what do you mean by uninteresting? yunus : i mean the style, the study style or the mode of schooling is not very interesting. you sit down for two hours confined in a hall that is not very conducive while one is explaining things. well, it may be interesting but there is social media which more interesting than the other one. and people tend to like things that are more interesting than those interesting. so social media affects our studies because it is more interesting than our studies. if now our school will be more interesting than the social media may be we would like it more than the social media tutor : any other factor to add to what yunus has said? abubakar : i think we have to agree with what he said because it is what is happening all the day sometimes you may be unwillingly in the class rather than willingly. so whenever you turn on your cell phone you may be seeing things that are of interest to you. even in the newspapers connected, twitter, facebook and all other social media sites or platforms you may get something of interest that divert your attention from learning to your personal interest tutor : yunus said that learning is uninteresting. so, why uninteresting because you are confined in an unconducive classroom for two hours, and students are not involved in the learning process. these are some reasons. so do you have other causes to add? abubakar : umm… summarising points another strategy used by the tutors to facilitate the participants‟ learning is summarising the points made by the participants. the tutors used to summarise points made by the participants during the pbl writing process in order to make the discussion progress and make all the participants 8 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) involved in the discussions. in excerpt 3 the participants were discussing the problem of terrorism in northern nigeria and then identified some possible solutions to the problem. the discussion got stalled, as they could not think of other viable solutions. the tutor asked yunus to summarise the possible solutions the group identified so far. thereafter, the tutor asked the participants if they had anything to add to the summary. by doing so, he was able to involve all the participants in the discussion. also, he was able to make the group lively and encouraged the participants to think of more possible solutions to the problem of terrorism in northern nigeria. excerpt 3 tutor : from the discussion, you have identified many reasons why students get involved in terrorism and various measures to be taking in order to stop them. can you summarise to the group. yunus : we have talked about them all, that is, public awareness or awareness campaigns. we want people to be security conscious, we want people to send their children to school, we want people to satisfy the needs of their children we want people to know ah ---, we want the government to watch the border, we want government to create jobs, we want the international community to understand the situation and help and so on. this can be by publicizing the real situation and even in terms of educating people, there should be public awareness campaign to make people aware of their problem and how to solve them. tutor : how can you achieve all these? yunus : we can do this things by maybe publishing articles in newspapers, having posters and billboards that will motivate people and inspire them regarding peaceful living, and i think this will also help solve, promoting all the solutions we have proposed. following the pbl routine other strategies the tutors used to facilitate the participants learning were through following the pbl steps. in the structure of the pbl process, white-board is used by the students to record their groups‟ activities. the board is normally divided into four columns. in the first column, the hypotheses which are the possible causes and possible solutions to the ill-structured problem are written. other information gathered about the ill-structured problem are recorded in the second column. learning issues, which are a list of information to be pursued during self-directed learning, are recorded in the third column. in the fourth one, actions to be taken by the students to solve the problems are recorded (hmelo-silver, 2004). therefore, the tutors encouraged and supported the participants to generate and evaluate the hypothesis, identify learning issues and wrote them down on the cardboard paper. generating/evaluating hypothesis having drawn the coulombs on the cardboard paper, the tutors to ask the participants to generate or evaluate the hypothesis. while planning their writing, the tutors encouraged the participants to use their prior knowledge and hypothesise the causes and the solutions to the ill-structured problems. this helped the participant to have focus in their discussion and become more aware of limitations in their knowledge. it also helped the participants to improve effective reasoning as well as keep the learning process in progress. without generating a hypothesis, the participants would have engaged in an unfocused discussion and data collection during self-directed learning. this could be seen in excerpt 4 when the participants were discussing the problem of terrorism in northern nigeria. excerpt 4 tutor : what do you think are the causes of the insecurity in northern nigeria? ummi : poverty is one of the problems that brings this problem tutor : how does poverty cause this problem? ummi : poverty leads children or people to involve them into this kind of issn 2541-6421 jele (journal of english language and education) 9 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) problem because; if they don‟t have money they will do anything to get it in order to um, um, to solve their problem. tutor : what do you think should be done? yunus : well, i think i have a point too, (…) religious extremism tutor : how can religious extremism cause terrorism? yunus : you know there are people who hold religion, well we can‟t say too seriously, even though the major problem is that they misunderstand some religious concepts like the jihad and they feel that if you do not belong to their religion or their sect, well you must be forced to join and that causes the trouble, and the major problem we are facing in the northern region that causes the killing and the abduction is the problem of book haram which is a form of religious extremism. so i think it is also one of the causes. in the excerpt, the tutor encouraged them to think and hypothesise some possible causes and possible solutions to the problem. for instance, ummi hypothesised that poverty is one of the causes of terrorism in northern nigeria. yunus also hypothesised that religious extremism is another factor that caused terrorism in the country. generating hypothesis helped to generate more discussions among the participants, as everyone had to explain why his /her hypothesis was made. from the explanations, other participants made their contributions. this also helped the participants to identify their knowledge limitations and write them as learning issues. this is in line with hmelo-silver and barrows (2006) who pointed out that encouraging the students to generate hypotheses helps to keep the learning process on track. it also helps students to focus their inquiry and become aware of the limitations of their knowledge. creating learning issues learning issues are things students want to get more information about to enable them propose viable solutions to the ill-structured problem in the pbl process. therefore, tutors helped the participants to create learning issues from their discussions in order to accomplish their writing goals. for example, the tutors helped the participants to identify things they had limited knowledge about and encouraged them to conduct self-directed learning and find more information on the items. the self-directed learning gave the participants opportunities to learn and acquire more information to fully support their hypothesis on the possible causes and solutions to the ill-structured problems. the process where the tutors encouraged the participants to create learning issues is demonstrated in excerpt 5 where the participants identified ignorance as another cause of terrorism in northern nigerian. excerpt 5 tutor : you said ignorance or lack of western educations is one of the causes of terrorism in northern nigeria. john : yes tutor : is it really true? umar : umm (…) tutor : do you know the level of ignorance? umar : well, there is what we do not know and we need to know about the level of ignorance in nigeria. some people said out of every ten nigerian seven must be ignorant. john : is this statistics correct? is our ignorance up to such level? umar : we need to go and research. we need to go and find out the correct answers to these. tutor : so this is another learning issue you need to find out. from where do you get the information? justina : we need to go out and ask people. umar : we also need to read newspapers on educational reports tutor : any other source? habib : we can also search internet, we can get the information there. 10 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) as could be seen in excerpt 5, the participants only identified ignorance as one of the factors behind terrorism in the region. however, they did not know the level or extent of the ignorance to support the claim. the tutor helped them to realise this as their knowledge gap and classified it under learning issues. the tutor also helped them to identify the source from which to obtain more information on it. this has confirmed the findings of hmelo-silver & barrows (2006), which show that creating learning issues helps students to identify gaps in their knowledge and to have opportunities to learn in order to meet their knowledge needs through self-directed learning. while generating hypothesis and identifying the learning issues as described previously, the tutors asked the participants to write down all the group activities on the cardboard paper for record purposes. writing down points on cardboard paper the tutors, therefore, encouraged the participants to use the cardboard papers to record all their activities. on various instances, the tutors asked the participants to either write down a point on the cardboard or refer to the already written points for elaboration. this helped to keep the learning process on track. it also helped to ensure that all ideas were recorded and important ideas were not lost or skipped. the process also allowed the participants to evaluate their performance. this agrees with hmelo-silver and barrows (2006) which suggested that writing down points on whiteboard helps to ensure that all ideas are recorded and important ideas are not lost and to evaluate their learning and performance. it also helps to keep the students‟ learning process on track. excerpt 6 is an example of where a tutor asked the participants to use the cardboard paper to record their ideas. excerpt 6 ummi : improper home-training… it also brings terrorism. tutor : you can write it down on the cardboard paper. = ummi : =ok ishaq : should we say improper home-training brings this problem? how does improper home-training cause this problem? in the excerpt, the tutor asked ummi who was the scribe of her group to write down points on the cardboard paper so as not forget or skip any point. using politeness the use of politeness by the tutors to facilitate students‟ learning in the pbl process is a strategy identified in this study which differs from hmelo-silver and barrows (2006) findings. throughout the pbl process, the tutors politely supported and encouraged participants to participate actively in the pbl writing process. for example, the manner in which the tutors spoke to the participants was polite. in addition, the tutors called every participant by his/her name. in some case, the tutors added a title to the participants‟ name such as „malam‟ (mr) or malama (miss/mrs). this helped in building rapport between the tutors and the participants because these are signs of respect and politeness in the participants‟ culture, the strategy increased the participants‟ self-efficacy and allowed them to get involved in the interaction as they had a sense of belonging. it also helped in avoiding conflict or unnecessary disagreement among the participants during the process. using politeness is in line with nguyen‟ (2013) affective support. she describes affective support as any support given to learners during collaborative learning to make them endure and engage with a given task; build rapport with fellow learners; motivate and build confidence, and have a sense of safety and success during the learning process. 4. conclusion from the discussion so far, it is revealed that the pbl that the tutors used various strategies to facilitate the participants‟ writing process in the pbl environments which helped the students to achieve their various writing goals during the process. theoretically, the findings of the study extend the pbl approach from medical school (where it originated) to esl writing classroom. the findings also corroborate the constructivism theory that through social interaction students worked collaboratively with the support of the tutors to achieve their writing goals. the students were able to build new knowledge and develop their cognitive abilities based on their previous knowledge and tutor support. issn 2541-6421 jele (journal of english language and education) 11 vol. 5, no. 1, june 2019, pp. 01-11 muhammad mukhtar aliyu, et al (tutor facilitation in a pbl writing classroom) pedagogically, the study provides teachers with a new method of teaching writing, particularly in the nigerian context. this study shows that pbl is an approach is contrary to the traditional teachercentred method used by many nigerian instructors where students are left to write individually and unassisted (muodumogu & unwaha, 2013; omachonu, 2003). therefore, the study creates teachers‟ awareness of the need to engage and support students during the writing process. also, it informs the teachers on the need to use real-life simulation as a writing topic in the writing process. references hmelo-silver, c. e., barrows, & barrows, h. s. (2006). goals and strategies of a problem-based learning facilitator. interdisciplinary journal of problem-based learning 1(1), 21–39. hmelo-silver, c. e. (2004). problem-based learning: what and how do students learn? educational psychology review, 16(3), 235–266. mardziah h. abdullah. (1998). problem-based learning in language instruction : a constructivist model. eric clearinghouse on reading english and communication bloomington, 1–6. mardziah h. abdullah, & tan, b. h. (2008). wired together : collaborative problem-pased language learning in an online forum. malaysia journal of elt research 4, 54–71. nguyen, m. h. (2013). efl students‟ reflections on peer scaffolding in making a collaborative oral presentation. english language teaching, 6(4), 64–74. santrock, j.w. (2005). psychology (7th edition). boston: mcgraw-hill. santrock, j. w. (2009). educational psychology (4th edition). london: mc grawhill. tan, o. s. (2004) students‟ experiences in problem‐based learning: three blind mice episode or educational innovation? innovations in education and teaching international, 41(2), 169-184. raymond, e. (2000). cognitive characteristics. in m. a. allyn & a. bacon, learners with mild disabilities (pp. 169-201). needham heights, pearson education company. savin-baden, m. (2000). problem-based learning in higher education: untold stories. buckingham: open university press. su, y., (2007). the impact of scaffolding type and prior knowledge in a hypermedia, problembased learning environment. unpublished ph.d. thesis, arizona state university. vygotsky l. s. (1978). mind in society: the development of higher psychological processes. cambridge, m. a: harvard university press. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 32 video making project to improve students‟ autonomy and ability in transactional and interpersonal conversations riko arfiyantama state senior high school 1 limbangan email : rikoarfiyantama@gmail.com abstract speaking as one of the productive skills is considered difficult for foreign language learners. one of the efforts to solve the difficulty is improving the students‟ autonomy in speaking practice. the study is about the use of video making to improve students‟ autonomy and speaking ability in transactional and interpersonal conversations. the objective of the study was to find out how video making project is implemented in classroom. students of sma 1 limbangan were taken as the subject of the study. this study used classroom action research by conducting a pre-test, first cycle, and second cycle activities particularly focused on speaking. the students‟ speaking achievement was scored based on the video they had made. the students were also asked to fill the questionnaire to know their improvements in autonomy. the result of the research showed that the average score percentage of autonomy in pre-test was 68%, cycle i result was 87% and cycle ii result was 89%. while the result also showed that the average of students‟ speaking achievements in pre-test was 60, cycle i was 68, and cycle ii was 73.it can be concluded that using video making project in teaching transactional and interpersonal conversations can improve the students‟ speaking competence as well as autonomy. keywords: autonomy, transactional, interpersonal, video making, competence introduction many studies have been conducted to investigate the effectiveness of using technology in english classroom. as the correlation, the english learning with technology actually not only improve the students‟ english competence but also influence the students‟ skills in technology. this technology use can also be used as an effective media for both inside and outside classroom which can improve the students‟ autonomy, motivation, satisfaction, and self-confidence in their english language learning (fotos & browne, 2004: york, 2011). then how to maximize the use of the two aspects are turning to be an interesting topic since teachers should have more new strategies in their classroom journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 33 activities as stated in the education ministry regulation. as the consequence of the indonesian educational system, the student-centered approach is preferable to the teacher-centered approach since the student-centered has been proven better that it can provide the students with a better learning style. in response to that, teachers should set their learning strategy in such away so the students can develop their autonomy in order to make a successful learning (adamson and sert, 2012). in line with that, wlodkowski (2008: 3) also proposes some factors influencing a successful learning. they are learner‟s capability, the quality of the teacher, and students‟ personal motivation. by comparing adamson‟s suggestion and wlodkowski‟s idea, there is a similarity in those different terminologies, adamson with autonomy and wlodkowski with motivation. since this study focused on autonomy, it was necessary to differentiate between autonomy and motivation. tatarko (2010: 88) explains that there are some parallels between motivation and autonomous learning. in this case, she says that motivation is actually as a result of autonomous learning. so they are inseparable. if a teacher is willing to improve the students‟ motivation, he should improve the students‟ autonomy first. in other words, autonomous learning contributes to students‟ enhanced level of motivation. in 2012, kompas.com clarified that indonesia has been positioned in the third rank as a country with most facebook users. it indicates that indonesia actually has a great potential in the use of technology. it also happens in senior high school 1 limbangan where its students like using facebook and surfing the internet because the school has provided sufficient internet access i.e. hotspot and computer laboratory. however, the problem is whether the technology used has been put in the correct way or not so the students can develop it as a real tool in learning and actualizing themselves. based on preliminary observation, senior high school 1 limbangan students belong to passive users. they used internet only for downloading and searching materials while many of them could not upload video on youtube or even journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 34 made a blog. responding to that issue, teacher should be able to benefit such students‟ interest and solve the students‟ limitation by integrating technology with the english language learning. therefore, it is expected that they can learn english more autonomously by the assistance of technology not only during the school time but also after school. based on the above explanation, video making project is proposed to be an alternative way to improve the students‟ autonomy in english learning. moreover, the video making project as one of technology uses in language classroom requires the students to deal with oral communication or speaking. therefore it is expected that the students‟ speaking can also be improved through such activities. based on the above reasons, video making is preferred as an alternative way to improve the students‟ autonomy. in the process of video making, the students are asked to perform transactional and interpersonal conversations into a video and then upload it on youtube. the three tools they need are cell phone (to record the video), computer, and internet access. by using the project, the students are supposed to be able to learn english not only at school but also elsewhere so they can be more autonomous in learning english. at last, this study aimed at finding the effectiveness of video making in helping the students to improve their autonomy and ability in transactional and interpersonal conversations. to formulate the finding, classroom action research (car) was employed in this study. related to the background above, the researcher formulated the research problem as follows: 1. what are the problems faced by the teacher and students of sma 1 limbangan in implementing video making project? 2. how is video making project implemented to improve students‟ autonomyand ability in transactional and interpersonal conversations? 3. what are the contributions of video making project to improve the students‟ autonomy and ability in transactional and interpersonal conversations? journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 35 video making video making is actually almost similar to ivideos (short, twominute, digital videos designed to evoke powerful experiences about educative ideas), imovie, or video production in the language class. the first two terms (ivideos and imovie) are the integration of video production or video making and the use of internet as the sharing media. the followings will explain how video making is implemented in the classroom activity. sentlowits (2009) states that making a video is telling a story. “it is a process that is thought out and planned far before the camera is turned on”. while masats& costa (2009:6) divides the video production into three levels. they are beginners, intermediate, and advanced. in the beginner level, the students are required to create a photo story with powerpoint (images and text). while the intermediate requires the students to create a photo story with free photo story software such as photo story (images, text and sound). in the advanced point of view, the students are asked to create a short drama story with optional titles, subtitles and soundtrack. wachob (2011) added that video production is easy and practical. the low cost of camera and the technology support nowadays has made the video production is easy to do. even the use of cell phone also has an ability to record a video. in video production, many steps should be done in order to make a successful video. masats& costa (2009) suggest the following ways: the first is the technologies to record videos. there are many tools which can be used easily by the students to record videos i.e. mobile phones, organizers, still cameras and computers with built in cameras. the choosing of the tools to record can be determined by considering the following things. the first is the practicality of the tools for example using tool that the student have such as digital camera or mobile phone. the second is the quality of the video. the use handy camera may become the best choice in this way. however, teachers should note the students to consider the combination of the two aspects and do not neglect one of the two. when recording, the students need to make sure that the video can journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 36 be transferred to the computer. they are asked to check whether their tools to record videos can be copied into the computer or not. there are two basic procedures in transferring the video from the tool to the computer. the first is by using “fire wire” (also called ieee 1394 or ilink) cable if the camera does not use the memory card. the second is by using memory card. the use of memory card is the common way these days since many tools are using it. the additional procedure is by using “bluetooth” if it uses the video function of a mobile phone. to import the video to be a final video clip, the students need to use editing software. firstly, the students are asked to save all the video clips which have been recorded. then, they are required importing their video in the editing software formats. normally, the easy free software available online is windows movie maker. however, only windows xp which has it already installed, for windows 7 and 8, there should be downloading and installing the software first. therefore, teachers should guide the students to have the software ready. to make easier, teachers can provide a computer laboratory for the students to edit the videos with no more than three students work on one computer at a time. for video projects, the students need to have an account to video platform (youtube, vimeo, etc.), internet access, and a video projector to show the results. in video making, the students are asked to make the video by themselves. during the process, the complex tasks will involve students in design, problem-solving, decisionmaking, and investigative activities. all the students do in video making is a part of project based learning (pbl). therefore, project based learning should be discussed to make the video making successful in its implementation. (mergendoller& thomas: 2000). transactional and interpersonal conversations in senior high and junior high schools, students are necessary to learn transactional and interpersonal conversations.in this case, the students are required to be able to express meanings in the transactional conversation (to get things done) and journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 37 interpersonal conversation (to socialize). transactional conversation is message-oriented. richards (1990: 54) explains that “transactional uses of language are those in which language is being used primarily for communicating information.” accurate and coherent communication of the message, confirmation that it has been understood, explicitness and directness of meaning are essential. transactional conversations are interactions which have an outcome, for example, buying something in a shop, enrolling in a school. in such contexts the range of language used is relatively limited and therefore reasonably predictable because speaking happens in real time and is often characterized by unfinished utterances, reformulation, overlapping utterances, grammatically incorrect utterances. participants must follow cultural conventions which include factors such as gesture, body language and facial expression. decisions have to be made about the direction of the exchange and how to deal with unexpected difficulties. speech events differ from each other according to characteristics such as the degree of distance, formality, spontaneity and reciprocity. for example, a job interview would be characterized by distance, formality, some reciprocity and relatively little spontaneity. at the other extreme, meeting someone informally for the first time is reciprocal and spontaneous. however, even those events which seem spontaneous can in fact be predictably organized and do incorporate set phrases. so, greetings, introductions and conclusions follow predictable lines. students at this level need be made 45 aware of conventions of transactional exchanges and introduced to the particular language which they might expect to hear and use. interpersonal conversation aimed at establishing or maintaining social relationships, such as personal interviews or casual conversation role plays (eggins and slade, 1997). the interpersonal conversation is usually used to express: (a) greeting and leave-taking, (b) making introductions, identifying oneself, (c) extending, accepting and declining invitations and offers, (d) making and breaking engagement,(e) expressing and acknowledging gratitude, (f) journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 38 complimenting and congratulating (g) reacting to the interlocutor‟s speech, (h) showing attention, interest, surprise, sympathy, happiness, disbelief, disappointment (celcemurcia et al., 1995). this conversation can be done to fulfill the social interaction to the society like in socialization. the topic is free and people just produce the talk to involve in the community. in this conversation, there is also an important term that is „dialogue‟. it is defined as conversation which is written for a book, play, or film. in teaching and learning process, the dialogue is usually used by the students to perform the conversations. autonomy the development of autonomous learning is gradually becoming a crucial part of many language courses. its achievement depends on teachers who need to be able to create an environment in which students feel autonomy; hence they have a chance of becoming independent. there are many scientists in the field of foreign language competence development who agree with the positive effects of autonomous learning (hurd et al in tatarko, 2011: 85). in addition, harmer (1998: 88) also states that good speaking activities can and should be motivating. if the activities are running properly and can give them sympathetic and useful feedback, the students will get tremendous satisfaction from it. after they are satisfied in learning and enjoyable, they can be independent in learning. thus, the overall success of language learning depends on the ability of students to be autonomous since it is not sufficient for them to study only in the school time. they should study in the school time as well as after school time. the concept of autonomy was introduced by henri holec in 1981 when he wrote autonomy and foreign language learning. he began by defining students‟ autonomy as the “ability to take charge of one‟s own learning”, nothing that this ability “is not inborn but must be acquired either by „natural‟ means or (as most often happens) by formal learning. in other words, “autonomy” is the ability which can be improved because the term „autonomy‟ is ranging of high and low. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 39 the other theorists and researchers have many different ways of defining what autonomy is. little (1991) argues that autonomous learner is one who is able to take charge his own learning when he has taken full responsibility for the learning process. the idea is that one will be successful in learning crucially on himself rather on other people. based on the explanations above, it can be concluded that autonomy is a self-initiated motivation that pushes the student to learn, to discover, and develop what they need individually as a social creature. in other words, they have a good willingness in learning so that they can actualize themselves to be long-life learners. methods in this research, i applied qualitative approach to identify the use of video making in improving students‟ autonomy and ability in transactional and interpersonal conversations. in completing this research, i collected data and information from the main source, namely field research. this term referred to my efforts in obtaining the empirical data from the subject of the research. i also conducted the activity of gathering information from library facilities such as references and books which supported the efforts in conducting this research. i decided to carry out an action research in sma n 1 limbangan as i had been teaching there and wanted to know how is the effectiveness of using video making if it is implemented in my teaching and learning process. the research design of this study was action research. it took two cycles. cycle i consisted of four meetings and cycle ii consisted of three meetings excluded the pre and post-test. each cycle had four steps; they were planning, acting, observing, and reflecting. the place of this research was at a state school. it was sma n 1 limbangan at jalanlimbangan-boja no. 1, limbangan, kendal. the research was conducted in the first and second semester of the academic year of 2013/2014. the pre-cycle test was conducted on november 7 th 2014. the firstcycle was conducted onnovember 21 st – december 2 nd 2013. second cycle was conducted in january 20 th – february 10 th ,2014. journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 40 the study of action research involved a group of students as the subject of investigation.this action research was done at sma n 1 limbangan. i conducted this action research in class xii ipa2. there were 5 males and 18 females. int his action research, some instruments were used in the forms of observation sheet, outsider observer, field notes, speaking rubric, students‟ observation sheet, questionnaire and interview. observation sheet was used to describe the exact situation during the research was conducted. it was used by the outsider observer. he filled the observation sheet while doing the observation. the data analysis in this study consisted of observation sheet, students‟ questionnaires in autonomy, field note, and the students‟ video. findings and discussion before doing the research, the preliminary research was conducted before the research was done. i observed the students while i was teaching them. i had taught them for about four months. i had also taught some of them when they were in tenth grade. according to my teaching experience, i could identify the problems faced by the students in learning english. the lack of time to practise english made the students could not perform their best especially in oral communication. it happened because the time given by the school was only 180 minutes for each week. it was resulted when they had time to perform their speaking ability in the speaking test or practise it in the classroom context. their problems were (1) pronouncing some english words, (2) the way how to construct a dialogue or sentence, and (4) how to make a smooth conversation or speaking. i also found that most of the students were more exposed in learning reading material from their text-book or classroom activities. they got little exposure in speaking materials because they seldom used english in the real communication. those problems stated above made the students‟ ability in speaking skill was unsatisfying and they needed a new way of learning strategy to make them more independent in learning. therefore i concerned with the problems dealing with lack of journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 41 autonomy and speaking skills of the students. the following paragraphs are the discussion about those two problems. the pre-test was conducted in order to know the students‟ achievement in transactional and interpersonal conversation. the students were asked to make a dialogue about complaining expressions. in this activity, they required to perform a dialogue in front of the others with the given topic. the topic used was complaining the situation in the school library. one student performed as the librarian and another as the borrower of a book. the results of the students‟ speaking results were analyzed based on the speaking rubric. after administering the pretest, the result was analyzed to get the students‟ score. the result of this pretest analysis would underline the process of planning for the first cycle. the result of the pretest was attached in the following table(appendix 13). the following table was the summary of the pre-test result. table 1. the summary of pre-test result the grading guide to give detail information was provided below: table 2. the grading guide to score the students total points score grade 50 – 60 35 – 49 20 – 34 5 19 83 100 58 82 30 57 8 – 29 a – exceeds expectations b – excellent c – good d – not yet according to the result, the average of the students‟ learning achievement was 60. it showed that the students were in the grade b or excellent enough. however, the students‟ pronunciation and fluency should be still concerned because they got the lower score than others. the score of the students showed that there category average points earned (1-12) percentage pronunciation 6.28 52% fluency 7.13 59% comprehensibility 7.46 62% vocabulary 7.43 62% performance 7.96 66% total / average 36.26 60 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 42 was no student got grade a, and students who achieved b were 59% (13 students) while who got c were 41% (9 students). based on each category, the result showed that the average score of pronunciation was 6.28, fluency was 7.13, comprehensibility was 7.46, vocabulary was 7.43, and performance was 7.96. this score then would be analyzed to get the description of their competence in transactional and interpersonal conversation. accordingly, a good planning should be designed well to get better improvement in cycle 1. the video made by the students was completed after and during the third meeting of cycle i. the students were given a task to make a dialogue about giving suggestion in some situation. the topic was free or up to the students‟ preference. after the series of activities done the students were expected to improve their speaking ability in transactional and interpersonal conversation. the students‟ speaking results were evaluated and it was constructed into a result table. table 3 shows the summary of the students‟ speaking result within cycle i. table 3. the summary of speaking achievement 1 based on the table 3, it was found that the average score in the cycle i was 68. the students who achieved grade b were 17 (77%) while c was 5 students (23 %). no one got grade a or d. the result of average score and percentage of pronunciation, fluency, comprehensibility, vocabulary, and performance was respectively 7.21 (60%), 7.88 (66%), 8.49 (71%), 8.01 (68%), and 9.25 (77%). category average points earned (1-12) percentage pronunciation 7.21 60% fluency 7.88 66% comprehensibility 8.49 71% vocabulary 8.01 68% performance 9.25 77% total / average 40.93 68 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 43 the reflection was constructed based on the process during the actions and observation was conducted in cycle i. the reflection is presented below. 1. students‟ autonomy increasingly improved by implementing video making. 2. the students could make good video although a video had bad quality sound due to the recording time and the recording media quality. 3. the students were practising speaking english not only in the classroom but also outside the class and even after school time. 4. the highest score was performance category. it indicated that they had good confidence in speaking english when they performed in video. 5. based on the result of students‟ speaking, it was found that they were still poor in pronunciation. for example when one of students said „now‟, she said /no/ instead of /nau/. 6. some students did not get involved during the discussion or consultation. it could be found in the observation sheet that did not all students answer the teachers‟ questions during the consultation in meeting 2. 7. they could record and edit the video without the teacher‟s assistance. it was proven when some students directly submitted the finished video in the meeting 4. 8. before conducting the research, video uploading had been expected to make the students eager to study and happy in learning. in fact, it made the students felt burdensome and bored due to time consuming and bad internet connection. 9. it was found some ungrammatical texts and misspelling words in the video e.g. the word„actris‟, „udin meet meitia‟, „it can useful for you‟, et cetera. after analyzing the reflection in cycle i, the further cycle was designed to overcome the weaknesses and develop the strengths found in the first cycle. cycle ii consisted of three meetings. in the first meeting, the students were taught the materials and asked to make a new dialogue about giving assessment, criticizing, predicting, speculating expressions. in second meeting, they revised the dialogue they had made. while the journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 44 third meeting was used for watching the videos they had produced. table 4 showed the students‟ speaking result in cycle ii. table 4. the summary of speaking result ii based on the students‟ speaking result as written in table 4, it was found that the score of the students in the second video was 73. this number was higher if compared with the average score in cycle i. it was a good indication that the students‟ speaking ability was improved. the students‟ grade in this class was also increased. there were 3 students got grade a, while the rests (18 students) achieved grade b. in the detail description, it was found that the average score and percentage of pronunciation was 7.75 (65%), fluency was 8.20 (68%), comprehensibility was 9.13 (76%), vocabulary was 8.84 (74%), and performance was 9.82 (82%). before using video making, the students seldom practiced speaking in the classroom. some english assignments given to them mostly focused on written forms instead of speaking activities. however, after the implementation of video making, the students could practise not only at school time, but also when they were out of school. moreover, the students were able to create a video in satisfying level as the last product of learning. to understand more, the observation result about the students‟ autonomy was described in figure 1. category average points earned (1-12) percentage pronunciation 7.75 65% fluency 8.20 68% comprehensibili ty 9.13 76% vocabulary 8.84 74% performance 9.82 82% total / average 43.73 73 journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 45 figure 1. the result of research observation in autonomy based on the questionnaire table 5. the descriptions of the percentage percentage level of achievement 91-100% 75-90% 51-74% <50% excellent good fair poor based on the chart written in figure 1, it shows that the students‟ autonomy in pre-cycle was 68%. after the students were treated in the first cycle, the level of achievement increased sharply in 87% while the percentage of second cycle was increased to 89%. therefore, the students‟ autonomy in the cycle i improved from the level fair into good. it could also be seen that the students‟ level in the second cycle was close to the level of excellent. in other words, the students were better in taking their learning independently and more responsible for the process of it. after discussing the autonomy, the students‟ ability in speaking of transactional and interpersonal conversation became another focus. it was expected that the students could improve their speaking skill after using video making. figure 2 showed clearly the development of students‟ speaking competence from pre-cycle to the end of cycle ii. 68% 87% 89% pre-cycle cycle i cycle ii students' autonomy in percentage journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 46 figure 2. the development of students‟ speaking in transactional and interpersonal conversations figure 2 shows that the students‟ speaking ability improved gradually from the pre-cycle to the second cycle. the average score of pre-cycle was 60 and the students who got b was 59% from the total number while the rests achieved c. the average score of speaking result i was 68 while 17 students (77%) achieved grade b and 5 others (23 %) got grade c. in the speaking result ii, the average score was increased in to 73 while 3 students (14%) got a and 19 others (86%) achieved b. to make it clearer, the score could be broken down into some categories. they described the students‟ speaking skill into deeper explanation. each category described different achievement but overall the students‟ speaking skill in transactional and interpersonal conversations were improved. figure 3 shows the improvement of students‟ speaking result during the treatments in each category. 60 68 73 pre-test speaking result i speaking result ii the development of students' speaking average score journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 47 figure 3. the progress of students‟ speaking in transactional and interpersonal conversation in each category based on the data written in figure 3, it can be seen that the students‟ speaking ability in each category generally were improved. the average of pronunciation in pre-cycle was 52%; cycle i was 60%, cycle ii was 65%.the fluency average in pre-cycle was 59%, cycle i was 66%, and cycle ii was 68%. the comprehensibility average score in pre-cycle was 62%, cycle i was 71%, and cycle ii was 76%. the vocabulary average score in pre-cycle was 62%, cycle i was 68%, and cycle ii was 74. at last, the average score of performance in precycle was 66%, cycle i was 77%, and cycle ii was 82%. conclusion the study deals with the use of video making project to improve the students‟ autonomy and speaking ability in transactional and interpersonal conversations. after finding and discussing the results, the conclusions are as follows. firstly, the problems faced by the teacher and students of sma 1 limbangan in implementing video making were the difficulty of (1) uploading video on youtube, (2) handling the project at the same time doing many tasks from other subject, (3) taking too much time when uploading on youtube, and (4) using 52% 59% 62% 62% 66% 60% 66% 71% 68% 77% 65% 68% 76% 74% 82% pronunciation fluency comprehensibility vocabulary performance precycle cycle i cycle ii journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 48 good a recording media and choosing suitable time to record the video. secondly, video making was implemented through action research. it consisted of pre-cycle, cycle i, and cycle ii. in cycle i, the students were asked to make and revise a dialogue, shoot the raw videos, and edit them into a good video dealing with transactional and interpersonal conversation. in the last step, the students needed to upload the video on youtube. cycle ii was done the same as what had been done in cycle i. however, the video uploading was skipped because of the matter of time and efficiency. thirdly, video making applied in the classroom could successfully help the students to improve their learning autonomy and ability in transactional and interpersonal conversations. it was shown in the level of students‟ autonomy that was increased sharply and the students‟ average score that was also improved gradually. references adamson, john &sert, nehir. 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(issn 1832-4215) vol. 7, no. 2 pages 207-215. available on journal.jaltcall.org. accessed on november 25, 2012. http://www.tewtjournal.org/ journal of english language and education vol 1. no. 1, june 2015 issn : 2460-7142 51 youtube statistic. (2012). press statistic. available online on phttp://www.youtube.com/t/p ress_statistics. accessed on december 26, 2012. jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 21-31 21 http://dx.doi.org/10.26486/jele.v5i1.830 jele@mercubuana-yogya.ac.id cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom merjen atayeva 1,* 1 yogyakarta state university, yogyakarta, indonesia 1 merjenata88@gmail.com * corresponding author 1. introduction the need for obtaining an effective teaching method for cultivating students' critical thinking skills of junior high school students in indonesia is paramount because their critical thinking ability is still low. it is revealed from research done by the program for international student assessment (pisa) 2015 that indonesia science literacy score is 403, which is lower than oecd (493). the average performance in the reading of 15-year-olds is shown 397, compared to an average of score oecd 493 (pisa, 2015). it reflects that indonesian students' skill in answering the questions refer to critical, logical, and problem-solving skills are still insufficient. students needed to be trained during the learning process. a r t i c l e i n f o a b s t r a c t article history received : april 10, 2019 revised : may 7, 2019 accepted : may 28, 2019 an effective teaching method for cultivating students' critical thinking skills of junior high school students in indonesia is very necessary as their critical thinking ability is still low. this research is a descriptive study which aimed at cultivating learners' critical thinking by using short-videos since it is believed that technology can motivate the students, increase their interest, engage them to the lesson matter, provide effective learning activities, and demand them to think critically and creatively. the subject in this study were 130 junior high school students (smp negeri 1 sedayu, yogyakarta) grade ix. the students were homogeny in term of age, economic, and social background as well as in english language score. facione's critical thinking rubrics were used to indicate the level of students' critical thinking such as their interpretation, analysis, evaluation, inference, explanation, and selfregulation skill of short video. the average score of all item in pre-test critical thinking skills was at fair level with the score 9 out of 20. the results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in fair criterion with the score of 5 out of 10 and good level of explanatory's skill with the score 6 out of 10, while 12 for inferences. it can be concluded that the critical thinking skill of the students of junior high school was still unsatisfactory as most of them can only reach fair levels. the use of video cannot improve all critical thinking skills. it is recommended more practices for the students. this is an open access article under the cc–by-sa license. keywords critical thinking shorts video junior high school http://creativecommons.org/licenses/by-sa/4.0/ 22 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) kamali & fahim (2011:2), mentioned, ...critical thinking is the skill to look over, against with own perspectives, and promote ideas; to argue inductively and deductively, and to reach factual or judgmental conclusions based on firm inferences drawn from clear statements of knowledge or belief. there are some factors that affecting critical thinking of indonesian students: the language proficiency, assessment methods, motivation, support at home, prior linguistic knowledge, learning environment, teaching strategies, comprehensible input, student personality, age, comfort in their country of residence, etc (indah, 2016). several studies have been conducted to foster the indonesian students' critical thinking (elisanti, 2017; haridz and irving, 2017; saputri, sajidan, and rinanto, 2018) but the results are still unsatisfactory as the students critical thinking were at the average level. the results of previous research have not achieved the indonesian national education standards agency (bsnp) standard that must be met in the 21st-century education process in which the students should have changed factual thinking style to the critical, and from the delivery of knowledge to the exchange of knowledge (bsnp, 2010) the idea of combining critical thinking into education was developed by greek philosophers after world war ii and strengthen by bloom in the 1950s with his taxonomy of educational objectives. the idea was gladly accepted in the 1980s. it has held the probe of time and yet there is still a deliberate need for strengthening the critical thinking skills in schools and colleges (djiwandono, 2013). it is effortless and common by the teachers to transfer the knowledge from textbooks to the students, nevertheless, to make learners think more independently and learn from themselves beside textbooks is a great challenge/effort (djiwandono, 2013). combine critical thinking into education could help learners to deal with social and environmental issues (djiwandono, 2013). critical" is from the greek word "krisis", which means "to separate". without critical thinking one might not be able to separate himself from the crisis which sucks into the damage, even he or she might block his or her pathways to success. non-traditional thinking, grounded in traditional, logical idea, allows us to determine exactly what the crisis is and how to move out of it (caroselli, 2009). paul (1995) says, "critical thinking is thinking about your thinking while you are thinking in order to make your thinking better". according to fahim (2010), critical thinking is learning how to ask and answer questions of analysis, synthesis, and evaluation. in detail, facione (2015) defined the core critical thinking skills into two categories, cognitive and disposition skills. cognitive skills are meant being in the very core of critical thinking. it involves six skills namely: interpretation, analysis, evaluation, inference, explanation, and self-regulation. facione (2015) explains, interpretation is to comprehend and express the meaning or significance of a wide variety of “experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, or criteria" (p: 15). the categorization, decoding significance, and clarifying meaning is considered the sub-skills of interpretation (facione, 2015). the analysis is considered as an ability to identify the intended and real inferential relationships between statements, questions, concepts, descriptions, or other forms of representation. the experts infer examining ideas, detecting arguments, and analyzing arguments as sub-skills of analysis (facione, 2015). the evaluation is judging about the arguments whether it is reliable and rational based on the logic and evidence given. the inference is the ability to identify, to decide what to believe, to draw reasonable conclusions based on strong logic, to form assumptions and hypotheses and to grasp relevant information or consequences of this decision. the experts involve querying evidence, conjecturing alternatives, and drawing conclusions as sub-skills of inference (facione, 2015). the explanation is the ability to communicate and present in a cogent and coherent way. the sub-skills under clarification are describing methods and outcome, giving a reason on procedures, proposing and stand up for with good reasons one's factual and theoretical explanations of events or points of view, and come with full and well-reasoned, arguments in the context of findings the best comprehension possible (facione, 2015). the selfregulation is one's the ability to monitor his or her own thinking, being conscious in cognitive issn 2541-6421 jele (journal of english language and education) 23 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) activities. two sub-skills were defined by experts in self-regulation: self-examination and selfcorrection. which means one has the ability to monitor and correct flaws in logic (facione, 2015). the disposition is, … the ideal critical thinker who is habitually curious, well-literate, trustful of reason, openminded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit (facione, 2015:15). the ability to think critically, however, will not ensure unless one has a strong intention and initiative to combine in the process relevant to it. in addition, besides the ability to enhance in cognitive skills, good critical thinkers needed to have strong intention to identify the significance of good thinking and have the creativity to seek better judgment (shirkhani & fahim, 2011). engaging critical thinking into the language learning process or activities is considered as one of the language teachers' innovation because the students will expand their learning experience and will learn the language meaningfully. the learners' good performance indicates that they have good critical thinking skills (pinter, 2017). some studies have confirmed that critical thinking skills improve esl writing ability language proficiency, oral communication ability, etc (alharbi, 2015; hawks, turner, derouin, hueckel, leonardelli, & oermann, 2016; indah, 2013; samanhudi, & sampurna, 2010; and shirkhani & fahim, 2011). language skills cannot be separated from cognitive or critical thinking. teaching critical thinking skills includes transferring the facts or information or concepts (krathwohl, & anderson, 2009). critical thinking is focused on deciding what to believe or to do (norris & ennis, 1996). language learners who have critical thinking skills are more creative and capable than those who haven't to achieve the goals of the curriculum. shirkhani & fahim (2011:3) mentions, learners with critical thinking skills are capable of thinking critically and creatively; capable of making decisions and solving problems; capable of using their thinking skills, and of understanding language or its contents; capable of treating thinking skills as lifelong learning; and finally they are intellectually, physically, emotionally and spiritually well-balanced. this research was done to foster students' critical thinking skills through the use of short-videos since it is believed that technology can motivate the students; increase their interest; engage them to the lesson matter; provide them with effective learning activities; and involve them to think critically and creatively (carvajal, & paulina, 2019; ding, ottenbreit-leftwich, & glazewski, 2019; gurbangeldiyewna, 2016; mcquiggan, mcquiggan, sabourin, & kosturko, 2015; ohler, 2013; and sulla, bosco, & marks, 2019). an effective teaching method for cultivating students' critical thinking skills of junior high school students in indonesia is very necessary as their critical thinking ability is still low. this research is a descriptive study which aimed at cultivating learners' critical thinking by using short-videos since it is believed that technology can motivate the students, increase their interest, engage them to the lesson matter, provide effective learning activities, and demand them to think critically and creatively. the subject in this study were 130 junior high school students (smp negeri 1 sedayu, yogyakarta) grade ix. the students were homogeny in term of age, economic, and social background as well as in english language score. facione's critical thinking rubrics were used to indicate the level of students' critical thinking such as their interpretation, analysis, evaluation, inference, explanation, and self-regulation skill of short video. the average score of all item in pretest critical thinking skills was at fair level with the score 9 out of 20. the results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in fair criterion with the score of 5 out of 10 and good level of explanatory's skill with the score 6 out of 10, while 12 for inferences. it can be concluded that the critical thinking skill of the students of junior high school was still unsatisfactory as most of them can only reach fair levels. the use of video cannot improve all critical thinking skills. it is recommended more practices for the students. 24 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) 2. method this is descriptive research using the instruments which developed based on the rubrics of critical thinking skills developed by facione (2015). the subjects in this study were 130 students in grade 9 (5 classes) of junior high school students (smp negeri 1 sedayu, yogyakarta) selected through purposive sampling technique. the data were obtained from the analysis of student answers. after coding each student's answers and scoring them, then they were categorized into several score levels excellent, good, average, fair, poor, or very poor in term of students' interpretation, analysis, evaluation, inference, explanation, and self-regulation skills. facione's critical thinking rubrics were used to determine the level of students' critical thinking as seen in table 1 and 2 below; table 1. rubric for rating the critical thinking (facione, 2015. p: 9) skill/category core critical thinking skills experts’ consensus description subskill/elements score interpretation “to comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, or criteria” categorize decode significance clarify meaning excellent18-20 good 13-17 average 10-12 fair 7-9 poor-5-6 very poor 0-5 analysis “to identify the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions” examine ideas identify arguments identify reasons and claims excellent18-20 good 13-17 average 10-12 fair 7-9 poor5-6 very poor 0-5 inference “to identify and secure elements needed to draw reasonable conclusions; to form conjectures and hypotheses; to consider relevant information and to reduce the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation” query evidence conjecture alternatives draw logically valid or justified conclusions excellent18-20 good 13-17 average 10-12 fair 7-9 poor5-6 very poor 0-5 evaluation “to assess the credibility of statements or other representations that are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and to assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, or other forms of representation” assess credibility of claims assess quality of arguments that were made using inductive or deductive reasoning excellent-18-20 good 13-17 average 10-12 fair 7-9 poor5-6 very poor 0-5 explanation “to state and to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological, and contextual considerations upon which one’s results were based; and to present one’s reasoning in the form of cogent arguments” state results justify procedures present arguments excellent 9-10 good 7-8 average 5-6 fair 3-4 poor 1-2 very poor/fail 0 issn 2541-6421 jele (journal of english language and education) 25 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) selfregulation “self-consciously to monitor one’s cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validating, or correcting either one’s reasoning or one’s results” self-monitor self-correct excellent 9-10 good 7-8 average 5-6 fair 3-4 poor 1-2 very poor/fail 0 table 2. critical thinking category and its score category score 1.interpretation 20 2.analysis 20 3.inference 20 4.evaluation 20 5.explanation 10 6.self-regulation 10 total 100 3. findings and discussion to cultivate students' critical thinking skills by using short-videos, the researcher used pair discussion forum in which the student work in a pair of two and keep giving and asking for opinions. among the questions are; (1) what do you think about the video?, (2) why do you think that?, (3) what is your knowledge based upon the video?, (4) what does it implies and presuppose?, (5) what explains it, connects to it, leads from it?, (6) how are you viewing it?, (7) should it be viewed from different perspective?, and additional questions students could create by using (8) if, how about, and if you were-were. the students have a very limited answer and most of them cannot explain the reasons. from those questions, the students, actually, are expected to perform the 4c skills: communicative.1) by responding to the questions (they will achieve communicative skill); collaborative. 2) by working in pairs (they will collaborate); critical thinking and problem-solving. 3) by thinking about the hidden part of the shown videos (they will think critically, and will try to solve the problem logically based on their own perspectives); and creative and innovative. 4) by relating the short-videos to their own life activities (they will improve their creativity and innovation to solve any kind of problem that might appear in their life activities). after the researcher turned the video for one to four minutes with a pause in the middle or in the required minutes, the students have to guess what will happen or the students have to answer the related questions and explain it with good reason(s). then after watching the whole part of the short video, they have to start thinking critically, evaluate the problem, and try to give logical answers for the questions by connecting the video to their real life. 1. students’ critical thinking skills the researcher after implementing the short-videos with junior high school students she analyzed the collected data using facione (2015) rubric which includes six objectives of critical thinking skills, interpretation, analysis, inference, evaluation, explanation, and self-regulation. the analyzed data didn't display good results. it can be clearly seen in the following table; table 3. scoring critical thinking skills of students’ based facione (2015) cognitive skills no category excellen t (18-20) good (13-17) average (10-12) fair (7-9) poor (5-6) very poor (0-5) 1 interpretation 0st / 130st 4st / 130st 10st / 130st 102st / 130st 12st / 130st 4st / 130st 2 analysis 2st / 130st 2st / 130st 78st / 130st 32st / 130st 12st / 130st 4st / 130st 3 inference 8st / 130st 24st / 130st 88st / 130st 6st / 130st 2st / 130st 2st / 130st 26 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) 4 evaluation 2st / 130st 2st /130st 28st /130st 88st / 130st 8st /130st 2st /130st no category excellen t (9-10) good (7-8) average (5-6) fair (3-4) poor (1-2) very poor (0) 5 explanation 8st / 130st 26st / 130st 86st /130st 6st / 130st 4st / 130st 0st / 130st 6 selfregulation 4st / 130st 4st / 130st 80st / 130st 38st / 130st 4st / 130st 0st / 130st st = students 2st = 1 pair / = out of since the researcher used the pair work in her teaching process, the data also obtained from pairs and the students' respond accepted directly based on two students' discussions. the results of their response show that they were still on average and fair levels. the majority of the students barely on in fair level performed the meaning, situations, data, events, judgments, conventions, beliefs, rules, or procedures, which are belong to the category of interpretation. only 2 pairs from 5 classes (130 students) performed better than others. there were 5 pairs responded in average level, and the rest pairs almost couldn't respond anything or they performed poorly and very poorly. the students while watching the videos they also asked to analyze by examining the ideas, identifying the arguments, and identifying the reasons and claims. however, they admit that they didn't understand the narrator's speech in the video and couldn't identify what was actually going in the video. as a result, the majority students' response only showed the average level of critical thinking. the same problem happened when the students were doing the evaluation. they weren't really sure with their answers and were expecting the exact answers from the instructor. they made very weak conclusions. the students respond to what they see from the video but they still were far to do the logical evaluation. only 2 pairs could give good examples. those students linked the played video with their life experience and it was clear those 2 pairs had developed thinking even before this study. they had good logical reasons with examples and the answers were suitable to the questions. the self-regulation also was at an average level since the students mostly were learning the language using digital translators and they weren't even aware that they were making mistakes while speaking in english. however, there were many students who used the phrases "i mean", "how to say", "how to explain". that self-monitor still was accepted at an average level. only 2-3 pairs were clearly aware of their mistakes, for example, instead of saying "she says that" they said "she say that", "there is" instead of "there are", or "how many" instead of "how much". however, they ask for apologizing by saying "sorry" and directly corrected themselves using the correct tenses and words. there were students even didn't know the meaning of the words, and they made funny answers for the questions. some answers were unclear unless they used their first language. the next step that students needed to do were to explain, or after each short-video, they had to state results, justify procedures, and present arguments based on their point of view. since they got some information while doing an evaluation, it wasn't that hard for them to do an explanation later on. however, the high number of students result still showed the average level of critical thinking skills. despite the fact, while applying the explanation step, the researcher realized that the students more preferred memorizing the information than arguing with logical viewpoints. the same results were obtained from students' inference skill. they couldn't make logically valid or justified conclusions. the same repetition appeared in their responses to the questions. the researcher also found that most students almost never asked questions. the reasons most probably the students were shy, or indeed didn't understand the topic, or they didn't have any interest in learning the english language, or they were afraid to make mistakes while asking questions. nevertheless, they couldn't hide how happy they were when the classes become a competitive environment. even though they couldn't debate with logical reasons, they still support their pairs to answer the questions well and accurate. overall results tell us that he students' critical thinking skills couldn't be improved significantly after having video treatment. their critical thinking levels were still in fairly average categories. the students' critical thinking skills also presented in the form of percentages in the following chart; issn 2541-6421 jele (journal of english language and education) 27 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) fig. 1. the students’ ct results in percentage the findings are similar to the previous research which indicated a low level of students' critical thinking in efl (setyarini, 2019). such low level to some extent can be affected by a lack of ideas, topic familiarity, lack of vocabularies to express the ideas, prior knowledge (fadhillah, 2017 and navaie, saeedi & khatami, 2018), or classrooms tradition which rely heavily on instructor, or the transfer of information directly from teacher to student. as mentioned by piker & foster (1996), those traditional ways of teaching, which involved repetition and memorization of previously taught materials did not lead the students to critical thinking. in general, the results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in average criterion with the score of 5 out of 10 and in good level of explanatory’s skill with the score 6 out of 10, while 12 for inferences (average level). it can be also seen in following graphic; fig. 2.130 students’ critical thinking skill results the researcher does aware that in order to foster students' critical thinking, whole-class dialogue strategies shift the development of ideas to the student to create an opportunity for practice in analyzing and evaluating information. the teacher should begin the class discussion before students watch the video. 2. students’ 4c (communicative, collaborative, critical and creative thinking) skills in order to cultivate students’ critical thinking skills, integrating 4c skills and using technology in teaching and learning process might be real advantage (dwyer, 2019). in this research the 28 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 21-31 merjen atayeva (cultivating junior high school students’ critical thinking skills by using short-videos in english language classroom) researcher integrated 4c skills practically. since the study mainly focus on cultivating critical thinking skills to the students, the 4c skill information of the students she collected generally. the students’ results presented in the following table; table 4. students’ 4c skills objectives e x c e ll e n t g o o d a v e ra g e f a ir p o o r v e ry p o o r communicative skills √ collaborative skills √ critical thinking and problem solving skills √ creative and innovative skills √ the table above presents the students’ 4c ability in english subject. the results show that, majority of the students were in average level at communicative skills, critical thinking and problem solving skills, and creative and innovative skills. however, the students had excellent collaborative skills. they really support, assist, respect, love, listen and bring out the best of each other. they work, solve the problems, make decisions, and respond to the questions together with fellows. there wasn’t any problem with their collaborative skills. 4. conclusion this descriptive study is aimed to cultivate learners' critical thinking skills especially by using short-videos. this research involved 130 junior high school students (smp negeri 1 sedayu, yogyakarta) grade ix. the students were homogeny in term of age, economic, and social background as well as in english language score. facione's critical thinking rubrics were used to point out the level of learners' critical thinking such as their interpretation, analysis, evaluation, inference, explanation, and self-regulation skill of short video. the researcher believed that using technology could help students to foster their critical-thinking skills. however, in this study the researcher came out with different results, she examined the students with several questions related to short-videos. the results of the students' showed that their critical thinking skills didn't improve significantly after having video treatment. their critical thinking levels were still in fairly average categories. the average score of all item in pre-test critical thinking skills was at fair level with the score 9 out of 20. the results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in fair criterion with the score of 5 out of 10 and good level of explanatory's skill with the score 6 out of 10, while 12 for inferences. it can be concluded that the critical thinking skill of the students of junior high school was still unsatisfactory as most of them can only reach a fair level. the use of video cannot improve all critical thinking skills. therefore, some more practices on critical thinking are needed. acknowledgment the researcher would like to thank head master of smp 1 kemusuk, argomulyo, sedayu yogyakarta for giving the chance to conduct research at his school. references alharbi, h. a. 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(2012). digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. computers & education, 59(2), 339-352. teachers’ pedagogy competence in teaching english on smk parulian 3 medan based on k-13 curriculum grace aprilia burju siregar1 , kammer tuahman sipayung2 english teaching learning program, education faculty, nommensen hkbp university medan gravin210817@gmail.com article history received revised accepted abstract: this research is about teachers’ pedagogy in teaching english on smk parulian medan based on k-13 curriculum . the aimed of this research is to describe the teachers’ pedagogy competence in teaching english based on k-13 curriculum in smk parulian 3 medan. this research was conducted by applying descriptive qualitative research. the subject of this research was english teachers’ on smk parulian 3 medan. the researcher took 10 students in getting the data. the instrument of collecting data was questionnaire. the procedure of collecting data was determining the subject of the research. in this case, the subject is english teachers’ on smk parulian 3 medan, determining the focus of the research, this research is teachers pedagogy in teaching english based on k-13 curriculum, asking the teachers’ to teach the students. observe the class while filling out the observation sheet that has been provided. conducting interviews to strengthen information from observation,and give the students questionnaire and respondents to obtain the data. from the result of the research that has been done , the researcher can conclude that the teachers’ pedagogy in teaching english has been done to the students very good. the forms include in terms of teachers understanding about pedagogy competence in teaching english based on curriculumm k-13. for aspects of teachers understanding aspect logic,inovative,and reflective keywords teachers’pedagogy-1 pedagogy competence-2 curriculum k-13-3 1. introduction an introduction consists of background of the study, literature review used as the theoretical and conceptual description, problems of the study, and objectives of the study.. teaching is intimate contact between a more mature personality and a less mature personality and a less mature one which is design to further the education of the latter morrison, (1943:65) english is an international language used by many people in the world. according to sipayung and pangaribuan (2019:27) english is rapidly gaining status as a global language, because using english the easiest way to communicate with people from other countries about any aspect of human life such as education,science, business,technology, culture and also another aspect that used in indonesian people. in response to this, therefore, in indonesia, english very important to mastering. being a teacher is not as easy as the people think, because the teachers play an important role in what they do, and how they do in developing their professional knowledge and practice. teachers can teach the teaching english (decree of ministry of education and culture number 14, 2005: 40) they become models for their students. thus the teacher’s attitude and behavior would most likely be imitated by their students in the class. in other words, a teacher also carries a big responsibility in her classroom. one reason is that the teachers are people who are very influential in the teaching-learning process. everything they say would have an impact on their students. if the teacher feels happy or angry, it would be spread among students because their attitude would get contagious for students. therefore, teachers should bring their students to the objectives to be achieved because all the students depend on them. people believe that teachers have in-depth knowledge and skills in a particular field of science. however, knowledge and skills are not enough to make them able to teach well. competence as adequacy for a task or as possession of required knowledge, skills, and abilities. having a good teacher is demanded by the students themselves because a good teacher can help them to develop and encourage good language learning (hauston and howsam in sari 1972:67). according to lefrancois in asmani (2009:56) competence is the capacity to do something that results from the learning process. during the learning process, the stimulus will work with memory and cause capacity change to encourage doing something. if the individual can learn how to do a job more complex than ever, there will be a change of competence. thus it can be interpreted that long-lasting competence that causes the individuals able to perform certain performance. the researcher knows that teachers must have four competency standards, that is pedagogic competence, personality competence, professional competence, and social competence. but here the researcher focus on pedagogic competence. lavenged in salam (2011: 34) stated that pedagogic is is guidance given by adults to minors to reach adulthood. a good teacher should guide students to transfer their knowledge and skills. they also should master the subject matter that would be taught to their students well. so, if the teacher can give their students a very good impact especially in teaching english, it can help for developing students’ comprehension in learning. the learners also bring with them an aspect that varies from one individual to another such as motivation, age, personality characteristics (cook (2008) ; richards (2015)). the teachers have competence well based on the curriculum that is the k-13 curriculum. according to putra in imam (2014:63) k-13 emphasize greatly in building students characters, developing relevant skill based on students interest and needs, and developing a thematic approach that benefits students cognitive abilities. as stated previously the researcher conducted observation in sma swasta imelda about teaching english to one of the english teachers at the school. the researcher was found the troubles that are being faced by the english teacher in giving english materials in the class. the main problems are not using english while teaching, not using an appropriate method, focusing only on the book instruction, and just giving the learner’s assignments without explaining in advance. consequently, the case made the learners feel bored to study english as a result of lacking creativity during the class. the reason of choosing the title because a teacher should be an example for students in effective and efficient communicationand interaction. good school environment and community environment. well, for the problems and reasons stated previously, the researcher wants to obtain valid data by researching the english teacher’s competence. it is carried out by the researcher to obtain accurate data to conclude whether the english teachers in common already have had a credible competence or just on the contrary. finally, the researcher is interested in conducting-research entitled: teachers pedagogic competence in teaching english on smk parulian 3 medan based on the k-13 curriculum. based on the research explanation above, the writer formulates the problem of study as follow: how teachers pedagogy competence in teaching english based on the k-13 curriculum in smk parulian 3 medan? based on the problem above, the objective of this study as follows: to describe the teacher's pedagogic competence in teaching english based on k-13 curriculum in smk parulian 3 medan. there are four teacher competences: the first pedagogy competence, the second is personality competence, the third is social competence, and the fourth is professionals competence. in this chance, the researcher limits her research. she focuses on teacher pedagogics competence. the researcher conducted the research at smk parulian 3 medan. there are many teachers in this school however, the researcher limited her object of study. the participant in this research is english teacher only.the researcher will choose two english teachers at smk parulian 3 medan. this study is expected to give the advantage as follow:theoretically and practically. 2. method this research will use descriptive qualitative research. this research design will be aimed to explain the teacher's pedagogic competence in teaching english to learners. when they encounter problems during writing. according to bogdan and taylor (2012:81), qualitative methodology as the research procedure descriptive data in the form of written or oral words from people and observable and behavior. furthermore according to nawawi (2007:21) method descriptive is defined as a problem-solving procedure that is investigated with describing/the state of the subject/object of research ( a person institutions, communities, and others) at present based on facts that a pear or as is. finally, suggestions and recommendations will make for future pedagogic competence. the data in this study is the researcher will formulate the students’ answer into scores subsequent data from the observation sheet informs the teachers’ pedagogical statements for teachers in x-1 and x-2. the teacher's pedagogic competence in teaching english based on k-13 curriculum. the source of data from english students. the researcher will do the research with english students because the researcher wants to find out the teacher's pedagogic competence in teaching english based k-13 curriculum. the researcher will conduct the research with two classes that are x-mia1 and x-mia2 in smk parulian 3 medan. there will be several steps that will be employed in conducting this study, among others: the researcher will call the teacher online ,the researcher will ask the teacher to teach the students by online,the researcher will observe the class while filling out the observation sheet that has been provided,conducting interviews to strengthen information from observation, and the researcher will give the questionnarie to students and respondents to obtain the data. the techniques in analyzing the teachers’ pedagogic competence in teaching english based on k-13 curriculum are: the researcher will verify data based on the students’ questionnarie about teachers pedagogic competence, the researcher will classify data or information obtain to be reduced to valid research data, the researcher will analyze the teachers pedagogic competence, the researcher will analyze the implementation of teachers pedagogic in teaching english based on k-13 curriculum 3. finding and discussion after the researcher did an observation and an interview to take result of teachers’ pedagogic competencein teaching english based on k-13 curriculum on smk parulian 3 medan. based on the result of observation, the researcher put six items on the observation list:teacher’ prime knowledge about the students in the class, the uses of curriculum and syllabus, teachers respond to the students when asking, the use media in teaching, give the score to the students and give an evaluation after teaching, and give the students a task. on the observation checklist above, for the first question the researcher found that the teachers really know the character of the students so that the teachers can give them a good method in teaching. the second question, the researcher found that the teacher used a syllabus and curriculum 2013. the third question, the researcher found that the teacher gave a good respond to the students who asking a question. the fourth, the teachers only used a handbook from the school that limited the fifth, the teacher gave the students score to students in every meeting. the last, the teacher gave the students a task after teaching. in interviewing the teachers, the researcher gave 4 questions of showing the teachers pedagogic to find the result. here were the questions: how do you apply many approaches, strategies, and methods creatively? do you increase the syllabus and rpp by yourself? how do you use a media of learning and a source to the students’ characteristic to achieve the learning goal? how do you evaluate the process and result of learning? according to the result of interview, the researcher found the answers. here are the answers of each question that taken by summarizing from the teacher. first question, the teacher use emotional approach to know what the students’ requirement and what made them lack in learning, the teacher used cooperative learning in teaching so that the teacher can be able to increase the students’ knowledge. the second question, the teachers try to develop the syllabus because the teacher want to match with the school’s condition. the third question, the teachers always used picture as a media to help the students know every meaning of the question. the last, the teacher always gave an evaluation in every last minute of meeting. to sum up, the english teachers pedagogical competence in the smk parulian 3 medan were very good because in the result of interview the researcher found that the teacher was always doing the every item question in teaching. according to the great dictionary of indonesian teachers understood as a person who works in university teaching school, building a place of learning, colleges, high schools and universities. in act number 14 of 2005 article 1, paragraph 1 states teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students, formal education, primary education and secondary education. teachers are people who are very influential in the teachinglearning process. therefore, teachers should really bring their students to the objectives to be achieved. teacher must be teachers must be able to influence their students. teachers must be innovative, logic and reflective. the pedagogic competences is the ability to manage the teaching learning process includes the understanding of learners, lesson design of learning, evaluation of learning outcomes, and the development of learners to actualize their competence. based on the result of observation and interview, the teachers pedagogic competence were very good because in the result of interview the researcher found that the teacher were always doing the every item question in teaching and learning. 3.1 figures and tables students’ questionnaire on teachers’ pedagogic competence sum of questionnaire about students’ responses` on teachers’ pedagogic competence (the first teacher) that taught in class x-1 (consisted of 10 students) in analyze the questionnaires, the researcher used the formulas as follow: table. 1 the questionnaire percentage of teachers pedagogy no category frequent percentage 1 2 3 4 always often sometimes never 71 39 30 18 44,93% 24,68% 18,98% 11,39% total 158 99,98% the data is about “always 71 (44,93%) the respondent who answered often 39 (24,68%), respondent who answer sometimes 30 (18,98%) and who answer never 18 (11,39%)”. the data shows that the respondents who answer always are more frequent. talk about teachers pedagogic competence, some of previous researcher have already done to analyzed the teachers pedagogic with different object the researcher compares with other previous findings. the researcher intends to extend the previous researcher and to enrich the similar researchers as the basis for writing her paper. here the researcher wants to conduct the different research compared the previous researcher. the first previous was done by ma’ rifatullah (2019),in her research she used observation and questionnairen as instrument. written data was applied as the research instrument. the researcher seeks to conduct research that is describing throughly about the actual situation. the result of the research showed that teachers pedagogic competence in teaching english has been done to the students quite well. the forms include in terms of teachers undrstanding the characteristic of students , it has been carry out using learning strategies, learning method , and learning materials that are appropriate to the needs of students. the second research was done by was done by arum puspitasari (2016) in her research she used observation sheets, interview guide and questionnairen as instrument. result for this research showed that pedagogically, most of the teachers lack the competences in translating framework into materials, designing classroom activities and facilitating students to develop their potentials. the third research was done by was done by herman zaini (2013). in his research he used record (text, number, graphics, tape recording or films) as instrument, this research is a literature study were researcher face ot face with the text. the result show that there are elements of the changes in the indonesia education curriculum of education unit level educationto the curriculum in 2013, were this changes occur in the aspect of competency standards, standardized processes , content standard, assestment standards. for this research showed that pedagogically, most of the teachers lack the competences in translating framework into materials, designing classroom activities and facilitating students to develop their potentials. here the researcher used aspect of teachers pedagogy ,the addition of aspect pedagogy efficiency in teachers competence. in this study, aspect pedagogy obviously proved by the students’questionnaire on smk parulian 3 medan. it support to tilaar (2002:38), pedagogy has aspects that are an indicator of its development. there are several aspects of the pedagogic aspect of-science. logic aspect, this logic aspect is a basic rule in understanding and identifying problems related to education science systematically. innovative aspect , provide a perspective that pedagogic as a science needs to underlie an ability to create various components in its educational tools as an effort to make updates by following per under the demands of the times. reflective aspect these aspects give the new comprehension of the thesis of existing educational thinking to clear up our thinking. it means this aspect gives a provide space to correct the evaluation of existing knowledge to be able to create new and relevant concepts. based on the explanation above, some of the aspects above will lead to efforts to form students who are intelligent, creative,and innovative. the data is about “always 71 (44,93%) the respondent who answered often 39 (24,68%), respondent who answer sometimes 30 (18,98%) and who answer never 18 (11,39%)”. the data shows that the respondents who answer always are more frequent. according to the great dictionary of indonesian teachers understood as a person who works in university teaching school, building a place of learning, colleges, high schools and universities. in act number 14 of 2005 article 1, paragraph 1 states teachers are professional educators with the primary task of educating, teaching, guiding, directing, train, assess and evaluate students , formal education, primary education and secondary education. teachers are people who are very influential in the teachinglearning process. therefore, teachers should really bring their students to the objectives to be achieved. teacher must be teachers must be able to influence their students. teachers must be innovative, logic and reflective. the pedagogic competences is the ability to manage the teaching learning process includes the understanding of learners, lesson design of learning, evaluation of learning outcomes, and the development of learners to actualize their competence. based on the result of observation and interview, the teachers pedagogic competence were very good because in the result of interview the researcher found that the teacher were always doing the every item question in teaching and learning proces 4. conclusion the result of this study indicates that there are teachers’ pedagogic competence in teachin english was very good in teaching english on smk parulian 3. it was found in teachers’ result on interview. then students’ questionnaire on the teachers’ pedagogical competence was in very good category. it was found in students’ result in mean score of students’ quistionnaire about teachers’ pedagogic competence in teaching english. based on the findings, the conclusion was that the teachers’ pedagogic competence is very good in teaching english on smk parulian 3. the score of students’ pedagogic questionnaire on the teachers’ pedagogical competence is 88,59% the data above shows that teachers’ pedagogic competence is very good in teaching english. based on the conclusion above, the researcher proposes the following suggestions: the students should pay attention what the teacher explains for making the learning process running well. if they do not understand the material or teacher explanation, they should ask to their teacher. the teacher should give or prepare good material to make the students more interested in learning, because the teaching material give influence to the students understanding. the teacher also has to know what students’ difficulties to learn english is, and help to solve their problem. teacher should apply strategy and games in teaching so that students feel enjoyment in learning english. teachers’ pedagogic competence is very good in teaching english. it is a research method conducted by the teachers who want to help students master the subject or material. the main purpose of teacher pedagogic competence is to find out and to solve the students’ problem in the class and improve their achievements. it is very helpful for the educators and students. therefore, the teachers are suggested to have pedagogic competence research if their students have problems in teaching and learning process in classroom. references asmani, jamal ma’ruf. 2009. tujuh competency guru menyenangkan dan professional.yogyakarta.power books, (ihdina) bogdan dan taylor. 2012. prosedur penelitian. dalam moleong, pendekatan kualitatif.(him.4). jakarta: rineka cipta. cook, v. (2008).second language teaching and learning (4th ed).new york:routledge. dariyo, a.2013.dasar-dasar pedagogi modern.jakarta: indeks. decree of ministry of education and culture of indonesia number 14 the year 2005 delors, j., et.al. 1996. learning the treasure within. paris: unesco. djamaroh,s.b. (2008).guru dan anak didik dalam interaksi endukativ.jakarta: rineka cipta. dyah. (2015). students feedback in communicating. south holland, illions: the goodheart-willcox company, inc. hamalik, oemar. (1990). kurikulum dan pembelajaran. jakarta: bumi aksara.hal houston, w. robert, and howsam, r.b. 1972.competency-based teacher education:progress, problems, and prospects.chicago: science research associates, inc., irwanto, yusuf suryana. 2016.kompetensi pedagogik. surabaya.genta group production. marsh, colin j. 2004. key concept for understanding curriculum.new york: routledge falmer. morrison, henry c. 1943. american schools: a critical study of our school system. chicago: the university of chicago press. mcahsan, h.h (1981). competency-based education and behavioral objectives. usa: educational technology publications. nawawi, hadari, metode penelitian bidang sosial yogyakarta;gadjah mada university press,2007.h.67 nugraheni, a.s. 2015. controversy a policy change in the curriculum indonesian terms of the point of view of indonesia language subject.journal of education and practice, (62), 53-61 purwanto, n. (2003).ilmu pendidikan: teoretis dan praktis. bandung:remaja rosda karya. putra k.a. 2014. the implication of curriculum renewal on elt in indonesia. parole, 4(1), 63-75. sadulloh, u.2011.pedagogik: ilmu mendidik.bandung:alfabeta. salam, b.2011 pengantar pedagogic: dasar-dasar ilmu mendidik.jakarta: rineka cipta sipayung, k. t., & tagor pangaribuan. (2019). developing teaching materials on english for a specific purpose in the tourism program of hkbp grade elven. asian efl journal, 23(63): 27–45. spencer. (1993).teachers pedagogic competence.london new york.press. tholkah, i. & barizi, a.(2004).membuka jendela pendidikanmengurai akar tradisi dan integrasi keilmuan pendidikan islam.jakarta: penerbit raja grafindo tilaar, h.a.r, 2002.pendidikan, kebudayaan, dan masyarakat madani indonesia.jakarta : rineka cipta. tilaar, h.a.r, 2012.perubahan sosial dan pendidikan : pedagogic transformatif untuk indonesia.jakarta : rineka cipta. 3 issn 2541-6421 jele (journal of english language and education) 32 vol. 5, no. 1, june 2019, pp. 32-43 http://dx.doi.org/10.26486/jele.v5i1.834 jele@mercubuana-yogya.ac.id the impact of scientific and genre-based approach in english reading comprehension lulu il maknun 1,* 1 universitas mercu buana yogyakarta, jl. wates km. 10 yogyakarta 55753. indonesia 1 luluilmaknun87@gmail.com * corresponding author 1. introduction reading is a skill that always occupies a central position in the history of learning english (sugirin, 2013, p.9). it is also stated by nation (2009, p.8) that reading is a central activity in language activities, because it can improve other language skills such as listening, speaking, and writing that can provide useful and deliberate opportunities focus on language learning. reading is an english skill that must be possessed by every student and is one of the activities that students need to develop early on to prepare students in every level of education. the ability of students’ english reading comprehension is very important to develop. according to government regulations a r t i c l e i n f o a b s t r a c t ( 1 0 p t ) article history received : april 05, 2019 revised : mei 06, 2019 accepted : may 27, 2019 the purposes of this study are to determine the more effective approach between: (1) the scientific and conventional approaches, (2) the genrebased and conventional approaches, (3) the scientific and genre-based approaches, (4) the scientific, genre-based and conventional approaches in the teaching of reading comprehension of narrative texts. the research was quasi-experimental with randomized pretest-posttest control group design. the results of the study showed that the implementation of scientific and genre-based approach in reading comprehension teaching leads to better reading comprehension ability of the students. the result proved that students were able to understand the items posttest of narrative texts after 12 meeting of treatments using those approaches and also there were significant difference after conducting treatments. it could be proved from the testing criteria of one-way anova that the null hypothesis (h0) was rejected and ha was accepted if the value of p (probability) is lower than alpha 5% (0,05), the scientific approach is more effective than the conventional approach in the teaching of reading comprehension of narrative texts with the sig (p) ≤ 0.05, the genre-based approach is more effective than the conventional approach in the teaching of reading comprehension of narrative texts, with sig (p) ≤ 0.05, the scientific approach is more effective than the genre-based approach in the teaching of reading comprehension of narrative texts, with sig (p) ≤ 0.05, and the scientific approach is the most effective of the three approaches under study. the findings revealed the great impact of scientific and genre-based approach, however probably is not significant if it is used in the other setting with the different background of the students. this is an open access article under the cc–by-sa license. keywords scientific approach genre-based reading comprehension conventional approach http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 33 vol. 4, no. 1, june 2018, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) junior high school (smp) students must be able to understand functional texts and text types in english in the school environment, understand the text structure and linguistic elements to carry out social functions. this can be seen in the english national final examination (uan) questions, which almost all questions apply text with multiple choice answers so that junior high school students are really required to understand the texts. hence, reading comprehension, especially text or english reading in junior high school, must always be trained. nunan (2003, p.74) believe that reading comprehension can be significantly enhance if the background knowledge can be activated by setting goals, asking questions, making predictions, teaching text structure, and so on. students may need to begin the reading process by building up background knowledge. therefore, it will make it easier the students for understanding english texts and also being easier analyzing each structures of sentence in the text. english reading habit should be improved and students must have a high motivation in reading english texts for helping them to improve their own vocabulary. the ministry of education and culture's research and development revealed that the average of national examination results for english language subjects throughout indonesia have decreased in recent years. it can be seen in one example of the decline in the results of the national examination. table 1. the average of english national final examination. (kemendikbud, 2018) the average of english national final examination number of school year 60.5 693 2016 55.15 693 2017 52.67 693 2018 table 1 shows that the descent of the english national examination result. all the questions of english national examination are almost applying text with multiple choice answers, it explains that english reading comprehension is really necessary in order that students being able to answer english national final examination. it is also stated by zuchdi (2008:22) that reading comprehension is the meaning acquisition from the written units being the broader units than words. it can be concluded that reading comprehension is one of the factors that must be mastered when someone read. reading comprehension relate to the efforts and capability to remind the materials read and understand the important things in the texts. english reading comprehension teaching have to be equalized with the teacher learning approach, thus the appropriate approach of english reading comprehension teaching is really necessary for improving students’ reading comprehension in english texts, not only students' reading comprehension increases but also the teachers' teaching skills are also increasing, more creative and innovative in teaching and learning activities in the classroom. some teacher are still applying traditional approaches for teaching and learning. that approach impacts the students’ reading comprehension result, so the students have not fully understood their reading texts maximally. the appropriate approach of english learning can be applied in delivering materials to the students in order that students being able to understand the materials very well. furthermore, based on the previous study that investigated the implementation of scientific approach in the english learning teaching (nugraha, 2017), focused on fostering the students’ critical thinking and developing high thinking level of students’ learning behavior using scientific approach. and also, the previous study about the effect of genre-based teaching on efl learners’ speaking performance found that the genre-based raised tasks significantly improved efl learners’ speaking performance (khatibi, 2014). thus, it actually has not been known yet the appropriate learning approach for reading comprehension teaching in the classroom using scientific and genrebased approach. there are some approaches that estimated applicable focusing on reading comprehension teaching, however this study focused on using scientific and genre-based approach. according to gunning (2010:1), reading comprehension strategies are previewing, predicting, summarizing, visualizing, connecting and questioning. that strategies are conducted in the scientific approach (nugraha, 2017) and brookfiled (2012:131) also said that what critical reading is all about is assessing the accuracy and validity of a piece of work. this means that we will usually find aspects of research, philosophy, or theory that we dislike, disagree with, and find incomplete or 34 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) overly narrow in the reading comprehension process. scientific approach can be said as simple method, with three step process, begin by carefully observing some part of nature, if something emerges that is not well understood, speculate how about its explanation, and then fins some way to test those speculations. each step, observing, explaining, and testing, is nicely illustrated by the historical event we have just described. according to feez (2002:24-27), genre-based approach is based on three assumptions about language learning: learning language is a social activity, learning occurs more effectively if teachers are explicit about what is expected of students, and the process of learning language is a series of scaffolded development steps which address different aspects of language. genre-based approach is the content of a text-based syllabus is based on whole texts which are selected in relation to learner needs and the social contexts which learners wish to access. statement of the problem an interesting classroom affects the successful of teaching learning process. in case of reading comprehension, teacher has not applied the appropriate approach for teaching learning activities, it effects lack of students’ enthusiasm in reading comprehension english text. students are still having difficulties to understand english text because of their low reading habit, their lack of vocabularies. students are provided uninteresting topic of texts. taking into consideration the shortcoming of that classes, this study investigates the effectiveness of scientific and genre-based approach in reading comprehension teaching. it also investigates which approach will be more effective between scientific and genre-based approach in reading comprehension teaching. research questions this study focuses on the effectiveness of scientific and genre-based approach in reading comprehension teaching on narrative text for grade viii smp negeri 1 muntilan. the following questions were designed to achieve the goals of the study, this research addressed the following questions: 1. are there any significant differences among scientific, genre-based and conventional approach in reading comprehension teaching? 2. is the scientific approach the most effective approach among genre-based and conventional approach in reading comprehension teaching? 3. which approach is more effective between scientific and genre-based in reading comprehension teaching? 4. which approach is more effective between scientific and conventional in reading comprehension teaching? 5. which approach is more effective between genre-based and conventional in reading comprehension teaching? literature review richards (2002:290) said that reading strategies, which include asking questions, making predictions, checking those predictions and summarizing or paraphrasing. asking questions aim to guide based on the purposes for figuring out the answer related to the questions that appear when read the books. predictions is to get the whole important content and context of the books. checking those predictions is to separate the main thoughts from the whole of developing thoughts. summarizing is the activity aims to arranging the information that have been achieved by written or spoken for remember the read information. in case of that reading teaching, teachers are expected assisted in reading learning planning effectively by creating kind of activities in the classroom, because teachers have the highest role to achieve the successful learning and teaching adjusted the students’ needs and characteristics. schirmer (2010:11) stated that reading comprehension involves understanding what the author has written. reading comprehension involves the comprehension towards what the author written. nation (2009: 27) explained that reading comprehension is intensive reading that can aim at understanding a particular text. reading comprehension is intensive reading that being able to guide understanding the texts. it is also agreed by linse (2006:71) defined reading comprehension refers to reading for meaning, understanding, and entertainment. it involves higher-order thinking skills and issn 2541-6421 jele (journal of english language and education) 35 vol. 4, no. 1, june 2018, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) is much more complex then merely decoding specific words. reading comprehension points to the meaning, comprehension and entertaining. those things involve the higher and more complex thinking ability than reading words by words. zuchdi (2008:22) stated that reading comprehension is the meaning acquisition from the written units being the broader units than words. it can be concluded that reading comprehension is one of the factors that must be mastered when someone read. reading comprehension relate to the efforts and capability to remind the materials read and understand the important things in the texts. reading comprehension is the constructive process in which the students creating the meaning based on their knowledge. deeper topics are developed as the basic knowledge and the student’s capability for the increasing generalization. the topics will lead the students determining the important information. including finding main ideas, identifying supporting details), comparing, constructing, noticing similarities and differences, inferring, predicting drawing conclusions, those are the keys for thinking skills, including the vocabularies as the main component as well in comprehension consciously developed. (gunning, 2010: 1) reading comprehension skills are assumed in the top of order and in the class of higher order thinking. that aspects consist of understanding the simple meaning, the significant meaning, evaluation or research, the flexible reading speed based on the condition, mastering the vocabularies, familiar with the basic structure in the writing such as paragraphs and the language characteristics. hence, reading comprehension is the process for interpreting what is read based on their own knowledge about the topics presented before. brown (2001: 306-310) state that there are some strategies can be conducted in reading comprehension: identify the purpose in reading, use graphemic rules and patterns to aid in bottom up decoding (especially for beginning level learners, use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels), skim the text for main ideas, scan the text for specific information, use semantic mapping or clustering, guess when it is certain, analyze vocabulary, distinguish between literal and implied meanings. according to some experts stated in the literature review, reading comprehension concerns with higher order thinking, it means that the skill of higher order thinking must be conquered by students for achieving the good result when dealing with the reading comprehension. scientific approach is the one approach that concerns dealing with higher order thinking skills which is asking questions, making predictions, checking those predictions and summarizing or paraphrasing, those are part of scientific approach. scientific approach is the discipline and knowledge approach functionally dealing with some issues. type of scientific approach is scientific method. scientific method is the procedure that include some thought acts, work map, technique, the step for achieving the new knowledge or developing the current knowledge (tim dosen filsafat ilmu, 2007:128). in the teaching and learning process, scientific approach should be applied because this method often used by scientists. in some circumstances, according to carey (2011:3), at the most basic level, scientific method is a simple three-step process. begin by carefully observing some part of nature.” if something emerges that is not well understood, speculate about its explanation and then find some way to test those speculations. each step—observing, explaining, and testing—is nicely illustrated by the historical event we have just described. scientific approach is the scientific method which is consist of three simple process, started by investigating the issues, if there is something not understandable well, considering the clarification and finding out some ways to evaluate that considerations. other steps are conducting the observations, presenting and assessing what already planned by giving some planned activities. scientific approach in reading comprehension also has been stated by ministry education law no. 65 2013 about the process standard for 2013 curriculum. all the school must be applied 2013 curriculum including the independent schools. it is stated that the goals of teaching consist of attitude, knowledge and skill elaborated for every level education. there of those competences have the different psychological process. attitude is achieved by the activities of accepting, doing, appreciating, understanding and applying. knowledge is achieved by the activities of remembering, understanding, applying, analyzing, evaluating and creating. skill is achieved by the activities of observing, questioning, trying, comprehending, applying and creating. the characteristic of competence and the difference of acquisition affect the characteristic of the process standard. 36 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) strengthening the scientific approach, integrated thematic and thematic required being applied the learning based discovery or inquiry learning. enhancing the students’ ability to create the contextual work individually or as a group, so expected applying the teaching approach which is creating the master of piece by project based learning (kemendiknas, 2013a:3). it can be concluded that scientific approach is the approach in english teaching learning especially reading comprehension by adopting the scientists’ principles for investigating the issues by observing, questioning, exploring or experimenting, associating, and communicating. it’s also agreed by brookfiled (2012:131), that what critical reading is all about is assessing the accuracy and validity of a piece of work. this means that we will usually find aspects of research, philosophy, or theory that we dislike, disagree with, and find incomplete or overly narrow. but we will also find aspects that seem to us well described, recognizable, and informative. other teaching approach can be applied in the reading comprehension teaching. one of them is genre-based approach. genre is socially recognized ways of using language for particular purposes (hyland, 2004:18). genre is the ways to introduce language use socially for specific purposes. genre determines the relation between language and the social environment itself, so it shows language as a system that has been used to express the meaning. genre is the terminology for agglomerating the texts, re-explaining how the language use form to respond and repeat the certain situation. the conceptual of genre is based on the ideas for a community usually having difficulties to introduce the texts in which often used and being able to describe their own experiences by reading a text, understanding and written easily. the appropriate approach can be applied to implement genre is genre-based approach. according to feez (2002:24-27), genre-based approach is based on three assumptions about language learning: learning language is a social activity, learning occurs more effectively if teachers are explicit about what is expected of students, and the process of learning language is a series of scaffolded development steps which address different aspects of language. genre based is the activities in the social environments and the well-collaboration between teacher and students and between one student and other students, so that the students learn how to interact through the activities in their own social environment. genre-based approach is applied in the language teaching learning in order that the teaching learning more effectively if the teacher explain the language knowledge clearly as what the students expect. genre-based is also the language teaching process in which applying a series of scaffolded development steps. in that development concept explained students and teacher have to collaborate and having the same right in the teaching learning process. teacher helps students until they are independent in the teaching and learning process. according to hyland, ahn (2012:4) says that, genres are as text types. the classification of genres as text types is reported to be particularly useful to both teachers and students as it provides a means of understanding different features of target genres. genre is the text types in which explained to teacher and student in the understanding of text types. it aims to social objectives, concerning in the objectives of text type characteristic, interactive and sequence characters and also how the language collaborated systematically based on their contexts. therefore, it can be concluded that applying genre-based approach not only to create the teaching products but also the teaching process. genre-based concerns to social objectives as macro and not only as semantic micro in each words and sentences, but also generally for the wider social communication objectives. each genre has number of characteristic; it makes different between one genre to other genre. genre has specific objectives, the whole of grammatical, the form of linguistic specifically and share the culture knowledge each other. reading comprehension teaching applies cycles it is named teaching learning cycles or curriculum cycle. according to feez (2001:28-31), the cycle of teaching learning consists of some levels; bkof (building knowledge of field), mot (modeling of text), mot (modeling of text), and jcot (join construction of text). those cycles require applied in the reading comprehension teaching. is is also stated by education ministry no. 68 2013 concerns that students of junior high school must be able to understand the functional texts and text types in the school environment for conducting the social function (kemendiknas, 2013b:63). reading comprehension teaching, genrebased provide the students for understanding the texts. issn 2541-6421 jele (journal of english language and education) 37 vol. 4, no. 1, june 2018, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) genre-based approach concerns the language teaching by applying text type having the strength because students will adjust the reading comprehension by understanding the texts based on the context. furthermore, texts have been given being suited and guided based on the currents themes and topics. genre-based approach lead students in the reading comprehension teaching belong to elements like joint construction and scaffolding (feez, 2002:27). joint construction leads students to discuss the english texts together and share the learnt information, knowledge and skill each other from the reading comprehension activities. through scaffolding, teacher provides the self support to students by providing the explicit knowledge, leading, guiding students in the teaching learning practice, so teacher provide some real contributions to students not having understood yet correctly during discussion sessions and train the students being independents students method. 2. method this study was quasi-experimental research. it was used to find out the effectiveness of scientific and genre-based approach in reading comprehension teaching of narrative text for at smp negeri 1 muntilan. furthermore, to find out which approach was more effective for reading comprehension teaching. it used randomized pretest-posttest control group design. there were three groups consist of two experimental groups and one control group. each groups were provided pretest and posttest, experimental groups were provided some treatments, and control group was no treatments. for considering the groups, it used simple random sampling. the study was in smp negeri 01 muntilan at jalan pemuda no. 161 muntilan jawa tengah. the school have not implemented scientific and genre-based approach in reading comprehension teaching the population of the study is 144 students of eight grade smp negeri 1 muntilan divided into six classes ( a, b, c, d, d and e) table 2. the detail of the number of the eight grade students of negeri 1 muntilan classes number of students viii a 24 viii b 24 viii c 23 viii d 24 viii e 24 viii f 23 total number 142 the sample of the study was selected using simple cluster random sampling. the sample of the study was taken for from the six classes which classified into two experimental classes, one control class and one trial class, class c as the first experimental group, class d as the second experimental class, class b as the control class and class e as the instrument trial class. technique was used to collect the data was test by providing multiple choice test about reading comprehension particularly narrative text. test was provided twice in the pretest before treatments and posttest after treatments. the instruments of this study was test which formulated for assessing the students’ reading comprehension in narrative text. the validity of the instrument used is content validity, which formulated based on the materials was taught. after conducting trial test, instruments were analyzed by quest program to assure the validity, by considering infit mnsq within 1,00 (the criteria is 0.77-1.30) and infit t 0,18 (the criteria -2.00-+2,00). it showed that the instruments of reading comprehension in narrative text was good in pretest and posttest. it fit with the model. the item test was analyzed by quest for finding the reliability. the reliability of pretest instrument was 0,84 and posttest was 0,82. it showed that the reading comprehension test for pretest and posttest having the high coefficient. if the value of coefficient reliability is getting higher which means the items was reliable for conducting the research. the study used irt (item response theory) for analyzing the items by using 1 measurement, named 1-pl or rasch model with the criteria limit <-2,0 or > +2,0 anova followed by scheffe test. before analyzing the data using that technique, the data must be tested using the test of analysis requirements, normality and homogeneity of variance test. 38 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) the normality test used kolmogrov smirnov test with the level significance is 5% (α = 0.05) using spss 17.0 for windows. if the value of probability (p) is lower than α = 0.05, the data are not in normal distribution. on the other hand, if the value of probability (p) is higher than α = 0.05, the data will be in normal distribution. it showed that the value of probability for pretest and posttest of experimental and control groups were in normal distribution. this study conducted the homogeneity of variance test to find out whether or not the samples researched have equal variance. to find out whether or not the three variables have equal variance, the data are analyzed using one-way analysis of variance (one-way anova) by seeing the probability (sig) of levene statistic on the test of homogeneity of variance with spss 17.0 for windows. if the value of probability (p) obtained is lower than the level of significance (p<0.05), the three variables do not have equal variance. on the other hand, if the value of probability (p) obtained is higher than the level of significance (p>0.05), the three variables have equal variance. the technique used to analyze the data is one-way analysis of variance (one-way anova). the testing criteria of one-way anova is that the null hypothesis (h0) is acceptable if the value of p (probability) obtained is higher than alpha 5% (0,05). on the other hand, the null hypothesis (h0) is rejected if the value of p (probability) is lower than alpha 5% (0,05). 3. findings and discussion tests of analysis requirements showed the normality test and homogeneity of variance test followed by anova for pretest could be shown in table 3, 4 and 5. the complete test results was in the appendix. table 3. the result of the normality test of the pre-test of reading comprehension of narrative text. class kolmorgorov -smirnov z asymp. sig. (2tailed) experimental 1 (scientific) 0,984 0,287 experimental 2 (genrebased) 0,712 0,692 control 0,699 0,712 based on the test of analysis requirements, it was concluded that the data of the pre-test of experimental class 1, experimental class 2 and control class were on the normal distribution, where p is higher than α = 0.05 (p > 0.05). the homogeneity of variance test used in this study is levene statistic with spss 17.0. the result of the homogeneity of variance test is presented in the following table 4 and the complete test result was on the appendix. table 4. the result of the homogeneity pretest of reading comprehension of narrative text variabel levene’s test for equality of variance f sig reading comprehension of narrative text 1,903 0,157 table 4 showed that the value of p (probability) on levene test was 0,157 higher than α = 0.05 (0.550 > 0.05). it meant that there was no difference in the value of variance of all the variables. the result of the equal pretest using anova showed f was 0,501 and probability (p) > 0,05 was 0,608, it showed there is no significant difference among experimental class 1, experimental class 2 and control class. therefore, it was concluded that experimental groups and control group have equal condition before giving the treatment. issn 2541-6421 jele (journal of english language and education) 39 vol. 4, no. 1, june 2018, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) table 5. the result of anova pretest anova skor sum of squares df mean square f sig. between groups 139.498 2 69.749 .501 .608 within groups 9466.812 68 139.218 .501 .608 total 9606.310 70 after the groups had equal condition before giving the treatment. experimental group 1 was given some treatments using scientific approach in reading comprehension of narrative text, experimental group 2 was given genre-based approach in reading comprehension of narrative text and control group was no give any treatments. then, after giving some treatments, students were provided posttest about reading comprehension of narrative text. posttest was analyzed by using anova one way followed by scheffe test. however, before conducting posttest, must be conducted the test of analysis requirements which is normality test and the homogeneity of variance test among three groups. the normality test used kolmorgorov-smirnov. it could be shown in the table 6. table 6. the result of the normality test of posttest class kolmorgorov-smirnov z asymp. sig. (2-tailed) experimental 1 (scientific) 1,005 0,265 experimental 2 (genre-based) 0,791 0,558 control 0,731 0,659 table 6 presented that all the classes were on the normal distribution, where p is higher than α = 0.05 (p > 0.05). the homogeneity of variance test among three groups was concluded in the table 7. table 7. the result of homogeneity of variance test of posttest variabel levene’s test for equality of variance f sig reading comprehension of narrative text 0,739 0,482 the result of the lavene in the table 7 was p ≥ 0,05 it meant that ho was rejected. it could be concluded that there was no difference in the value of variance of all the variables. the result of the equal posttest using anova showed f was 0,501 and probability (p) > 0,05 was 0,608, it showed there is no significant difference among experimental class 1, experimental class 2 and control class. therefore, it is concluded that experimental groups and control group have equal condition before giving the treatment. the result of anova, there were significant difference among the use of scientific, genre-based and conventional approach for improving reading comprehension of narrative text could be shown in the table 8. table 8. the result of anova posttest anova skor sum of squares df mean square f sig. between groups 2327.881 22 1163.940.940 24..989 .000.000 within groups 3027.590 65 46.578.578 total 5355.471 67 based on the table 8, the result of anova wit f was 24,989 and (p) ≤ 0,05. therefore, the use of scientific, genre-based and conventional approach for improving reading comprehension of narrative text having different significant for improving reading comprehension of narrative text, followed by scheffe test to decide which the most effective approach implemented. 40 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) table 9. the result of scheffe test multiple comparisons skor scheffe (i) pendekata n (j) pendekatan mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound 1 scientific 2 genre-based 7.34058 * 1.99146 .002 2.3515 12.3297 3 konvensional 14.55487 * 2.05989 .000 9.3943 19.7154 2 genre-based 1 scientific -7.34058 * 1.99146 .002 -12.3297 -2.3515 3 konvensional 7.21429 * 2.03931 .003 2.1053 12.3233 3 konvensional 1 scientific -14.55487 * 2.05989 .000 -19.7154 -9.3943 2 genre-based -7.21429 * 2.03931 .003 -12.3233 -2.1053 a. *. the mean difference is significant at the 0.05 level. based on the table 9, it could be concluded that there were the significant differences among scientific, genre-based and conventional approach for improving reading comprehension of narrative text. scientific approach was the most effective approach among genre-based and conventional approach. hypothesis testing 1 there were significant differences among scientific, genre-based and conventional approach for reading comprehension teaching of narrative text. the testing criteria is that the null hypothesis (h0) was rejected and ha was accepted. it showed in table 9, with mean difference was 14,55487 and probability (p) ≤ 0,05, so ho was rejected and ha was accepted. it meant that there were the significant differences of reading comprehension teaching of narrative text among scientific, genrebased and conventional approach. hypothesis testing 2 scientific approach was the most effective approach among genre-based and conventional approach for reading comprehension teaching of narrative text. it was shown in the table 9 with mean difference was 14,55487 and probability (p) 0,003 ≤ 0,05, so ho was rejected and ha was accepted. hypothesis testing 3 there was significant difference between scientific and genre-based approach for reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 with mean difference was 7,34058 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that scientific approach was more effective than genre-based approach. hypothesis testing 4 there was significant difference scientific and conventional in reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 with mean difference was 14,55487 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that scientific approach was more effective than conventional approach. hypothesis testing 5 there was significant difference genre-based and conventional in reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 with mean difference was 7,21429 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that genre-based approach was more effective than conventional approach. discussion issn 2541-6421 jele (journal of english language and education) 41 vol. 4, no. 1, june 2018, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) students requires reading comprehension ability to get the information and to understand the content and meaning such text. understanding english text requires english vocabulary mastery and understanding the grammatical. reading comprehension is necessary improved for preparing the students dealing with english final examination named ujian akhir nasional (uan) which is almost the items utilizing texts with multiple choice answer in order that the students of junior high school is demanded to understand the texts. reading comprehension is not only reading an english texts but also understanding the context of the text, in order that the students get the new information, meaning and context from the comprehension process. solving that problems, the teachers must the special treatments for improving students’ motivation and interest joining reading comprehension in the school. teacher should implement the appropriate approach creatively, innovative and fun, helping students for getting the new information from the text they have. by utilizing scientific and genre-based approach as the approach with some kind of interesting methods. learning teaching approach has the positive effects for reading comprehension ability consciously or unconsciously. generally, the result of observation in the experimental classes showed there were any improvement of enthusiasm and motivation toward students with 12 meetings. students showed their intention by following the learning process and doing some assignment well. students began understanding the text by digging out topic of the text, themes, implicit and explicit information. the teaching learning process of control class was conducted as usual. the significant differences among scientific, genre-based and conventional approach in reading comprehension teaching of narrative text based on the scheffe result, there were significant differences among scientific, genre-based and conventional approach for reading comprehension teaching of narrative text. the testing criteria is that the null hypothesis (h0) was rejected and ha was accepted. it showed in table 9, with mean difference was 14,55487 and probability (p) ≤ 0,05, so ho was rejected and ha was accepted. the finding of the study is consistent with the objective of teaching approach of reading comprehension. new approach must be implemented to improve students’ ability particularly reading comprehension. by implementing some approach, teacher understood what approach or methods should be implemented based on the students’ ability, needs and interest. after implementing scientific and genre-based approach as the new method of reading comprehension teaching in smp negeri 1 muntilan, there were significant difference result among experimental classes and control class. the scientific approach the most effective approach among genre-based and conventional approach in reading comprehension teaching of narrative text scientific approach was the most effective approach among genre-based and conventional approach for reading comprehension teaching of narrative text. it was shown in the table 9 with mean difference was 14,55487 and probability (p) 0,003 ≤ 0,05, so ho was rejected and ha was accepted. the finding of the study was consistent of the objective of scientific approach by observing, explaining, and testing is nicely illustrated by the historical event just described. scientific method is a simple three-step process. begin by carefully observing some part of nature. if something emerges that is not well understood, speculate about its explanation and then find some way to test those speculations carey (2011:3). this approach proved that scientific approach having special treatments for reading comprehension teaching. students was lead to have higher order thinking, it was unconsciously enhancing their curiosity. by implementing scientific method in the teaching learning activities, students were dealing with the process of observing the texts, questioning the texts, exploring the texts, associating the texts and communicating the texts. it helped students to dig out the texts they have. the effectiveness between scientific and genre-based in reading comprehension teaching of narrative text there was significant difference between scientific and genre-based approach for reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 42 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 32-43 lulu il maknun (the impact of scientific and genre-based approach in english reading comprehension teaching) with mean difference was 7,34058 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that scientific approach was more effective than genre-based approach. it was proved that scientific approach helped the students for investigating the problems by analyzing the texts, if there was something not understandable, considering some considerations and finding out some ways to asses those considerations or by doing observation to strengthen the descriptions. the effectiveness between scientific and conventional in reading comprehension teaching of narrative text there was significant difference scientific and conventional in reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 with mean difference was 14,55487 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that scientific approach was more effective than conventional approach. the effectiveness between genre-based and conventional in reading comprehension teaching of narrative text there was significant difference genre-based and conventional in reading comprehension teaching of narrative text. the result could be shown in the scheffe test in table 9 with mean difference was 7,21429 and probability (p) 0,002 ≤ 0,05, so ho was rejected and ha was accepted. it was concluded that genre-based approach was more effective than conventional approach. it strengthened that genre-based approach helping students for reading comprehension of narrative text. it focused on the reading comprehension of text type. it had some benefits, because students have reading comprehension process based on the context of the texts. furthermore, students were provided the texts based on such current topics or themes in their own social life. 4. conclusion the fundamental objectives of scientific and genre-based approach are to prepare the students understanding the texts particularly improving reading comprehension ability for the students. this study investigated the effects of scientific approach and genre approach in reading comprehension teaching to improve the students’ reading comprehension ability. according to the findings of this research, implementing scientific and genre-based approach in reading comprehension teaching leads to better reading comprehension ability of the students. the result proved that students understand the items posttest of narrative texts after 12 meeting of treatments using those approaches. and also there were significant difference after conducting treatments. however, the impact of scientific and genre-based approach probably is not significant if it is used in the other setting with the different background of the students. although there is no general consensus about the positive role of one specific form of scientific and genre based approach, applying those approaches for reading comprehension teaching can optimize the efficiency of teaching. references amalia, m., subandowo, d., faliyanti, e., thresia, f. 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(2017). the realization of interpersonal meaning in course newsletters: a systemic functional linguistic perspective. indonesia journal of applied linguistics, 7(1), 181-188. issn 2541-6421 jele (journal of english language and education) 44 vol. 5, no. 1, june 2019, pp. 44-59 http://dx.doi.org/10.26486/jele.v5i1.862 jele@mercubuana-yogya.ac.id hots based project in mechanical engineering department dewanti ratna pertiwi 1,* 1 sekolah tinggi teknologi adisutjipto 1 dewantiratna@stta.ac.id * corresponding author 1. introduction the current educational demands are to prepare students for the 21 st century by integrating soft skills and ict through some learning models. ledward and hirata (2011) state that the 21 st century skills are a the combinations of knowledge, specific skills, proficiency, and literacies to be successful in future work and real life. they add that the 21 st century skills also need technological literacy and include proficiency in critical thinking, problem solving, communication, and team work. hots (higher order thinking skills) is one the innovations that should be developed to prepare the learners ready to face the global competition in the 21 st century. hots is the continuous phase of lots (lower order thinking skills). in the bloom taxonomy, lots consists of remembering, understanding, and applying, while hots consists of analyzing, evaluating, and creating. the skills developed in the hots are known as 4c; collaboration, communication, creativity, and critical thinking. in relation to the english instruction, lecturers and teachers should implement learning that promotes or introduces students on hots through language skills. in this research, the hots is based on the project for mechanical engineering department. a r t i c l e i n f o a b s t r a c t ( 1 0 p t ) article history received : april 1, 2019 revised : may 3, 2019 accepted : may 27, 2019 typ in this 21 st century education, preparing learners to have high order thinking skills (hots) is important to make them ready face the global era. hots (analyze, evaluate, create) is the continuous phases of lots (remember, understand, apply). hots in a project based instruction is proposed to be able to promote the skills needed in the 4.0 era (critical thinking, communication, creativity, and collaboration). this research focused on a hots-based project in a mechanical engineering, adisutjipto college of technology. based on the observation in the previous semester, the students needed to improve their hots that the research applied an action research study. the projects were allocated in two course objectives; identifying the tools in mechanical engineering and identifying the components of an airplane. they were chosen due to the supported authentic materials exist in the college workshop laboratory, hangar, and airplane museum near the college. the results were the learners enjoyed the learning and improved the engagement in a group work, the critical thinking in finding fruitful information, the creativity in creating presentation, and the speaking skill in presenting in front of other people.the three main skills in hots; transferring knowledge, critical thinking, and problem solving were shown in each project. the 4c skills; creativity, collaboration, critical thinking, and communication also supported the hots improvement this is an open access article under the cc–by-sa license. keywords hots project mechanical engineering http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 45 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) based on the esp need analysis of english for mechanical engineering department in adisutjipto college of technology conducted previously, the students need to be able to use english to support their learning in the three offered concentrations; aircraft maintenance, energy conversion, and material manufacture. the need analysis is developed into more specific course objectives accommodating the students’ need in their considered future career. the course consists of mathematics, energy and temperature, material technology, tool, pipe and pipeline, safety first, aircraft construction, basic flight instrument, flight line, aerodynamics, pre-flight, and future career. according to the observation on the previous semester, the students need to improve the hots that the goal of esp can be reached more thoroughly. the hots needs to be improved since the students found difficulties in bahasa inggris 1 subject. the subject focuses on the grammar competence that the students tended to memorize the formula, understand the example, and apply the formula on the given tasks. it was challenging and difficult when the teacher asked some critical questions on the grammar. in addition, the students faced the problems on analyzing, evaluating, and creating the new information related the grammar. once the teacher gave the mind mapping homework on conjunction, there were still a lot of mistakes. moreover, the average final mark of the subject was 59.5 which belongs to c in the range of 55-64.99. the instruction was rarely conducted in the project based and focused on individual drilling. reflecting the condition, the lecturer tried to find solution for the following semester by proposing hots based project. the hots based project was conducted on the two considered course objectives; identifying tools in mechanical engineering and identifying aircraft constructions. both course objectives were selected due to the available authentic facilities around the campus such as workshop laboratories, hangar, and aircraft museum. the learning indicator of the first objective stated in the syllabus is the students are able to identify five hand tools, five fasteners, and 5 power tools and describe the functions. meanwhile, the indicator of the second objective is the students are able to identify 20 basic aircraft constructions and describe the functions. the project involved the combinations of technology in terms of multimedia and ict. the students worked in groups of 4 to 5. they collected the pictures of authentic materials on the tools and aircraft constructions available in the college workshop laboratories, students’ house, mechanic, hardware shops, hangar, and museum. the students took the authentic pictures with the group members using their mobile phone camera. furthermore, in group, the students analyzed the tools and aircraft constructions, evaluated the information gathered from the various printed and digital sources, consulted with the lecturer, created presentation media, and presented the finding. there are many benefits of using technology in learning that has been studied in various studies. robyler & doering (2013) say the use of technology in learning is believed to play a role in increasing participation, student motivation and being able to involve students in production work and in collaborative real learning. by combining the multimedia, the students are expected to enjoy the learning, engage their group work, and improve their presentation skills. this research was conducted to improve the students’ hots using project based instruction. the improvement was identified on how hots based project helps the students enjoy the learning and how hots based project improves the 4c skills in the mechanical engineering background. in relation to the further goals, this research is expected to contribute to improve the quality of english learning and teaching in the mechanical engineering department. hots higher order thinking skill (hots) is needed in this 21 st century that people can make a good judgment. brookhart (2010) describes hots using three categories as “transfer, critical thinking, and problem solving” (p. 3). anderson & krathwohl explain that hots means transferring meaningful learning by encouraging students to remember and apply what the students have learnt in their life (as cited in brookhart, 2010, p.3). in addition, hots involves critical thinking that realized on the activities of reasoning, confirming, investigating, and exploring information to decide what to and not to believe. later, the students with critical thinking can create wise judgment. the last, hots is a problem solving that equips students to be able to categorize problems and solve the problems in their learning and real life. in this case, thinking means students can solve problems and work creatively. 46 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) there some advantages of developing students higher order thinking skills. nagappan (2001) says teacher needs to develop the students’ hots because the students thinking competencies increases the students language achievement. hots does not develop automatically without any stimulants. he argues that adults will think as children if they are not trained to think critically. students’ hots are developed when they are actively engaged in the collaborative problem solving instructions. kemdikbud (2017) explains that hots assessment measures transferring concepts from one concept to other concepts, processing and applying information, correlating different information, using information to solve the problems, and understanding idea and information critically. it is necessary to provide a program with an evaluation. in relation to evaluation higher order skill learning, brookhart (2010) underlines some strategies. the first, the teacher should specifically and exactly decide the learning objective. the second, the teacher could design activities that require students to show the skills or knowledge. the third, the teacher could provide evidence to prove that the students have experienced hots activity. the fourth, the teacher could present materials for students to think such as introductory, visual, scenario, or material resources. the fifth, the teacher could use new material which is not included in the class. the sixth, the teacher could distinguish levels of difficulty from easy to difficult and level of thinking from lower to higher. sometimes people find difficulties in distinguishing the activities that need lower order thinking skill (lots) and higher order thinking skills (hots). anderson and krathwohl in churches (2008) mention the revised bloom taxonomy that divided into lots and hots. lots consists of remembering, understanding, and applying, while hots consists of analyzing, evaluating, and creating as presented in figure 1. fig. 1. los and hots source: https://encrypted-tbn0.gstatic.com/images the first domain of hots is analyzing. the activities in analyzing might be comparing, organizing, finding, integrating, linking, or validating. the following level after analyzing is evaluating. the activities include checking, judging, monitoring, reviewing, collaborating, or testing. the highest skill level is creating. the activities consists of designing, producing, inventing, building, programming, or presenting. in conclusion, higher order thinking skills involve three main processes. they are transferring, critical thinking, and problem solving. in these three processes, hots in a learning activity is intended to encourage the students to remember then apply the knowledge that they have learnt. in addition, hots trains the students not to make judgment before carefully examine and investigate the information. furthermore, hots equips the students to solve the problem creatively. in evaluation hots learning, some steps need to prepare. determining the learning objective, designing activities, providing evidence of the achievement, presenting supplementary materials, and classifying the levels of difficulty are things need to be well prepared by the teachers in conducting hots learning. compared to lots (remembering, understanding, and applying), hots is more demanding that consists of analyzing, evaluating, and creating. project based learning the intention of project work is to bring classroom activities closer to the experiences of the students on the basis of their natural development to promote change and innovation. heyworth (2002) describes a project as an activity designed to observe current practice, offer change and test the application of change. pbl has some characteristics such as (1) it has a timeframe from start to issn 2541-6421 jele (journal of english language and education) 47 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) finish, (2) it has to be planned, (3) it uses resources, (4) it requires evaluation in which established from the beginning, (5) it has an outcome in terms of product, and (6) it involves group work though it is still possible to work individually. apel and knoll in andersen & kjeldsen (2015) add the characteristics of a project as it should relay to students’ need and experience, symbolize something valuable in life, and have a certain duration. tan & chapman (2016) state that “a project based learning engages students in authentic learning through project work” (p. 35). this approach relies on applying knowledge to real world situations, initiating student’s analysis and collaborations, and exercising critical thinking and creativity as proposed on the hots objective. project based learning can generate the students’ hots since they have to link and integrate several systems of knowledge, concepts and practices during their project work, which finally direct them to create new knowledge. the learning may change from teacher centered to student centered in which the teacher is in charge to provide guidance and advice. in this case, teachers direct students with their proposals and plans, encouraging them with the resources that they need to execute their project work. laur (2013) explains authentic learning in a project work is designed to challenge students’ desire in a deep investigation and promote critical thinking. the application of critical thinking to solve the challenging investigation generates an engagement and promotes a deep understanding of the core content. involving students in authentic learning experience encourages students to have the skills needed in this 21 st century that consist of critical thinking, collaboration, communication, and creativity. developing the skills prepares students for their future such as college, career, and other parts of life outside the classroom rather than completing the exercise in the classroom. investigating open-ended questions may become the strategy to succeed project based learning. krauss & boss (2013) quotes “in project-based learning, students gain important knowledge, skills, and dispositions by investigating open-ended questions to “make meaning” that they transmit in purposeful ways” (p.5). the project-based learning means the learning emphasizes on the students learning experience that the teacher prepares and guides projects without giving a lot of instruction. monitoring is important in project-based learning. students gain important knowledge, skills, and dispositions means the teacher develop the three areas all together based on the curriculum. investigating open-ended questions means the teachers provide the questions to activate their curiosity and investigation. to make meaning means the learning is important, valuable and arouses investigation, analysis, creation, and unique conclusions. transmitting in purposeful ways means the objective of the project is to serve invention and persuasion to transfer a light project structure but make the learning significant. in conclusion, a project based learning is aimed to facilitate the students’ experience in natural and authentic learning in a particular duration. the teacher roles as a supervisor and consultant the planned activities. project based learning is mostly conducted collaboratively in group works and some are in individual works. project based learning allows the students to apply hots; transfer, critical thinking, and problem solving. esp esp stands for english for specific purposes. it has become the field with increasing attention especially in the educational institutions that prepare the students to work in the offices or companies that involves english as a means communication either in the spoken or written communication. nunan in basturkmen (2010) says esp is a “subcomponent of language teaching that holds its own approaches to curriculum development, materials design, pedagogy, testing and research”(p.2). this means, esp has different characteristics with general english. esp focusses on language in the thematic situation than language structure. the objective of esp is not only integrating the four language skills but it is based on a need analysis. it is required to investigate the data on what the students need to achieve. kaur (2007) says needs analysis is used in developing language curriculum. esp instructors begins the instruction with needs analysis by gathering and analyzing students’ information to determine appropriate objectives and content. in addition, ayoub & khan (2017) argue that need analysis covers selecting the crucial needs and the most effective learning techniques to address the objectives. along the need and development, esp varies into some areas. basturkmen (2010) says, based on the branches, esp is distinguished into eop (english for occupational purposes), eap (english for 48 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) academic purposes), and epp (english for professional purposes. meanwhile, based on the themes, esp varies into several fields such as tourism english, medical english, engineering english, and business english. basturkmen (2006) states that specific language and target performance competencies are the main objectives of esp. both are important as the students need to use the esp in their target workplace, academic, and professional development. this research investigated esp for mechanical engineering purposes in adisutjipto college of technology. one of the visions of mechanical engineering department is being able to compete globally. to realize this vision, it is important to design effective techniques put in all subjects including the english instruction. the use of english as an international language supports more colleges and universities place a focus on designing different kinds of esp such as mechanical engineering english. dragoescu and sandra (2010) describes the main fields of mechanical engineering taught generally in table 1. table 1. fields of mechanical engineering theme sub-theme mathematics analysis, differential equations, linear algebra, vector calculus, numerical methods, statistics and probability. thermodynamics entropy, constant pressure, volume temperature; 1st & 2nd laws, circular processes (carnot, joule, seiliger), energy, efficiencies, heat transfer, solve engine problems. fluid mechanics conservation of mass, energy, momentum, pipe flow, boundary layer, turbulence, bernoulli, navier stokes, dimensionless analysis solid mechanics statics, kinematics, dynamics, stress analysis, (finite-element methods). material science relation between structure and properties for metals, plastics, ceramics, composites; failure, fracture, fatigue, wear, manufacture system & control engineering modelling, simulating, automation control, system identification, tools, mechatronics information technology fundamentals, programming techniques, tools electronics fundamental and instrumental electronics, sensors and actuators, product life cycle innovation process; market studies, development process in detail; methods and tools, design principles and systematic; evaluation and dimensioning, machine elements, specifications and standards, design and production, quality, costs, project management management, economics, & communication details depend on university (communicate effectively both orally and in writing to different audiences) a. source: dragoescu and sandra an addition, the mechanical engineering department in adisutjipto college should also include aerospace as the unique characteristics distinguished from other colleges. the materials are such as introduction to aerospace, aerodynamics, aircraft propulsion, aircraft construction, aircraft materials, aircraft maintenance, aircraft hydraulic pneumatic system, aircraft power plant maintenance, engine supplement system, aircraft system, and propulsion maintenance technique. in choosing the english materials, mechanical engineering english should cover the materials taught in the non-english subject that english might contribute in the academic development generally. moreover, it should involve more authentic materials such as the real dialogue between a mechanic and the supervisor and an article of aerodynamics. to prepare the course, it is possible to conduct a pre-course survey on students’ basic knowledge of certain topics that the students have acquired specific content-based knowledge either by quiz, discussion, or interview. technology is one of the factors that supports a successful esp program. all areas of esp pedagogy have been impacted by the ongoing development of new technologies. bloch (2013) mentions technology has played a major role in esp) in two different ways. firstly, technology is used as a tool for assisting traditional types of language learning. secondly, technology is used as a tool for creating new forms of communicating. li (2018) states the internet provides esp teachers with a new tool that engages students in communication, links the intercultural gap, collaborates in their professional community and accesses relevant information to their discipline. for example, a teacher can use programs like kahoot to create direct quiz in the classroom or edmodo to create a blended learning such as giving an online quiz inside and outside the classroom. technology also has been applied in a variety of esp instructions to create contexts for communicating with oral, written, and visual modes of discourse. these include chat, email, blog, and other newer forms of issn 2541-6421 jele (journal of english language and education) 49 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) technologies. the problem arises in selecting the most appropriate technologies for the types of learning and how the technologies affect the learning goals. decisions about the selected technology can be connected to the more traditional decisions made about the objectives for a curriculum. esp teachers have long relied on needs assessment for selecting the goals of their curricula. previous research study there were some research studies conducted previously that inspire this study. the first, fajariyah (2018) conducted an action research study for the 9 th graders of smp n 5 panggang, gunungkidul. she focused on the hots based info-graphic project in the report text learning. the results were the project could make the students happy, improve the students’ involvement, improve the students’ understanding on the report text, improve the students’ speaking skill and describe animals, improve the students’ ict skill, and integrate the students’ thinking skill. the second, setiawan & bharati (2018) conducted an r & d study for the 10 th graders of sma n 15 semarang. they developed hot project based speaking assessment to stimulate the students’ critical thinking and creativity. the results were the assessment could stimulate the students’ critical thinking and creativity in english learning. the students also improved the speaking test score, the participation in the teaching and learning, the ability to write drama script, the ability to perform the drama. in conclusion, esp is an english instruction based on the specific goals to facilitate the academic, occupation, or profession purposes by selecting thematic fields. esp begins with a need analysis; the process to investigate and analyze the learners’ needs and the learning needs. mechanical engineering english in adisutjipto college of technology is conducted based on the need analysis also the vision and vision. technology plays important roles in esp such as the tools for assisting traditional language learning and creating new forms of communicating. 2. method the research was conducted in mechanical engineering department, adisutjipto college of technology yogyakarta. this college stands under the foundation controlled by the former air force staff. the distinctive characteristic is the students are taught some matters on aerospace including the mechanical engineering department. the study engaged two classes of the students taking bahasa inggris 2 subject in which it belongs to the main subject package in semester 2. the students consists of 56 students from 2018 grade and 21 students repeaters. the research was executed in semester 2 of academic year 2018/2019. as the aim of this study is to explore how particular technique improves a problem, an action research (ar) was carried out. tomal (2010) describes that the researcher in action research is concerned in applying methodical processes in solving instructional cases and generated to find the solution. furthermore, burns (2010) adds that ar is a critical, reflective teaching, supported by systematic approach to solve the existing problems in educational program. the focus of ar is reflecting way in problematic condition to propose changes, better quality, and concrete improvement. the data incorporated both qualitative and quantitative data formulized from some sources, i.e. the journal log, observation sheet, questionnaire, test, and interview. in order to conduct a comprehensive action research, some research instruments are accessed. the instruments was adapted from mcniff, et.al (2002) and henning, et.al. (2009). the first instrument is journal-log that is the columns for writing clarifications on the students’ activities. the second instrument is observation sheet that help the researcher to make improvement in teaching learning process. the third instrument is the interview purposed to find the problems happen in the classroom and explore the respond and opinion on the use of hots based project. the fourth is comparing the students’ achievement before and after being given the hots based project, i.e. marks in bahasa inggris 1, marks in the tools presentation, and marks in the aircraft presentation. the last instrument is distributing questionnaire after ar to investigate the students’ opinion and respond on the hots based project. the procedures of conducting the research were on figure 2: 50 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) cycle 1 cycle 2 fig. 2. research procedures the analysis is done considering all instruments responses, reflecting the positive and negative responses on the hots based project to see the improvement of the english instruction. the qualitative data from the interview, journal log, and observation sheet were analyzed to confirm the general major students’ experience, perception and thoughts about the given action (hots based project). meanwhile, the quantitative data from the questionnaire were seen how the data numbers supported the qualitative data and from the test and presentation were seen how the achievement improved. 3. findings and discussion 3.1 cycle 1 identifying problem the problem was identified in bahasa inggris 1. the subject required the students to master grammar competence that most students were still unfamiliar because they were dominated by freshmen of grade 2018. moreover, the grammar competence indicators stated in the curriculum were rather strict and difficult to be learnt using hots. when the lecturer asked the critical questions on particular grammar cases, the students still confused to answer. the students preferred to employ lots by memorizing the formula, understanding the examples, and applying the formula into the tasks. when the students were given homework to create a mind mapping on conjunction, most of them copied and pasted the information into the mapping from the internet without deeper analysis and evaluation. the final mark in bahasa inggris 1 showed more evidence of the problems. the final average mark is 59.5 with the highest mark as 91 and the lowest mark as 22.9. it indicated that most students still needed to improve the english competence. the students with an a were 7 students, with a b were 17 students, with a c were 21 students, with a d were 21 students, and with an e were 4 students. fig. 3. mark of bahasa inggris 1 issn 2541-6421 jele (journal of english language and education) 51 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) the data were supported by the first interview. it investigated the reasons of the low mark in bahasa inggris 1 and their learning strategies. the interview was conducted to the representative of students getting an a, a b, a c, and a d. the responses were summarized on table 2. table 2. responses of the interview no. responses 1. the english matters stated in the curriculum are grammar based that the students think they need to memorize a lot of formula. 2. the students tend to use lots than hots. 3. the tests were mostly in the form of closed-ended questions. 4. the students used to think from formula to the examples. the interview responses indicated two main problems. the first, the curriculum that composed learning objectives based on the grammar rules caused the students cannot use higher order thinking skills freely. the students preferred to find the formula, memorized the formula, and used the formula to answer the grammar questions. the second, the test in the final exam was composed using close-ended questions that the students did not have chance to answer in various ways. this also affected the less opportunity to use students’ hots. plan after the problem was identified, planning the first cycle was carried out. at the beginning, the lecturer discussed the plan on conducting an action research study for bahasa inggris 2 to the head of department and the result was he agreed and supported to do it. the lecturer proposed two cycles during the ar by selecting two course objectives. under the head of department’s suggestion, the selected course objectives were tools and aircraft construction. the reasons were both topics could be supported by the authentic materials available in the campus, both topics represented the demand of mechanical engineering with aerospace matters inside, and both topics were possible to be developed using hots based project. the consequence was that the order of the course objectives stated in the curriculum should be adapted. the order of the course consists of mathematics, energy and temperature, material technology, tool, pipe and pipeline, safety first, aircraft construction, basic flight instrument, flight line, aerodynamics, pre-flight, and future career. the changed was tools and aircraft construction were put orderly. hots based project was chosen because this technique can give positive impact in developing the students’ critical thinking, communication, creativity, and collaboration which are very important the 21 st century education and it is possible to conduct. the campus has some workshop laboratories and a small hangar with three small airplanes that can be used for the students to finish the project. action in this step, the first project based learning was given. firstly, the students were arranged to work in groups of 4 or 5. secondly, the students and the lecturer discussed the project on reporting mechanical engineering tools using powerpoint. each student should be responsible in describing 5 different tools, the functions, and how to operate them. thirdly, they were assigned to go to places that they can find the tools such as mechanics, workshop laboratories, or hardware shops. they should take pictures holding each tool that the students know the authentic tools. fourthly, in group, the students discussed the tools descriptions, functions, and how to operate them. the lecturer encouraged the students to find information from any reliable sources such as asking the mechanical engineering lecturers, workshops laboratories staff, and search in the internet. the lecturer asked each group progress and gave feedback. fifthly, the group created powerpoint. in one powerpoint slide, it should contain the picture of one student holding a tool, and some clues of the tools. the lecturer asked each group progress and gave feedback. sixthly, the group presented the powerpoint. after the presentation, the lecturer gave feedback. to investigate the improvement of the first action, the condition before the action and after the action were compared. in this case, the mark of bahasa inggris 1 and the first presentation were compared. the project was marked based on the students’ collaboration, creativity, critical thinking, and communication. the data were described on figure 4 and figure 5. 52 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) fig. 4. mark of bahasa inggris 1 fig. 5. mark of project 1 both graph showed that there was an improvement in the students’ achievement. in the bahasa inggris 1, the mark was dominated by a c and d while in the project 1 the mark was dominated by an a. during the action, the students were equipped with journal logs to note their comments in completing project 1. the students were allowed to take the journal logs home to write the comments more freely and flexibly. the summarized responses were presented on table 3. table 3. journal log of project 1 no. responses 1. at the beginning, the students felt pessimistic to finish the project because this is the first time they had this kind of project. 2. the students needed the examples of tools required in the project since the lecturer did not explain it before. 3. the students later felt excited to have the project especially when they searched the tools in the hardware shops then took pictures. 4. the students find some problems in determining clues written on the powerpoint though finally they enjoyed the process of creating powerpoint and editing the pictures. 5. the students felt nervous in presenting the powerpoint. they felt unconfident in speaking. 6. at the last part, the students felt relieved completing project 1. the journal log indicated positive perception on the project based learning. the data showed pessimistic condition that changed into optimistic condition. the students were excited to complete the project and enjoyed the steps of completing project 1, describing tools in mechanical engineering. observation in the observation, the effects of project based learning were investigated by observing the students’ behavior, distributing questionnaire, and conducting interview. the result of the observation is presented on table 4. issn 2541-6421 jele (journal of english language and education) 53 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) table 4. observation of project 1 no. responses 1. the students were curious of the steps that they have to follow in project 1. 2. the students asked a lot of higher order thinking skills questions. 3. the students worked collaboratively to collect the pictures from the authentic materials and find the information in some sources. 4. the students found some problems and solve them critically by analyzing some data. 5. the students tried to develop the hots by analyzing the data, evaluating the data, and making the judgment of tools presented in the powerpoint. 6. the students getting low mark asked help to the students getting higher mark to improve their achievement. the observation indicated that the students were fun with the project based learning. they showed the improvement in developing higher order thinking skills. the observation was supported by the questionnaires of project 1 that presented on table 5. table 5. questionnaire of project 1 no. questions strongly agree agree disagree 1. i could improve my communication skill 31 30 1 2. i could improve my creativity 33 29 1 3. i could improve my critical thinking 34 29 4. i could be responsible in my cooperative learning 27 32 5. i could work collaboratively with my group 29 31 6. i was fun 34 29 the questionnaire supported the observation that demonstrated the positive responses on the project based learning. two students said disagree that project based learning improved communication skill and creativity. nevertheless, this is very small percentage that can be the suggestions for project 2 in hope all students get the advantage of it. the following evidence were illustrated on table 6 describing the second interview result on the students’ perception after being given project 1. table 6. interview after project 1 no. responses 1. the students felt satisfied of the achievement. 2. the students felt excited that they could involve a lot of data to support their project. 3. the students felt happy they could study while hanging out since some of them visited hardware shops in a mall. 4. the students felt motivated to use powerpoint with only pictures and clues on the slide that they could improve their spontaneous speaking. 5. the students wanted to try other project works. the students’ perception from the interview supported the two previous data. they showed their hard working that resulted on the high mark. when they had problems, they use multi sources to finish the project. moreover, the students could improve their communication in presenting the powerpoint. reflection the reflection was needed to find some suggestions for the following project. the overall processes of executing action research in cycle 1 were recalled to formulate the reflection. the reflection is presented on table 7. table 7. reflection of project 1 no. reflection 1. motivation should be given that the students did not feel pessimistic anymore. 2. the lecturer should give strategy in selecting word clues to be written on the powerpoint. 3. some materials sources should be given before and during the project to support the project. 4. encouraging fast learners to help slow learners is important to succeed the project. 54 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) 5. more challenging but attractive project could be given to enrich the hots development. the reflection demonstrated that the lecturer should give clearer instruction, procedures, and material before giving the project. the lecturer should convince first that the students were ready and understood what to do in the whole project. 3.2 cycle 2 plan the plan is done to prepare the second project based learning to improve the hots. the lecturer consulted the result of project 1 to the head of mechanical engineering department. he suggested to give more students’ opportunities that they can be independent learners with good hots. project 2 was prepared to improve the students hots in identifying airplane components. they were assigned to report the name of the components, the position, the functions, and how to work. action the action began with discussion between the lecturer and the students. they discussed 10 airplane components, the position, the function, and how they work from a book. the lecturer also gave the e-books of aviation dictionaries. secondly, the students worked in group of 4 to 5 to discuss their plan in completing the project. thirdly, the group reported the plan to the lecturer for asking feedback. fourthly, the group went to hangar and airplane museum near the campus to find the pictures. the same as project 1, one student was in charge in describing 5 components. fifthly, the group discussed the pictures to the lecturer for feedback. sixthly, the group discussed the components and found information from the dictionaries, books, aerospace lecturers, and internet. seventhly, powerpoint was created containing pictures of airplane components and the clues for presentation. the lecturer gave feedback before the students presented the powerpoint. the last, the group presented the project. compared to project 1, this project was better. the mark increased as presented on figure 6 and figure 7. fig. 6. mark of project 1 fig. 7. mark of project 2 the graphs showed improvement on the students’ project based learning. in project 1, there were two students getting an e however in project 2, there was no student getting an e. the a group issn 2541-6421 jele (journal of english language and education) 55 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) increased from 48 to 57 students. during the action, the students were given the same instrument, journal logs to write their perception on the project. the result is presented on table 8. table 8. journal log of project 2 no. responses 1. the students were more confident to conduct the project though airplane component is a difficult material in their study that they could not find before. 2. the students could work in group better. their collaboration increased in project 2. 3. the students could discuss more critically in sharing the airplane component project. 4. the students could create better powerpoint. 5. the students were more confident in presenting powerpoint and they spoke better. the journal logs responses showed better performance and perception of the students on project based learning. they could use the skills in higher order thinking more in finishing project 2. even though airplane component is more challenging than tool, the students could finish it better. observation the observation is conducted by writing the students’ behavior during the project, distributing questionnaire, and interviewing. table 9 showed the students’ behavior during the project, table 10 showed the questionnaire result, and table 11 showed the interview responses. table 9. observation finding of project 2 no. responses 1. the students asked more critical questions about the airplane components. 2. the students worked in group more collaboratively and critically. 3. the students employed more internet data (article, picture, and video) to analyze the airplane components. 4. the students presented the powerpoint more confidently. table 10. questionnaire of project 2 no. questions strongly agree agree disagree 1. i could improve my communication skill 35 28 2. i could improve my creativity 38 25 3. i could improve my critical thinking 35 28 4. i could be responsible in my cooperative learning 42 21 5. i could work collaboratively with my group 45 18 6. i was fun 40 23 table 11. interview after project 2 no. responses 1. the students understood better the steps in the project. 2. the students were excited to observe the airplane components since the airplane body is very big and the components are very complicated. 3. the students could select the basic airplane components carefully to present. 4. the students could employ their 4c skills better. 5. the students could find the information more thoroughly in the internet. 6. the students presented the powerpoint more confidently. the three instruments were consulted. all of them showed the better improvement on the students’ perception to the project based learning. besides, the instruments also indicated the improvement on students’ higher order thinking skills. compared to the first cycle, the students applied more critical thinking before visiting the hangar and airplane museum to make sure that their plan complete orderly. in addition, they were more critical during creating the powerpoint to convince that their works were correct. the more difficult materials on airplane components did constrain the students to develop their critical thinking. this condition precisely stimulated the students to be more critical. 56 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) reflection the entire steps on the second cycle were recalled to present the feedback on reflection step. the data were summarized on table 12. table 12. reflection of project 2 no. reflection 1. it is important to give a project based learning in some various themes to develop the students’ higher order thinking skills. 2. it is important to discuss the plan before doing the project and make sure that the procedures and the instruction are clear. 3. it is important to provide students with various material sources that the students can be more critical in making judgment. 4. it is important to stimulate students to use the communication, creativity, collaboration, and critical thinking to make the project. 5. it is important to respond the students’ questions critically that they can solve the problems. it can be reflected that the students enjoyed the action and improved their higher order thinking skills. some problems such as unclear instruction and students’ confusion in selecting the materials sources would not appear on the following project anymore if the lecturer anticipate both problems before executing the project. the analysis of the instruments were presented as follows. interview the first interview was conducted to find the reasons why the students got low mark in bahasa inggris 1 subject. the result was the curriculum that focuses on the grammar based materials made the students difficult to develop higher order thinking skills (hots) and preferred to use low order thinking skills (lots). this condition motivated the lecturer to develop the students’ hots using a technique, project based learning. the second interview was conducted to observe the students perception after the first cycle. the result was the students improved their achievement. they were fun with the first project. they felt like hanging out in the hardware shops while doing an assignment. they also enjoyed searching information, editing the pictures and creating the powerpoint for presentation. furthermore, the wanted to have other projects. the third interview was conducted after the second cycle. the result was the students were more confident in following the steps in the project. they employed more hots because the project was harder than the first project. the first project was about mechanical engineering tool while the second project was about airplane component. the students could find the tools in their daily life while the airplane components could not. this condition precisely motivated the students to ask more critical questions, selective in searching the data, and solved the problem collaboratively. in the presentation, they made more creative powerpoint and improved their communication skills. journal log the journal logs were distributed to write the students perceptions during making the projects. the first journal indicated that the students were confused and not sure to complete the project because they have never got the typical project before. nevertheless, they tried to search some information in some sources. after discussion the progress to the lecturer, the students had better feeling. the presentation ran well though their speaking needed to be improved. the second journal log was distributed during the second cycle. the journal showed that the students felt happy because the lecturer gave clearer instruction. they also showed the improvement on collaboration, critical thinking, creativity, and communication. presentation the first presentation was conducted to evaluate the students’ performance in describing mechanical engineering tools. each student should present 5 tools in group of 4-5 so a group presented 20-25 tools. the result were compared to mark in bahasa inggris 1. the second issn 2541-6421 jele (journal of english language and education) 57 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) presentation was used to evaluate the second project in describing airplane components. similar to the first presentation, each student should present 5 components in group of 4-5 so a group presented 20-25 components. the table of mark were presented on table 13. table 13. comparison mark category range mark of bahasa inggris 1 project 1 project 2 a 80-100 7 48 59 b 65-79 17 10 9 c 55-64 21 5 5 d 40-54 21 8 1 e 0-39 4 2 observation sheet the observation was done by the lecturer during the completion of project 1 and 2. it reported the students’ behavior combined with the lecturer’s perception of the project based learning to improve the higher order thinking skills. the first observation indicated that the students we curious of the project. this was something new for them. they started asking critical thinking questions about mechanical engineering tools. though still need some assistance, they showed motivation in creating powerpoint and preparing the presentation without reading the slides. based on the second observation, the students enjoyed the project. they improved their collaboration in selecting the materials critically. they also showed better speaking in presentation. questionnaire the first and second questionnaires were distributed to investigate the number of the students’ perception. the data indicted positive perception on the project based learning to improve hots. even though this is something new for them, most students agree even strongly agree that project based learning is able to improve the students’ hots. 2 students in the first cycle said disagree that the project could improve their communication and creativity. however, in the second cycle, all students agree and strongly agree. 4. conclusion the research concluded that the projects based learning were able to improve the students’ higher order thinking skills (hots). the students’ responses also the students’ performance indicated positive improvement on their hots. the projects allowed the students to work collaboratively in the authentic context, critically select the materials and ask questions, creatively create powerpoint, and collaboratively present the powerpoint. the three main skills in hots; transferring knowledge, critical thinking, and problem solving were shown in each project. the 4c skills; creativity, collaboration, critical thinking, and communication also supported the hots improvement. for the following research, it is recommended to design more projects for other themes and involve more technologies. this project accommodated two among fourteen themes. it is expected that the following research can accommodate the other twelve themes. this research involved powerpoint as the media for presentation. the next research is expected to involve other presentation media such as canva, padlet, or moodle. references andersen, a. s. & tinne, h. k. 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(2011). an overview of 21st century skills. summary of 21st century skills for students and teachers. honolulu: kamehameha schools–research & evaluation. li, l. (2018). integrating technology in esp: pedagogical principles and practice. in r. muñozluna, & l. taillefer (eds.),. integrating information and communication technologies in english for specific purposes (pp. 7-25). switzerland: springer. mcniff, j., lomax, p., & whitehead, j. (2002). you and your action research project. london and new york: hyde publications. nagappan, r. (2001). language teaching and the enhancement of higher-order thinking skills. language curriculum and instruction in multicultural societies. anthology series 42. singapore seameo regional language centre. issn 2541-6421 jele (journal of english language and education) 59 vol. 5, no. 1, june 2019, pp. 44-59 dewanti ratna pertiwi (hots based project in mechanical engineering department) setiawan, a. & dwi a. l. b. (2018). developing hot project-based-speaking assessment to stimulate the students’ critical thinking and creativity. english education journal. vol 3. (pp. 301-307). tan, j. c. l. & anne, c. (2016). project-based learning for academically-able students. rotterdam: sense publishers. tomal, d. r. (2010). action research for educators (second ed). new york: rowman & littlefield publishers. issn 2541-6421 jele (journal of english language and education) 66 vol. 5, no. 1, june 2019, pp. 66-82 http://dx.doi.org/10.26486/jele.v5i1.949 jele@mercubuana-yogya.ac.id efl undergraduate students‟ self-regulation in thesis writing: help-seeking and motivation-regulation concilianus laos mbato 1*, anastasia cendra 2* 1 universitas sanata dharma, yogyakarta, indonesia, 2 universitas sanata dharma, yogyakarta, indonesia 1 cons@usd.ac.id, 2 anelladiahp@gmail.com * corresponding author 1. introduction writing can be described as critical skill. in its process, the writers may have particular apsects needed to deliver their idea such as background knowledge, diction mastery, critical thinking and problem solving. in adttion they are also required to tap deeper into the topic to produce a more sophisticated writing. while writing task has been considered difficult (jahin & idrees, 2012, p. 11; lee, 2017, p. 467), producing academic work challenges students to another level with many aspects to consider (badi, 2015, p. 65). these challenges include “lack of theoretical knowledge and logical organization, lack of ability to synthesize” (xia & luxin, 2012, p. 339), lack of linguistic and literacy background (abdulkareem, 2013, p. 1553); and word selection issues (sajid & siddiqui, 2015, p. 183). moreover, in addition to students limited experience, training and understanding of a r t i c l e i n f o a b s t r a c t article history received april 03 , 2019 revised april 25, 2019 accepted may 20, 2019 type undergraduate thesis writing necessitates efl students to selfregulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. to date, there has been little research on efl undergraduate students‟ self-regulation, helpseeking, and motivation-regulation in thesis writing, especially in asian context. under explanatory mixed-method framework, this research aimed to investigate how indonesian efl undergraduate students selfregulated their thesis writing process and to what extent their selfregulation assisted them to seek help and regulate their motivation. the results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). the findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. however, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students‟ self-regulatory mechanism. this research offers implications for the university and thesis advisors. this is an open access article under the cc–by-sa license. keywords help-seeking motivation-regulation self-regulation thesis undergraduate mailto:anelladiahp@gmail.com http://creativecommons.org/licenses/by-sa/4.0/ issn 2541-6421 jele (journal of english language and education) 67 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) creating an acceptable academic writing (mu, 2010), academic writing also necessitates students to think critically (abdulkareem, 2013, p. 1553; woodward-kron, 2002, p. 12), despite the aforementioned difficulties, a form of academic writing called undergraduate thesis still becomes one of the requirements for students to obtain a bachelor‟s degree, especially in asian context. for students who are majoring in english language, the challenges are amplified as they are required to write in academic english, which, most of the times, is not their mother tongue (gilmore, 2009, p. 363). furthermore, flexible deadlines for the students to finish their undergraduate thesis may be one of the causes of students‟ tendency to not complete their writing (cf. hallberg & olsson, 2017, p. 14). this may lead the students to delay completing their thesis as they initially expect or, much worse, fail their study. with these challenges at hand, it becomes essential for students to develop self-regulation in finishing their undergraduate thesis on time. self-regulation is one‟s capacity to manage or control their thoughts, feelings, and actions that translate into the skills to attain a specific educational goal (zimmerman, bonner, & kovach, 1996, p. 2). the notion self-regulation has been well-researched throughout the world (e.g., daniela, 2015; pipattarasakul & singhasiri, 2018; zeng & goh, 2018). specifically, self-regulation has been found to improve students‟ achievement in academic writing (hammann, 2005; hapsari, 2015; mehrabi, kalantarian, & boshrabadi, 2016). these studies contend that highly self-regulated students tend to have better academic progress compared to those who are not. furthermore, to be successful in undergraduate thesis writing, students need the ability to seek help whenever necessary. the ability to seek help enables students to “avert possible failure, maintain engagement, lead to task success, and increase the likelihood of long-term mastery and autonomous learning” (newman, 2002, p. 132). the students‟ self-regulation level aligns with their level of academic help-seeking (dunn, rakes, & rakes, 2014). this means that students with high level of self-regulation tend to seek help whenever they encounter problems. self-regulated learners will know whenever they need help (dunn et al., 2014) and they will decide when they will ask for some help, including from whom and what kind of help to ask (finney, barry, horst, & johnston, 2018, p. 158). students who seek help when facing a learning difficulty will have a better opportunity to succeed. in finishing thesis writing in the midst of difficulties, it is also vital that students keep their motivation in check. regulating motivation – the reason to do something along with how long and how much effort one is willing to do to achieve the goal (dörnyei & ushioda, 2013, p. 4) – is considered essential for writing performance (chae, 2016; sajid & siddiqui, 2015), such as in finishing undergraduate thesis. having enough motivation would enable students to have the tenacity required to finish the writing, even when the deadline is not clear. wolters (2003) suggested that highly self-regulated students tend to have great ways to maintain their motivation in finishing their academic task (p. 189). which, in this case, is finishing an undergraduate thesis. an extensive look to existing literature revealed that a body of empirical research has addressed to what extent self-regulation facilitates asian learners‟ writing performance (e.g., farsani, beikmohammadi, & mohebbi, 2014; hapsari, 2015; mehrabi et al., 2016; nasihah & cahyono, 2017). nevertheless, only limited study has addressed self-regulation in thesis writing. one such study was conducted by wagener (2017) in a western country, which focused on master‟s theses – not the undergraduate ones. in addition, although many studies involving asian learners have been done to address their ability to seek help during difficult times (e.g., cheng & tsai, 2011; williams & takaku, 2011a, 2011b) and their learning motivation (e.g., arju, 2018; khodadad, 2018; surastina & dedi, 2018), to the best of our knowledge, little has been done to address these notions in the context of undergraduate thesis, especially in the asian efl learning context. this research was conducted at the undergraduate english education study program of sanata dharma university, indonesia. it is important to note that in indonesia, the teacher-centered education practices are still prevalent inside the classrooms despite the recent government efforts to promote the school and university curriculum that give prominence to student-centered learning (see dardjowidjojo, 2001; indah, 2017; indah & kusuma, 2016; liando, 2010, p. 119; marcellino, 2008; author, 2019). sanata dharma university, however, has been implementing student-centered learning (universitas sanata dharma, 2009) where a great emphasis is put on students‟ development 68 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) of knowledge and skills, commitment to seeking the truth, and being open to receiving and providing help for others. with student-oriented projects that often dominate the learning atmosphere, students are encouraged to develop as a whole human person and be responsible for their own learning. the lecturers also need to improve their awareness of “when to teach by explaining and giving examples, when to build up spirit and motivation, and when to support and supervise” (author, 2013, p. 160). despite the more favorable learning culture at the university, so far there has been no research pertaining to how students self-regulate their undergraduate thesis writing now that they had been used to the teacher-cantered education during their previous years of schooling. thus, to fill the gap and provide further literature on self-regulation, help-seeking, and motivation, especially in relation to efl undergraduate students‟ thesis writing in universities around the world where thesis writing is a requirement for graduation, this research was conducted focusing on two research questions: how do indonesian efl undergraduate students self-regulate themselves; particularly in helpseeking and maintaining their motivation in doing their undergraduate thesis writing? to what extent does self-regulation facilitate indonesian efl undergraduate students to seek help and maintain their motivation? self-regulation self-regulated learning is defined as “self-generated thoughts, feelings, and actions intended to attain specific educational goals” (zimmerman, bonner, & kovach, 1996, p. 2). self-regulation allows learners, among others, to monitor and improve their learning. zimmerman (1998) describes self-regulation as a self-fulfilling cycle involving three phases: forethought, performance, and selfreflection (p. 2). forethought phase refers to the preparation processes to „set the learning stage‟ in which students‟ beliefs will influence the learning process. performance or volitional control is the processes where the learners try to maintain their concentration and performance during the learning process. self-reflection refers to processes happen after each learning effort (zimmerman, 1998). possessing self-regulation in learning can benefit learners in many ways. zimmerman, bonner, & kovach (1996) argue that self-regulation in learning allows learners to be responsible for their learning and learning strategies, which leads to overall students‟ advancement in learning and perceptions of self-efficacy. in addition, knowing their strengths and weaknesses enables learners to regulate their learning to achieve their academic goal (author, 2013, p. 2). in more practical ways, the role of self-regulation for improving students‟ performance and achievement in learning has been well-researched (e.g., ghasemi & dowlatabadi, 2018; mega, ronconi, & de beni, 2014). some studies have also found that self-regulation enhances overall writing performance. for instance, self-regulation helps students to find enjoyment in writing (hammann, 2005) and to perform better in writing tasks (hacker et al., 2015) such as in helping to recall existing knowledge and review the writing (hapsari, 2015), and in overall academic writing (mehrabi et al., 2016). help-seeking self-regulation means that the users are able to rcognise the possibility of difficulties and problems that they may face on writing process. it indicates that users or writers need to be able to handle those obsatacles by means of help-seeking ability. it can be one of the ways they deal with difficulties and problems during the process of achieving their academic goal (dunn et al., 2014; finney et al., 2018; newman, 2002). they tend to have the help-seeking ability that allows them to realize and identify whenever they encounter difficulties and to show self-determination to remedy them by, for instance, seeking help from a more knowledgeable person (newman, 2002, p. 132). self-regulated learners will show some efforts to deal with difficulties – showing some social forms of learning – by displaying “personal initiative, perseverance, and adaptive skill” (zimmerman, 2008, p. 167). issn 2541-6421 jele (journal of english language and education) 69 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) it assumedly believed that this skill or abilty has important part on students‟ success. newman (2002) contends that to be able to really implement this adaptive help-seeking, learners should possess several competencies and resources related to self-regulation, i.e. cognitive competencies – such as to know when they need help; social competencies – such as to know who to approach for help; motivational resources – such as to have willingness to seek help; and contextual motivational resources – such as to know the context of the possible help-seeking (pp. 132-133). further, ryan & pintrich (1998) have summarized that there are two phases of adaptive help-seeking. first, it is important that the students have awareness that they need help. second, the students have to decide if they should do any help-seeking (as cited in dunn et al., 2014, p. 75). motivation-regulation failure to keep oneself motivated during the effort of attaining a certain academic goal may lead to failure in learning. motivation is the reason why we do something, how long we are willing to do it, and how much effort we will give to achieve it (dörnyei & ushioda, 2013, p. 4; fryer & roger, 2017, p. 443). motivation has been proven important for english language learners (see muslim, 2017; shin et al., 2018; tanaka, 2017) and regulating it becomes very essential to enhance students‟ academic performance (see mukti, 2017), especially to protect the intention to learn (mccann & garcia, 1999, p. 260), and to persevere during difficult situations (daniela, 2015, p. 2550). motivation to do something might differ from one learner to the others as it is affected by how much the goals mean to them, and how much they want to achieve these goals (sansone & thoman, 2006, p. 1697). in short, their goals will reflect the “„what‟ (e.g., complete the task, score better than a standard) and the „why‟ (e.g., to achieve, to have fun) of activity engagement – their extrinsic motivation” (sansone & thoman, 2006, p. 1698). in addition, motivation is also affected by the way learners perceive their experience in engaging to the activity, rather than the possible outcomes. this type of activity is known as intrinsic motivation (sansone & thoman, 2006, p. 1699). if the experience is interesting, the learners will get more engaged in the activity. research has found that self-regulated learners tend to possess “adaptive beliefs and attitudes that drive their willingness to engage and persist at academic tasks” (wolters, 2003, p. 189), even when they encounter difficulties. these students tend to choose and implement some strategies and show determination to avoid giving up (see mega et al., 2014, p. 121). they will exercise many strategies, such as three-factor solution related to maintaining motivation in self-regulatory process: selfefficacy enhancement, stress reducing actions, and negative-based incentives to engage to their goal more and to prevent any kinds of procrastination and early quitting (see mccann & garcia, 1999, pp. 273–275). 2. method research design as the study aimed to capture the complete understanding of the phenomenon of self-regulation on thesis writing both quantitatively and qualitatively, mixed method research was utilized (see ary, jacobs, sorensen, & razavieh, 2010, p. 559), specifically the explanatory mixed method (creswell, 2012, p. 542). quantitative research was conducted beforehand to gather general data as well as to map the respondents‟ self-regulation, help-seeking, and motivation-regulation level. qualitative research was then undertaken to gain more in-depth data and to explain the phenomenon about their self-regulation, help-seeking, and motivation-regulation strategies in undergraduate thesis writing. the findings from both methods were discussed in a complementary manner. quantitative data during july 2018, 102 indonesian efl undergraduate students of sanata dharma university, indonesia completed an online three-part questionnaire, consisting of 37 statements. the questionnaire utilized likert-type statements on the scale of 1 to 5 – with 5 represented strongly agree (sa) and 1 represented strongly disagree (sd). online type of questionnaire was used to ease the data gathering as the respondents were able to answer the questions and submit the questionnaire online (ary et al., 2010, p. 385). 70 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) the first part of questionnaire was adapted from author‟s self-regulation strategies (2013) and srq version by erickson, soukup, noonan, & mcgurn (2015); the second part was adapted from help-seeking measures by ryan & pintrich (1997), online help-seeking measures by hao et al. (2016) and karabenick's (2003) help-seeking scales; whereas the third part of the questionnaire was adapted from mccann & garcia's (1999) academic volitional strategy inventory – the three factor solution. to ensure its validity and reliability, the adapted questionnaire was piloted on may 2018 to 40 people who had done undergraduate thesis writing. the result showed that all items in the present questionnaire were considered valid (all rxy>0.322) and reliable, as summarized in table 1. table 1. validity and reliability of the questionnaire part aspect n of items valid invalid cronbach's alpha 1 self-regulation 12 12 0.787 2 help-reeking 8 8 0.704 3 motivation-regulation 12 12 0.808 as this research focused on describing the phenomenon, the data gathered from the questionnaire were analyzed using descriptive analysis, specifically by measuring its central tendency (see creswell, 2012, p. 184); the higher the mean indicated the higher their degree of agreement to the statement was, and vice versa. this descriptive analysis showed an overall picture of undergraduate students‟ strategies of self-regulation, help-seeking, and motivation-regulation in their thesis writing. in addition, correlation analyses were done to understand further how self-regulation correlated with help-seeking, and with motivation. for these correlation analyses, two alternative hypotheses were formulated as follows, where the degree of strength was determined based on sarwono's (2009) categorization: 0=no correlation; 0.00-0.25=very weak; 0.00-0.25=moderate; 0.50-0.75=strong; 0.75-0.99=very strong; 1=perfect correlation: a. h1a = there was a positive and significant correlation between self-regulation and helpseeking, b. h1b = there was a positive and significant correlation between self-regulation and motivation-regulation. qualitative data the second part of the research was conducted by interviewing nine students involved in the research. the interviews were to help explain and explore the phenomenon deeper. the question protocols for the interviews were about how they applied self-regulation strategies, sought help when facing difficulties, and maintained their motivation in thesis writing. the students involved in the interviews were chosen using individual purposeful sampling method (see creswell, 2012, p. 206) based on their level of self-regulation, help-seeking, and motivation-regulation in undertaking thesis writing, which can be seen from the mapping yielded from the descriptive analysis result. three students were chosen randomly from the comparatively highly self-regulated group, another three from moderately self-regulated group, and the other three from low self-regulated group. this was to ascertain that the qualitative data represented all students. the interviews were conducted twice for each student and were audio-recorded. the result of the interviews were transcribed and selectively coded (see ary et al., 2010, p. 464) based on the qualitative themes. they were used to complement the quantitative data by providing further descriptions of the phenomena. pseudonyms were used to the protect participants‟ confidentiality. issn 2541-6421 jele (journal of english language and education) 71 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) 3. findings and discussion findings in order to provide the result of this study, research findings are laid out first as the materials of discussion section. students’ self-regulation table 2 presents the summary of the students‟ self-regulation strategies level. table 2. students‟ self-regulation no aspects sd d n a sa mean σ a1 planning out 0 5 12 47 38 4.2 0.82 a2 setting goal 0 8 17 55 22 3.9 0.83 a3 counting tasks 0 14 22 46 20 3.7 0.94 a4 estimating 3 18 29 42 10 3.4 0.98 a5 keeping track 0 10 23 54 15 3.7 0.83 a6 identifying all the task 0 2 17 59 24 4.0 0.70 a7 making right choices 0 3 15 71 13 3.9 0.62 a8 keeping on trying 0 4 13 66 19 4.0 0.69 a9 evaluating progress 1 10 23 51 17 3.7 0.89 a10 evaluating feelings 0 1 11 45 45 4.3 0.70 a11 setting new goal 0 3 16 64 19 4.0 0.68 a12 learning from mistakes 0 0 6 50 46 4.4 0.60 table 2 shows that the students‟ self-regulation level was generally high. this was evident from the mean for each statement that was above the neutral number (3). for the forethought phase (statements number a1-a4), the students had already demonstrated a great „stage-setting‟ for their thesis writing. most students agreed that they did „plan out‟ their thesis (a1; x 4.2) and decided their goals in advance (a2; x 3.9). this was in line with the interview result where students reported that they usually made a plan for their writing; for instance, “it‟s like this week, i‟m going to finish this chapter and that chapter, and next week also” (alex) or “i write down the date. i have daily target as i love to be working on schedule” (daisy). in addition, most students showed that they considered all things to get done (a3; x 3.7) and estimated how much time it would take to finish it (a4; x 3.4), indicating that they were able to prepare their writing process. for the performance phase (a5-a8), the students were generally able to monitor their writing. the means from the statement a5 (x 3.7) and a6 (x 4.0) showed that the students were able to “keep track” and “identify things to get done” related to their undergraduate thesis writing. in addition, the majority of the students showed that they could “make choices” even when they were not the most fun (a7; x 3.9) and “keep on trying many possibilities” (a8; x 4.0) to be successful. these quantitative results were mirrored in the interviews where most students referred back to the plan or targets they had made, such as “every time i get lazy, i try to go back to my schedule”(daisy); while some others tried to keep the distraction away, such as by choosing to work in “a quiet room” and “turn off the phone”, and “say „no‟ to friends asking to hang out” (emma). the questionnaire results showed that the students‟ level of self-regulation in the self-reflection phase (a9-a12) was high. this is indicated by the relatively high means of the likert statements‟ response. in general, the students were able to check their performance (a9; x 3.7) – checking whether they had accomplished their goal, examine their feeling towards their accomplishment (a10, x 4.3), set a new goal by examining how they had done (a11; x 4.0), and learn from their mistakes (a12; x 4.4). unsurprisingly, these findings were in line with the majority of the 72 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) interviewees‟ response. they were able to evaluate their performance and/or feelings, know what was left to be done and set a better plan for the next round. charles, for instance, shared that he “would be feeling a little bit disappointed if [his] target was not accomplished that day” but he then “set a better plan, usually to do more for the next round.” to conclude, generally, students had demonstrated many self-regulatory strategies to plan, monitor, and evaluate their performance on thesis writing. students’ help-seeking before discussing students‟ help-seeking, getting to know briefly about the challenges and difficulties the students experienced during the process of finishing their undergraduate thesis writing is necessary. although not central to this research, some questions related to challenges and difficulties were asked in the beginning of the interviews. in the first round of interviews, it was confirmed that there were various difficulties faced by the students during their thesis writing. these problems arouse either from personal problems, – such as laziness or time management – or technical and language problems, – like finding the appropriate literature or appropriate vocabulary – or even problems with thesis advisor, – such as getting unclear feedback. despite the various problems, students had attempted to seek help. table 3 presents the summary of their help-seeking. table 3. students‟ help-seeking (hs) no aspect sd d n a sa mean σ b1 hs doesn‟t mean a failure 0 1 21 44 36 4.1 0.77 b2 hs doesn‟t mean incapable 2 7 20 41 32 3.9 0.98 b3 hs helps to do better 0 0 1 27 74 4.7 0.47 b4 asking over guessing 1 0 8 35 58 4.5 0.73 b5 one of first things to do 0 7 15 41 39 4.1 0.90 b6 identifying the challenges 0 4 18 51 29 4.0 0.79 b7 asking lecturer(s) 2 9 19 30 42 4.0 1.07 b8 asking friend(s) 0 4 9 46 43 4.3 0.78 generally, the students had great help-seeking level, including their perspective and intention towards help-seeking and their actual act of it. drawing from the statements b1 to b3, the students generally had a positive perspective towards the act of help-seeking. when provided with statements “i do not feel like a failure if i need help to finish my undergraduate thesis writing” (b1; x 4.1) and “getting help in undergraduate thesis writing is not an admission that i am just not smart enough to do the work on my own” (b2; x 3.9), the majority of the students gave positive response to the statements. in addition, most students perceived that help-seeking helped them to do better (b3; x 4.7) this is similar to what flo concluded when being asked about help-seeking matters, “my pride is high but not too high, so i think help-seeking is necessary. we do need that.” this excerpt shows that the participants generally had a great opinion towards help-seeking. besides having a good perspective on help-seeking, the students showed a great intention to seek help, seen from statements b4 and b5. when facing uncertainty during the process of writing their thesis, the students preferred to “ask someone for assistance rather than guess” (b4; x 4.5) and admitted that help-seeking becomes “one of the first things [they] would do” (b5; x 4.1). for the act of help-seeking, the students generally could identify their difficulties (b6; x 4.0) and sought help, from both their lecturer(s) (b7; x 4.0) and their friends (b8; x 4.3). these results were reflected in the interviews as well. when asked whether they could identify their difficulties, the issn 2541-6421 jele (journal of english language and education) 73 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) majority reported they could recognize their difficulties. charles, for example, responded, “i know if i have difficulties; i can identify them, like, i know when i am stuck.” in addition, the students reported that they asked their lecturers, particularly their thesis advisor to help them, like “i would be brave enough to send him a whatsapp chat, even though i am not sure it would be replied or just left as „read‟” (emma). in conclusion, most students demonstrated that they had a great opinion of help-seeking, high intention to seek help, and demonstrated the actual help-seeking act. students’ motivation-regulation table 4 is the summary of the result of participants motivation-regulation. table 4. students‟ motivation-regulation no aspect sd d n a sa mean σ c1 self-talk on own ability 0 1 5 36 60 4.5 0.64 c2 thinking about great outcomes 0 1 6 34 61 4.5 0.66 c3 self-talk on task importance 0 1 7 43 51 4.4 0.67 c4 thinking of own set-goals 1 0 9 48 44 4.3 0.72 c5 giving rewards to self 5 8 16 32 41 3.9 1.15 c6 talking to friends 0 1 11 56 34 4.2 0.67 c7 trying new ways 1 14 16 52 19 3.7 0.96 c8 doing relaxation 4 20 25 31 22 3.5 1.15 c9 avoiding disappoint others 2 2 12 36 50 4.3 0.89 c10 remembering reason of going to college 1 5 20 46 30 4.0 0.88 c11 thinking of made-sacrifices 0 2 7 33 60 4.5 0.71 c12 thinking of bad consequences 1 1 17 42 41 4.2 0.82 similar to students‟ level of self-regulation and help-seeking, the result of the likert-type questionnaire indicated that, in general, students‟ motivation-regulation strategies were high. from statements c1 to c4, it could be seen that the students generally stated that they undertook many strategies to enhance their self-efficacy. most students reported that they did self-talk about their own ability, such as „you can do this‟ (c1; x 4.5), thought about how great they would feel once the task had been completed (c2; x 4.5), reminded themselves that the task was important in order to graduate (c3; x 4.4), and thought about the goals that they had set (c4; x 4.3). in line with the questionnaire, in the interviews, the students mentioned some great efforts to enhance their selfefficacy, for instance by “telling [her]self „c‟mon, you should do this quick! you can do that” (helen) or “saying „keep going through to my own hell,” (flo). here, it can be seen that the participants tell themselves motivating sentences to maintain their motivation. to maintain their motivation, the students indicated that they did several stress reducing actions (c5-c8) to go through the challenges in writing their undergraduate thesis. with relatively high means, the majority of the students showed that they promised themselves something after having some progress (c5; x 3.9), talked to a friend and had some discussion with them (c6; x 4.2), thought of interesting or different ways to do their undergraduate thesis writing (c7; x 3.7), and used some forms of relaxation to make them concentrate better (c8; x 3.5). similarly, through the interview, the students revealed that they often gave themselves rewards after they achieved some amount of progress as well as some little entertainment during their writing session, like to “scroll through instagram for a moment only to get her mind refreshed (daisy). similarly, charles shared, “before i sit down i look for a book that is not related to any theories for my thesis ... if i am feeing drowsy, i will read for several minutes and i continue writing.” it indicated that he tried to keep himself motivated even when he felt bored in the thesis writing process. 74 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) moreover, the students indicated that they regulated their motivation by thinking of the consequence of their behavior (c9-c12), especially the negative ones. most of the students agreed that they did not want to disappoint others (c9; x 4.3) and remembered the reasons why they were going to college (c10; x 4.0). in addition, they indicated that they thought of how much sacrifice they and their parents had made so far (c11; x 4.5) as well as the bad consequences if they did not graduate on time (c9; x 4.2). these results were parallel with the interview section, which revealed that “money” and “avoiding parental disappointment” became the biggest initial motivation for the students to finish their thesis. overall, it is clear that the majority of students were able to regulate their motivation, be it by enhancing their self-efficacy, exercising stress-reducing actions, or thinking of possible consequences of their present actions. self-regulation and help-seeking pearson product-moment correlation was utilized to examine the relationship between selfregulation and help-seeking in undergraduate thesis writing. table 5 is the result of the correlation analysis. table 5. correlation between self-regulation and help-seeking in undergraduate thesis writing help-seeking self-regulation pearson correlation .461 ** sig. (2-tailed) .000 n 102 **. correlation is significant at the 0.01 level (2-tailed). as shown in table 5, the correlation between self-regulation and help-seeking in the context of undergraduate thesis writing was moderate with r=.461, significant at 0.00 level, hence, the first alternative hypothesis (h1a) was accepted. it could be concluded that there was a positive, moderate, and significant correlation between these two notions. this quantitative correlation was supported by the qualitative data, especially in ways that the students demonstrated the importance of helpseeking in the process of regulating themselves in finishing their writing. ian, for instance, elaborated this connection by stating, “in forethought phase, we can ask our lecturers what books we can use as references; in evaluation, maybe we can ask lecturers or friends to give us feedback and suggestions”. furthermore, flo shared how she made the best use of reflection phase to know what needed to be improved and to inform her “when to reach out for help.” hence, from this elaboration, it can be concluded that self-regulation and help-seeking were closely related. self-regulation and motivation-regulation the correlation between self-regulation and motivation-regulation in undergraduate thesis writing was also examined using pearson product-moment correlation. table 6 presents the result. table 6. correlation between self-regulation and motivation-regulation in undergraduate thesis writing motivation-regulation self-regulation pearson correlation .648 ** sig. (2-tailed) .000 n 102 **. correlation is significant at the 0.01 level (2-tailed). from table 6, self-regulation and motivation-regulation were correlated in r=648, significant at 0.00. thus, the second alternative hypothesis (h1b) was accepted, and it was confirmed that there was a positive, high, and significant correlation between self-regulation and motivation-regulation in issn 2541-6421 jele (journal of english language and education) 75 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) the context of undergraduate thesis writing. this finding was also evident from the interview result. the students generally acknowledged that self-regulation and motivation-regulation were highly correlated. ian, for instance, explicitly addressed this relation, highlighting “to me, those who are self-regulated should have better motivation-regulation in doing their undergraduate thesis, and vice versa.” similarly, beth concluded that “motivation is part of self-regulation.” from these excerpts and the correlational data analysis, the students demonstrated that they were aware and agreed that self-regulation and motivation-regulation were highly related. discussion although self-regulation, help-seeking, and motivation-regulation have been popular topics for research (e.g., hao et al., 2016; mehrabi et al., 2016; surastina & dedi, 2018), to date, only limited empirical studies have been directed to address how they are used in thesis writing, let alone the undergraduate thesis, especially in the eastern learning contexts like indonesia. addressing these notions in this context would partially fill the gap and bring forth unique significance for at least three reasons: 1) undergraduate thesis writing is most likely the first time students conduct actual research (cf. reynolds & thompson, 2011, p. 209); 2) working on thesis demands the students to be responsible for their own success now that their supervisor will only guide them to work independently (cf. strauss, 2012, p. 286); 3) the concept of being independent – or self-regulated – learners is not part in indonesian learning culture (cf. dardjowidjojo, 2001; indah, 2017; indah & kusuma, 2016; marcellino, 2008). on this account, this study was conducted to address this matter closely, especially how indonesian efl undergraduate students self-regulated their thesis writing process, sought help, and maintained their motivation, as well as the relationship between selfregulation and help-seeking, and between self-regulation and motivation-regulation. based on the quantitative and qualitative data analysis, three major findings were revealed, which will be discussed in the following paragraphs. first, this research revealed that academic writing, in this case undergraduate thesis, presents difficulties for efl students. it was found that students faced various challenges during the process of the thesis writing, be it technical-language, personal, or other difficulties. this finding echoes previous related studies (e.g., badi, 2015; chen, 2012). one possible explanation for these difficulties was that the students had to produce their work in english, which is not their mother tongue (see gilmore, 2009, p. 363). in addition, the challenges might arise from conducting research for the first time and making the report of it (cf. reynolds & thompson, 2011), where they might not have a clear idea and sufficient experience of how to write a good thesis. the difficulties may also stem from the flexible deadline (cf. hallberg & olsson, 2017, p. 14), which may be equal to too much freedom of when to finish their thesis. second, the encouraging result of students‟ self-regulation, help-seeking, and motivationregulation may stem from students‟ learning culture in sanata dharma university. data analysis results indicated that most students were able to plan, monitor, and evaluate their thesis writing process (see zimmerman, 1998). additionally, the students showed a positive intention towards help-seeking, great intention to do it, as well as the actual act of help-seeking whenever they really needed assistance; be it from friends, thesis advisor, or lecturers (see newman, 2002). the students also reported many strategies to keep themselves motivated by trying to enhance their self-efficacy, doing stress reducing actions, and thinking of possible consequences to maintain their motivation (see mccann & garcia, 1999, pp. 273–275). these results were quite surprising, as in eastern countries, particularly in indonesia, teacher-centered education practices are still prevalent although the curriculum documents have stressed student-centered learning (see dardjowidjojo, 2001; indah, 2017; indah & kusuma, 2016; liando, 2010, p. 119; marcellino, 2008). one possible rationale for these encouraging findings is the learning atmosphere and the supportive culture for being independent learners in sanata dharma university. as has been noted, student-centered approach is embraced in this university, where the lecturers generally know how and when they position themselves in the learning process (author, 2013, p. 160). thus, even when students had experienced and been accustomed to the teacher-centered practices during their previous years of schooling, they have likely adapted to this student-centered learning during their first years of study in this university. 76 jele (journal of english language and education) issn 2541-6421 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) third, self-regulation, help-seeking, and motivation-regulation are the key factors to be successful in undergraduate thesis. as this study discovered, self-regulated learners tended to have the ability to seek help and regulate their motivation, even when they encountered learning difficulties. this finding resonates well with previous studies, which argue that self-regulated learners possess the ability to seek help when the need arises (see dunn et al., 2014; finney et al., 2018; newman, 2002; zimmerman, 2008). this study is also supported by existing studies which contend that the ability of learners to self-regulate themselves align with their ability to maintain their motivation (see daniela, 2015; teng & zhang, 2018; wolters, 1998, 2003). hence, the finding strengthens the notion that self-regulation and motivation are closely and significantly related. while all of them bring positive impacts on students‟ performance (see mehrabi et al., 2016; mukti, 2017; newman, 2002), it becomes essential that students implement self-regulation strategies, i.e. how they seek help when necessary and maintain their motivation to be successful in undergraduate thesis writing, an academic task, which is full of challenges particularly in efl learning contexts. 4. conclusion although self-regulation, help-seeking, and motivation-regulation have been popular topics for research (e.g., hao et al., 2016; mehrabi et al., 2016; surastina & dedi, 2018), to date, only limited empirical studies have been directed to address how they are used in thesis writing, let alone the undergraduate thesis, especially in the eastern learning contexts like indonesia. addressing these notions in this context would partially fill the gap and bring forth unique significance for at least three reasons: 1) undergraduate thesis writing is most likely the first time students conduct actual research (cf. reynolds & thompson, 2011, p. 209); 2) working on thesis demands the students to be responsible for their own success now that their supervisor will only guide them to work independently (cf. strauss, 2012, p. 286); 3) the concept of being independent – or self-regulated – learners is not part in indonesian learning culture (cf. dardjowidjojo, 2001; indah, 2017; indah & kusuma, 2016; marcellino, 2008). on this account, this study was conducted to address this matter closely, especially how indonesian efl undergraduate students self-regulated their thesis writing process, sought help, and maintained their motivation, as well as the relationship between selfregulation and help-seeking, and between self-regulation and motivation-regulation. based on the quantitative and qualitative data analysis, three major findings were revealed, which will be discussed in the following paragraphs. first, this research revealed that academic writing, in this case undergraduate thesis, presents difficulties for efl students. it was found that students faced various challenges during the process of the thesis writing, be it technical-language, personal, or other difficulties. this finding echoes previous related studies (e.g., badi, 2015; chen, 2012). one possible explanation for these difficulties was that the students had to produce their work in english, which is not their mother tongue (see gilmore, 2009, p. 363). in addition, the challenges might arise from conducting research for the first time and making the report of it (cf. reynolds & thompson, 2011), where they might not have a clear idea and sufficient experience of how to write a good thesis. the difficulties may also stem from the flexible deadline (cf. hallberg & olsson, 2017, p. 14), which may be equal to too much freedom of when to finish their thesis. second, the encouraging result of students‟ self-regulation, help-seeking, and motivationregulation may stem from students‟ learning culture in sanata dharma university. data analysis results indicated that most students were able to plan, monitor, and evaluate their thesis writing process (see zimmerman, 1998). additionally, the students showed a positive intention towards help-seeking, great intention to do it, as well as the actual act of help-seeking whenever they really needed assistance; be it from friends, thesis advisor, or lecturers (see newman, 2002). the students also reported many strategies to keep themselves motivated by trying to enhance their self-efficacy, doing stress reducing actions, and thinking of possible consequences to maintain their motivation (see mccann & garcia, 1999, pp. 273–275). these results were quite surprising, as in eastern countries, particularly in indonesia, teacher-centered education practices are still prevalent although the curriculum documents have stressed student-centered learning (see dardjowidjojo, 2001; indah, issn 2541-6421 jele (journal of english language and education) 77 vol. 5, no. 1, june 2019, pp. 66-82 concilianus laos mbato, et al (efl undergraduate students’ self-regulation in thesis writing) 2017; indah & kusuma, 2016; liando, 2010, p. 119; marcellino, 2008). one possible rationale for these encouraging findings is the learning atmosphere and the supportive culture for being independent learners in sanata dharma university. as has been noted, student-centered approach is embraced in this university, where the lecturers generally know how and when they position themselves in the learning process (author, 2013, p. 160). thus, even when students had experienced and been accustomed to the teacher-centered practices during their previous years of schooling, they have likely adapted to this student-centered learning during their first years of study in this university. third, self-regulation, help-seeking, and motivation-regulation are the key factors to be successful in undergraduate thesis. as this study discovered, self-regulated learners tended to have the ability to seek help and regulate their motivation, even when they encountered learning difficulties. this finding resonates well with previous studies, which argue that self-regulated learners possess the ability to seek help when the need arises (see dunn et al., 2014; finney et al., 2018; newman, 2002; zimmerman, 2008). this study is also supported by existing studies which contend that the ability of learners to self-regulate themselves align with their ability to maintain their motivation (see daniela, 2015; teng & zhang, 2018; wolters, 1998, 2003). hence, the finding strengthens the notion that self-regulation and motivation are closely and significantly related. while all of them bring positive impacts on students‟ performance (see mehrabi et al., 2016; mukti, 2017; newman, 2002), it becomes essential that students implement self-regulation strategies, i.e. how they seek help when necessary and maintain their motivation to be successful in undergraduate thesis writing, an academic task, which is full of challenges particularly in efl learning contexts. conclusions and implications this research has elucidated how indonesian efl undergraduate students of sanata dharma university, indonesia self-regulated their thesis writing process, including how they sought help and maintained their motivation among the stream of challenges. generally, the students demonstrated various strategies of self-regulation, help-seeking, and motivation-regulation to finish their thesis. it was also found that students who were highly self-regulated tend to seek-help and maintain their motivation better than those who were not. this study, however, has several limitations. first, although the number of the students involved in this study was quite big (n=102), its findings could not be generalized to the whole context of indonesian or asian undergraduate students since this study was conducted specifically in the english language education study program of sanata dharma university. as the context was quite specific, an attempt to replicate this study to another university context, be it in indonesia or in other asian countries, may yield different results. second, this study has not explored how self-regulation, help-seeking, and motivation-regulation empirically relate to students‟ performance in undergraduate thesis writing, especially how they can help students graduate faster and produce a good quality thesis. hence, further researchers are encouraged to do similar studies with different contexts and discuss the relationship between the findings and students‟ performance in undergraduate thesis writing. nevertheless, this study brings forth several implications. first, self-regulation will grow in a learning environment which provides students with rich opportunity to develop their potentials wholly. therefore, it is important that the university in general and thesis advisors in particular create the academic atmosphere that facilitates all students to develop self-regulation, help-seeking, and motivation-regulation strategies in finishing their thesis. second, it is necessary for the students and thesis advisors to agree on certain deadlines, be it weekly or monthly as they become a tool that encourages students to keep making writing progress. third, there is a need for programs that could familiarize students to academic english, especially for students whose mother tongue is not english so that they would be more accustomed to producing an academic writing. references abdulkareem, m. n. 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