journal of english language teaching and applied linguistics) volume 8, no. 2, august 2022 page. 96-102 p-issn: 2356-2048 e-issn: 2356-203x 96 the clinical setting english role play method to improve the midwifery students speaking ability surip haryani1*, azwar abbas2 nursing program, sekolah tinggi ilmu kesehatan madani yogyakarta magister of english education, university of ahmad dahlan email correspondence: sharyani81@gmail.com abstract role-play for health science students can be done by applying clinical setting role play. the study aimed to find out the effect of clinical setting role play to improve the speaking skills of midwifery students using pre and post-test design. this is a classroom action research with one group before-after study. the 3rd-semester midwifery students were taken totally as samples. paired t-test shows an increase in the value of the pre and post-test results with a p-value of 0.003 and <p value of 0.05 which means there is a positive influence. keywords: correlation, personality, english proficiency introduction english courses are given in almost all university majors in indonesia, including the midwifery department. this is because the need for midwives who are able to compete in the global era, especially facing the mea, has become more real. with the mea, midwife graduates who have the ability to speak english are very important. students will later compete with many graduates from various universities to get jobs or work as medical personnel in clinics or hospitals both at home and abroad. if the opportunity to work as medical midwives will be limited later, students can get the opportunity to work as medical personnel abroad. many developed countries provide opportunities to work as medical personnel in various international hospitals. the need for medical personnel abroad is very large, but the absorption is far below the standard due not to the aspect of clinical ability but to the aspect of the lack of ability to communicate in english. english courses are given in the midwifery department with the hope that students mailto:fatmaery@ymail.com the clinical... 97 are able to communicate well in english, especially according to their role as prospective medical personnel. from the observations made, it is known that the english learning application has started the esp (english for specific purposes) learning model or english based on the majors taken but speaking practice applications have not applied setting-based conversations or clinical backgrounds directly. this phenomenon makes the english courses given need to be given with thematic conversations whose setting or concept is in the world of health care for patients which is identical to the world of hospital or clinic work with the speaking learning method, namely by playing a role or role play. (baybakova & hasko, 2020) mentions that imitational and role-play strategies can also be quite successful in esp discourse training. crookal in (ferdian & nirwana, 2021) states that role-play can be a quite simple and brief technique to organize which is also highly flexible, leaving much more scope for the exercise of individual variation, initiative, and imagination. those aspects in role-plays can be set in a clinical situation for medical students or other health field majors such as midwifery. for midwifery students, role plays need to be done by applying the clinical setting of services to patients or clinical setting role play to improve their speaking or communication skills. a research finding of (ferdian & nirwana, 2021) found that nursing students’ reflections on role-play activities are suggested and considered for their professional careers. nursing and midwifery are typically the same fields in relation to health care providers. the findings of (ferdian & nirwana, 2021) was used as one of the backgrounds for the research to be conducted on midwifery students on how clinical setting role play can improve their speaking skills. research methods this is a quantitative experimental research using one group pre-test and post-test design. role-play activities were conducted as pre and post-tests and the scores were presented and measured quantitatively using dependent t-test analysis with spss application to find whether or not the significant value of sig (2 tailed) t-test <0.05 meaning a significant difference between the pre and post-test-values. the 3rd-semester midwifery students of stikes madani yogyakarta were taken totally as the populations and samples. they are 13 students in the class. the researchers conducted some steps in surip haryani … 98 the research namely observation, selection of research population and sample, giving pre-test, applying the concept of clinical role-play setting giving post-test, assessing and analyzing results, and writing the research report. observation and interviews are the data collection techniques to find out the students’ experiments in a midwifery clinical setting role play. the treatment or experiment was given by providing material in the setting of english conversation-based material in the setting of midwifery health care services. the conversation settings are started from the beginning when a midwife is accepting a new client’s admission, conducting the client’s personal data, conducting physical assessments from the primary data of vital signs and health history to anc or antenatal care, explaining procedures, assisting labor process, dealing with the postpartum woman, explaining health reproduction system and providing an immunization service as one of the child health cares. all of the settings of the situations are based on the midwifery competencies in myles textbook for midwives (bannett, v. ruth; brown, 2014). to find out how the improvements of the scores, the students were given pre and post-tests. analysis of the listening test results is analyzed using the t-test. results and discussion the observation stage found that the previous semesters were conducted online caused by the covid-19 pandemic. the speaking activities were conducted virtually and had not been given role play activities. for the role play speaking test in the pretest session, the students were divided into 4 groups and they had to play roles as a midwife, a client and her spouse, and the midwife assistant. the score gained by the students in the pre-test stage are below: tabel 1. pre-test result group score group 1 67 group 2 65 group 3 70 group 4 70 the clinical... 99 the students were given conversation-based materials on the teaching-learning activities. the materials were english conversation-based material in the setting of midwifery health care services. the conversation settings were started from the beginning when a midwife is accepting a new client’s admission, conducting the client’s personal data, conducting physical assessments from the primary data of vital signs and health history to anc or antenatal care, explaining procedures, assisting labor process, dealing with the postpartum woman, explaining health reproduction system and providing an immunization service as one of the child health cares. the posttests were set in the midwifery laboratory where all the utilities are set as a mini clinic for the students to practice all the midwifery skills. the students conduced the role play by using the medical instruments needed during each scene such as using the observation chart, statoscope, thermometer, scale, sphygmomanometer when measuring vital signs, using examination bed when conducting anc or antenatal care with other supported equipment such as doppler, and using baby phantom in assisting labor. this medical equipment helped the students to be more expressive and comprehensive. the post-test results indicate the improvement of the score tabel 2. post-test results group score group 1 78 group 2 75 group 3 80 group 4 90 the improvements of the score can be seen below : table 3: students’ score improvement group pretest score post test score score improvement group 1 67 78 11 group 2 65 75 10 group 3 70 80 10 group 4 70 90 20 the above improvement scores during pre and post-tests can prove that clinical setting surip haryani … 100 role-play conducted in midwifery clinic by using the medical equipment needed for the role play can improve the speaking skill of the students. this is in line with the findings of (umam, 2011) in his research stating role playing can improve the speaking ability as well as (alzboun et al., 2017) who can prove the good effects of role-playing in improving the speaking ability significantly. based on the interview given to the students after the post-test, they mostly stated that the clinical setting could help them to know what to communicate since they were at the same time conducting the midwifery treatment to the client. the action can support them to remember what to say in communication when implementing midwifery actions. the students were able to be more expressive and comprehensive. this can be considered as the advantage of clinical setting role-play. in conducting the activity, he students found a slight problem in remembering the dialogue since they have to do some scenes of services from the beginning when they accepted a new client until the childcare services. but this was mostly helped by the real act of midwifery services so the communication could be done more naturally. the significant result of the data analysis can be seen below : table 4. the influence of clinical setting role play to improve the speaking skills of midwifery students no variable pre-test post-test p-value 1 the influence of clinical setting role play to improve the speaking skills of midwifery students 2.44±68.00 6.55±80.75 0.013 pre and post-test indicate an increase in value of standard deviation. t-test results of the analysis of the pre and post-test scores using spss 16 show a sig value of 0.003 which means there is a significant difference in value between the pre and post-test results. midwifery clinical setting role play can improve the speaking skills of midwifery students in stikes madani yogyakarta. the data results indicate that the author can prove midwifery clinical setting role play can improve the speaking skills of midwifery the clinical... 101 students. this findings can support the goal value of indonesian asean free association (afta) and north atlantic free treat association nafta memberships as stated in (nurhidayat et al., 2021) that opportunities and challenges for health school students, graduates, and lecturers to demand qualified health school students for qualified health workers. the medical laboratory becomes good place for not only practicing health care skills but also for practicing in english especially for the health science in particularly midwifery. conclusion the results of the study and data analysis show an increase in the value of the pre and post-test processes before and after giving treatment. this shows that there is a good effect of the clinical setting role-play method on improving the ability of the 3rd-semester students of midwifery at stikes madani yogyakarta. the availability of the midwifery laboratory and its supporting equipment which are commonly used for midwifery students’ practices is beneficial for midwifery english lectures. the implementation of english speaking practice in the form of role-playing is suitable for the midwifery major. students' speaking skills, especially when speaking in the context of midwifery, will greatly assist them in preparing to compete in the global era where the need for medical personnel around the world is very wide, especially after the covid-19 pandemic, the need for medical personnel is increasing almost all over the world. practicing english in the midwifery laboratory or in the context of clinical settings is obviously necessary for midwifery students to practice optimally in relation to the use of english midwifery technical terms. the author suggests conducting further research related to the perspective or review of student learning experiences in using the clinical setting role play method in midwifery english learning. references alzboun, b., smad, o. m., & baniabdelrahman, a. (2017). the effect of role play strategy on jordanian efl tenth grade students’ speaking skill. arab world english journal, 8(4), 121–136. https://doi.org/10.24093/awej/vol8no4.8 surip haryani … 102 bannett, v. ruth; brown, l. k. (2014). myles textbook for midwives (jaine marshall and maureen reynor (ed.); sixteenth, issue sixteenth edition). sounders elsevier. https://books.google.co.id/books?id=vpbsawaaqbaj&lpg=pp1&ots=or79iimjw&dq=mile textbook for midwifery&lr&hl=id&pg=pr5#v=onepage&q=mile textbook for midwifery&f=false baybakova, i. m., & hasko, o. l. (2020). imitational and role-play strategies in the esp discourse training. scientific notes of taurida national v.i. vernadsky university, series philology. social communications, 2(1), 11–15. https://doi.org/10.32838/2663-6069/2020.1-2/03 ferdian, n. r., & nirwana, b. (2021). nursing students ’ reflections on english roleplay activities in esp class. 4(4), 452–457. nurhidayat, n., fatmawati, a., & kesehatan muhammadiyah makassar, p. (2021). need analysis for english special purpose in medical laboratory technology students corresponding email article’s history need analysis for english special purpose in medical laboratory technology students. 8(2), 2021–2391. https://doi.org/10.30605/25409190.232 umam, c. (2011). improving the students’ speaking ability through role-playing technique. http://jurnal.bdksurabaya-kemenag.com/index.php/inovasi/index implementation of integrated......................... 33 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. implementation of integrated and communicative approach in efl poetry classroom sutarno english department, stkip muhammadiyah pringsewu email: sutarno@stkipmpringsewu-lpg.ac.id abstract this study intends to describe the implementation of integrated and communicative approach for teaching poetry. integrated and communicated approach consist three main activities; pre, while and post activities. this study employed a qualitative method with case study approach. the number of subjects in this research is 48 students of stkip muhammadiyah pringsewu. the finding showed integrated and communicative approach could be used for teaching poetry in efl class since it was enable the students comprehend as well as read aloud and created of poetry easier. moreover, it is also helped the students to understand the text depth conceptually and linguistically. keywords: integrated and communicative approach, efl poetry classroom 1. introduction english poetry has been integrated in english curriculum in many esl/efl countries as well as in indonesia for many years. the aim of teaching poetry is to enable students to comprehend and analyze the linguistic structure, literary style, figures of speech, and rhetoric, and to develop students’ cultural understanding and expressive abilities. teaching poetry in efl/esl language classes gives some benefits to students as many practitioners have proven. according to collie and slater (1990:3) there are four main reasons which lead language teacher to use poetry in the classroom; valuable authentic material, cultural and language enrichment, and personal involvement. then, khatib and daftarifard (2013) reported that inclusion of poems in efl intermediate classroom had a causal effect on learners’ intrinsic reading motivation. moreover, students’ vocabulary and linguistics development could be build through poem (alabi, 2015). it is jurnal smart , volume 4, no 1 (2018), page. 3339 issn cetak : 2356-2048 issn online : 2356-203x https://doi.org/10.26638/js.573.203x mailto:sutarno@stkipmpringsewu-lpg.ac.id https://doi.org/10.26638/js.573.203x implementation of integrated......................... 34 implying that poetry is an effective source to be applied in english language classroom. although a poem gives much contribution on students’ performance, most students in a second or foreign language setting sometimes regard poetry as being less important than language. sharminnie, et al (2009), for instance, found that majority of malaysian upper secondary students were reluctant to learn poetry because they thought learning poetry gave a little contribution to language skill development and they probably considered it insignificant to any advancement in their studies or their future carriers. a similar situation happens at stkip muhammadiyah pringsewu where the students commonly underestimate poetry course since they assume that poetry gives few contributions both to their study performance and to their future teaching career. another reason underlined on students’ reluctant in learning poetry is that in many efl classrooms, poetry was still taught traditionally where the teacher practiced traditional teacher center approaches which neither aroused students’ genuine interest in the subject being taught nor involved the students in any meaningful classroom interaction (dutta, 2001, yusef, et al, 2016). moreover, hughes (2007) stated that the dominant model of teaching poetry was done through printed text and focused on finding one meaning to be dissected. furthermore, often do the teachers report uncomfortable feeling when teaching poetry, either because they are not sure how to teach it effectively due to lack of pedagogical role models or because they find it elusive for being taught to students. to gain the objectives of teaching as well as to solve students’ problem in learning poem, an appropriate approach should be utilized. one of approaches which could be used in teaching poetry is integrated and communicative approach. in this method, language skill will not be taught in isolation but in an integrated way incorporated with a linguistics approach which utilizes some of strategies used in stylistic analysis, exploring texts literary from the perspective of style and its content and form. in this approach, students-centered activities are promoted which as what collie and slater (1990: 8) suggested, that is, adding fresh momentum into teaching of literature by stimulating learners’ desire of reading and encouraging their responses. sutarno.......................................................... implementation of integrated......................... 35 activities in form of predicting, gap filling, creative writing, role playing, and media transferring are used and those activities are done under supervision of the teacher where in this approach she/he does not act as assessor or corrector, but participant guide (dutta, 2001). researches on applying integrated approaches in teaching poetry have been conducted previously by researchers. divsar and thariri (2009) investigated the effectiveness of an integrated approach for teaching literature in efl context. the findings showed that integrated approach was effective for teaching literature. moreover, it assisted students in acquiring the language more effectively and facilitating students’ socio-cultural competence and interpretative abilities. then, yimwilai (2015) conducted research on the effectiveness of the integrated approach for english teaching in a foreign language classroom and how it related to students’ achievement, critical thinking skill, and attitudes toward reading literature. it was reported that integrated approach was effective for teaching literature. the achievement test scores, critical thinking skills improvement, and attitudes toward reading literature of the experiment group were significantly higher than the control group. different from the previous studied; this study aims in describing the implementation of integrated and communicative approach for teaching poetry. 2. research method this research applied a qualitative method through case study approach. the number of subjects in the research is 48 students of stkip muhammadiyah pringsewu who joined english literature class. the sources of data of this research are the lecturer who teaches poetry class, his documents of teaching in form of syllabus, lesson plans, teaching materials and the teaching-learning process in the poetry class. the collecting of data was done through deep interview, documentation and observation. interview and observation were done to gain real information about how the lecturer planned, conducted, and scored students’ work. documentation study was done to learn the teaching documents prepared by lecturer such as teaching material, syllabus, and lesson plan of poetry course. the validity of data was gained through continual observation and triangulation of data source. the triangulation of data source was used to implementation of integrated......................... 36 collect the information from both of lecturer and students in the poetry class. then, checking activity, recheck, and crosscheck were done by the researcher. the data of the research were analyzed through a qualitative analysis which consists of three analysis steps namely reduction of the data, data presentation/display, and drawing conclusion. 3. finding and discussion the finding of the research covers the lesson plan and objective of poetry course, teaching material and strategy selecting phase, and implementation of integrated and communicative approach in the poetry class. the syllabus, lesson plan, and objectives of poetry course syllabus and lesson plans are essential documents in teaching poetry course since they are used as guidance for the lecturer in conducting teaching and learning process for the whole semester. the lesson plans of poetry course specifically tells weekly activities which will be done in the poetry class. the syllabus and lesson plans of poetry course cover some components; identity, description of course, learning attainment in form of affective attainment, general and specific attainment, knowledge attainment, material, and model/methodology used, kinds of assignments, assessment plan, and references. the objective of teaching poetry in english study program of stkip muhammadiyah pringsewu is to enable students in appreciate/ comprehend, read aloud, and create poems. selecting material and learning strategy activity in selecting material and strategy of the course is such a challenging activity for the lecturer. the genres of poem that can be used in teaching are plenty. however, the lecturers have to pay more attention in choosing the poem he wants to deal with in the classroom. some consideration should be noticed like the need of students, their interest and motivation, and also students’ social and cultural background. moreover, it is needed for the lecturer to select poem with appropriate length and it should be appropriate with the level of students’ comprehension. some short poems will be easier to be used within the class time availability, but longer poem like robert frost’s “the death of a hired man” could sutarno......................................................... implementation of integrated......................... 37 be used since it provides a story, contextual details, and development of the character and plot. hence, it will be interesting for the students. furthermore, using of contemporary poems where the syntax is more likely similar to language text books will be better than the classical poem. besides selecting materials which are appropriate with students’ condition, selecting learning strategies is also very important. the use of right strategy will support the successful learning process. in conducting teaching of poetry, the lecturer used approaches which focus on students centeredlearning. an integrated and communicative approach is used in the process of teaching poetry. this approach is chosen since though some integrated activities, teaching and learning poem become productive and enjoyable. the application of integrated and communicative approach poetry course is conducted in two hours on wednesday once a week. the integrated and communicative approach is applied through classroom activities which are divided into three categories; pre-reading activities, whilstreading activities, and post reading activities. pre-reading activities consist of warming up activity which can provide a forum to elicit from students and respond to ideas and issues in prescribed text. while-reading activities aim at helping the students to experience the text holistically by developing a fruitful interaction between the text and the reader. meanwhile post-reading activities encourage students to reflect upon what they have read and they generate thoughtful discussion on different issues related to both language and literature arising from the text. the following is the application of integrated and communicative approach by the lecturer in teaching poetry: (a) pre-reading activities in pre-reading activities for generating inference, the lecturer asked the title of the poem and gave illustrations such as giving important clues, keywords, icebreaking and language exercise. (b) while-reading activities after giving pre-reading activities and students were ready to read the text, the lecturer started this phase by reading the poem loudly in the classroom. then he asked the students to read the poem silently and loudly both individually and in pairs. implementation of integrated......................... 38 after that, the lecturer gave the students language exercise. the last activity in this step is rechecking again the inference made about the text in prereading activity. (c) post-reading activities the aim of post-reading was to create a suitable situation for the students to express their reaction to reading the text. in the phase, firstly the lecturer posed comprehension questions, and then he gave language exercise in form of giving antonyms, changing the use of present tenses to past tenses which created a different version of the poem, and asking the students to study structural peculiarities of the poem. the second activity was asking the students to memorize stanza of the poem. in the next step, the lecturer asked the students to rewrite the poem than conduct a role playing activity. 4. conclusion in teaching poetry course, the lecturer started the activities in form of preparing the syllabus and lesson plans, determining the objective of the course, and selecting the materials and teaching technique. the integrated and communicative approach really helped the students to understand the text depth linguistically and conceptually and it was very beneficial to develop interpretation and evaluation skills. 5. references alabi, adesanya m. (2015). teaching vocabulary through poetry in an efl classroom. ijtase journal. vol. 4 (4). pp 22-30. collie, j and s. slater. (1990). literature in the language classroom. a resource book of ideas activities. cambridge: cup. divsar, hoda and tahriri abdoreza. (2009). investigating the effectiveness of an integrated approach to teaching literature in an efl context. paal journal. vol 13 (2). pp 105-116. dutta, sujit k. (2001). teaching poetry in the school classroom: an integrated and communicative approach. cauce journal. no. 24. pp 519-537. hughes, jannete. (2007). poetry: a powerful medium for literacy and technology development. research monograph. university of ontario institute and technology. khatib, m., daftarifard, p. (2013). the effect of reading poems on learners’s reading motivation. journal of literature, culture sutarno..................................................... implementation of integrated......................... 39 &media studies. vol v (9&10). pp 192-202. sharminnie, evelyn, et al. (2009) teaching poetry to reluctant learners in form four esl classroom. proceedings of the 2nd international conference of teaching and learning (icti) inti university college, malaysia. yimwilai, supaporn. (2015). an integrated approach to teaching literature in an efl classroom. english language teaching journal. vol.8. no.2. pp 14-21. yusef, ghalib ahmed, et al. (2016.) teaching english poetry in faculties of education,hodeidah university, yaman: out dated syllabi and methods. research journal of english language and literature (rjelal). vol 4. issue 2, pp 6-14. (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 80-86 p-issn: 2356-2048 e-issn: 2356-203x 80 parent involvement in accompanying deaf students in learning english online while covid-19 pandemic nicky alfa fiorentina1, fitri wulandari2, sutarno3, kurniati4) 1),2),3)4) english education study program, faculty of teacher training and education university of muhammmadiyah pringsewu lampung emai correspondence: fitriwulandari@umpri.ac.id, , abstract the purpose of this study was to obtain information about parent involvement in accompanying deaf students in learning english online while the covid-19 pandemic. the involvement of parent is very important for children's education especially in students with the deaf. parental involvement in deaf students learning english online as a form of parental support that aims at the development of child potential where the parent take part in their role in deaf students learning english online through related relationships that support each other and the parental involvement indicators in learning english online are; prepare facilities in learning english activities from home, assisting the deaf student in learning english activities from home, guiding and motivating deaf student, benefits in learning english online, barriers in learning english online. keywords: english learning online, parent involvement, covid-19 pandemic covid-19 situation. introduction since the coronavirus spread in indonesia, it has caused the government to immediately take firm action to prevent its spread wider. because in this case, the disease is caused by the coronavirus can spread very quickly and has claimed many lives in various ways country, so that the government made various efforts to prevent it very wide deployment, where one of them is by applying distance learning, from elementary to college level. including issuing government regulation number 21 of 2020 concerning large-scale social restrictions in the context of accelerating handling of covid-19 which results in limiting various activities including schools. meanwhile, learning from home activities are officially issued through the minister of education and culture circular number 36962/ mpk.a/ hk/ 2020 regarding online learning and working from home to prevent the spread of corona virus disease (covid-19). this policy forces teachers and students to continue working and learning from home from early childhood education to higher education (kemdikbud.go.id, 2020). mailto:fitriwulandari@umpri.ac.id parent... 81 this policy certainly has an impact not only on the teacher and student relationships during learning from home but also the importance of optimizing the role of parents in implementing learning from home. the home learning policy requires learning to be carried out online. accordance with the minister of education and culture of the republic of indonesia regarding circular number 4 of 2020 concerning implementation of education policies in the emergency of the spread of corona virus disease (covid-19). they cannot meet face to face, because it is for preventing the transmission of covid-19. during learning from home, students get a lot of assignments. so, the role of parents who have to supervise their children in the learning process while at home. the students must study at home, for the sake of safety and health for all of us, this certainly has an impact on parents, where parents must provide learning to their children at home. crowded in various social media that tell the experiences of parents while accompanying their children to learn. for example, it turns out that there are parents who often get angry because they find their children who are difficult to manage so they cannot stand it and want their children to study again at school. this incident gives awareness to parents that educating children is not easy. it takes a lot of knowledge and patience. normal students have difficulty in implementing new rules for learning from home, especially for students with special needs. for a student with disabilities is not easy to deal with the situation of teaching and learning. one approach in the education of students with disabilities while learning from home is the active role of parents in teaching and learning activities. parents are required to be the main handle for students because many of them are not able to learn independently, and this is a challenge for parents in paying attention to their children's education. a student with disabilities is a term that indicates a special disorder. a student with special needs has different characteristics from one another. special education is education for students who have difficulty in participating in the learning process because of physical, emotional, mental, social, and special intelligence and talent potential (pp. no.17 article 127 of 2010). deaf are individuals who have permanent or non-permanent hearing loss. because of the obstacles in hearing individuals with hearing impairment have obstacles in speaking so they are commonly called mute (mudjito, harizal, and elifindri, 2012: 27). the involvement of parents is very important for children's education especially in students with special needs. most students need the involvement of parents as teachers at home. since the 1980s. the nicky... 82 involvement of parents with schools has become a major issue that education policymakers must consider (nurhayati 2016). various studies show that student achievement increases if parents take an active role in the education of their children. as shown by the results of the harvard family research project's (hfrs) research which revealed that parental involvement is closely related to the child's development and achievement. for this reason, parental involvement is very important for children's education especially for a student with disabilities (inspiration 2018).the description of the role of parents above was mostly analyzed before the pandemic, which emphasized more on care, while more academic education was left to the school. meanwhile, research related to the parent’s involvement in accompanying deaf students in learning english online while the covid-19 pandemic has not been done much. based on the foregoing, the study in this research is very important to do to understand how the involvement of parents in accompanying deaf students in learning english online while covid-19 pandemic, including when accompanying children to learn from home. research method the design of this study was a case study in form of qualitative research about parents’ experience in accompanying deaf students in english learning online while the covid-19 pandemic. a case study is a research method that is used to reveal in more detail and comprehensively the situation of the object being analyzed (alwasilah, 2002). hancock & algozzine (2006) states that a case study is research conducted on an "object", which is called a "case", which is carried out completely, thoroughly, and deeply using various kinds of data sources. yin (2006: 1) states that a case study is a more suitable strategy if the main question of a study is how or why, if the researcher has little opportunity to control the events to be investigated, and when the focus of the research is on contemporary phenomena in the context of real life. in this case, the researcher analyzed parents’ experience in accompanying deaf students in learning english online while the covid-19 pandemic. a case study is using a qualitative approach to draw the research and collect the data. the qualitative approach leads to phenomenological studies that have special attention to the phenomenon under study, focus on the activities of the research subject, reveal problems, present data, analyze data, and get data by direct observation. bogdan and taylor in moleong (2008:4) define a qualitative approach as a research procedure that produces descriptive data in the form of written or parent... 83 spoken words from people and observable behavior. it is called qualitative research because this study examines parents’ experience in accompanying deaf students learning english online while the covid-19 pandemic.the researcher has some techniques to collect the data. the researcher used qualitative data. qualitative data consist of observation, questionnaires, and interviews. findings and discussion parents consider that learning at home is still considered capable of improving the quality of children's learning, but some parents think that learning at home is not beneficial for children, because at school children can interact directly with teachers and socialize with their friends. although many parents agree that learning at home can increase knowledge, not a few also feel that they still have difficulties with the technology used during the learning process at home for elderly or senior teachers. many parents help provide motivation as long as deaf students are required to learn from home because of the government's appeal regarding covid-19, this also makes many parents devote their time to helping their child's learning process while at home. many parents agree that during learning at home, the parents also help with the assignments given by the teacher. although not a few also feel that this is an additional activity for parents besides doing household chores, especially for both working parents. learning at home is also considered to have a greater impact on spending, namely for pulses and internet connections, and requires parents to be literate with technology to support the learning process at home, the obstacles faced by parents are the additional cost of purchasing internet quota increases, technology online requires a network connection to the internet and a quota, therefore the level of internet quota usage will increase the burden on parents' expenses, to do online learning for several months, of course, more quota will be needed and will automatically increase the cost of purchasing internet quota. during learning at home, many parents think that the assignments given by the teacher are too many and the assignments looked difficult, but even so, most parents are happy because the assignments are considered to be able to help deaf students understand the material more because of the exercises in the form of assignments given. the teacher gives assignments because of the limited learning time and the difficulty of interacting during learning at home, nicky... 84 therefore many of the teachers change this to giving assignments to strengthen children's abilities regarding the material being studied. many parents consider that through learning at home they can strengthen their relationship with their children, as well as their children, are considered to be able to do learning at home very well, so that many parents who think creatively try various ways so that children do not feel bored while studying at home, but there are also many which reveal that it is better for children to study at school, because many children are annoying, prefer to play rather than study, many children think that they are at home where they play, so there are some cases of tasks not being completed properly. parents also feel that through learning at home, parents can see their child's progress in learning. learning at home can also increase the attachment of parents and children so that parents can better understand their children's abilities. this shows that parents have a very big role during learning activities at home, parents are the first madrasah for their children before learning at school. the existence of this learning activity at home also has benefits for deaf students and their parents, this government policy regarding online learning has made us all aware of the importance of studying technology and using technology positively. this can also be a great lesson for the world of indonesian education in the future to overcome various problems in the world of education today. conclusion the involvement of parents is very important for children's education especially in students with the deaf. parental involvement in deaf students learning english online as a form of parental support that aims at the development of child potential where the parents take part in their role in deaf students learning english online through related relationships that support each other and the parental involvement indicators in learning english online are; prepare facilities in learning english activities from home, assisting children in learning english activities from home, guiding and motivating children, benefits in learning english online, barriers in learning english online. references arsendy, s., sukoco, g. a., & purba, r. e. (2020). riset dampak covid-19: potret gap parent... 85 akses online ‘belajar dari rumah’ dari 4 provinsi. theconversation.com. https://theconversation.com/risetdampak-covid-19-potret-gapaksesonline-belajar-dari-rumah-dari-4provinsi-136534 ashari, m. (2020). proses pembelajaran daring di tengah antisipasi penyebaran virus corona dinilai belum maksimal. pikiran rakyat com website: https://www.pikiranrakyat.com/pendidikan/pr01353818/prosespembejalaran daring-di-tengah-antisipasipenyebaran-virus-corona-dinilaibelummaksimal briliannur, dkk (2020). analisis keefektifan pembelajaran online di masa pandemi covid19. jurnal pendidikan guru sekolah dasar. eissn : 2721-7957. creswell, j. (2003). educational research planning, conducting and evaluating quantitative and qualitative research. covid19.go.id. (2020). data sebaran.covid19.go.id. https://covid19.go.id/ darmono, al (2015). jurnal penelitian. peran orangtua dalam pendidikan anak berkebutuhan khusus. sekolah tinggi agama islam (stai) ngawi. haryanti, dwi (2017). jurnal penelitian. keterlibatan keluarga sebagai mitra dalam pendidikan anak. vol. 1 no. 1. inspirasi (2018). pentingnya keterlibatan orang tua dalam pendidikan anak: https://axa.co.id/inspirasi/pentingny a-keterlibatan-orangtua-dalampendidikan-anak-2 khasanah, dkk. (2020). pendidikan dalam masa pandemi covid-19. jurnal sinestesia, 10 (01), 41-48. lia nur atiqoh bela dina (2020). respon orang tua terhadap pembelajaran daring pada masa pandemi covid-19. jurnal thufuli vol. 2 no. 1 e-issn: 2685-161x. nika cahyati and rita kusumah (2020). peran orang tua dalam menerapkan pembelajaran di rumah saat pandemi covid 19. jurnal golden age, universitas hamzanwadi vol. 04 no. 1, juni 2020, hal. 152-159 e-issn : 2549-7367. nuraini, r. (2020). kasus covid-19 pertama, masyarakat jangan panik. indonesia.go.id. https://indonesia.go.id/narasi/indone sia-dalam-angka/ekonomi/kasuscovid-19pertama-masyarakatjangan-panik nurhayati, (2016). keterlibatan orang tua dalam pendidikan anak. media indonesia: https://m.mediaindonesia.com/amp/ amp_detail/62777-keterlibatanorang-tua-dalampendidikan-anak patricia e. spencer and marc marschark (2006). advanced in the spoken language development of deaf and hard-of-hearing children https://theconversation.com/riset-%20dampak-covid-19-potret-gap-akses-%20online-belajar-dari-rumah-dari-4-%20provinsi-136534 https://theconversation.com/riset-%20dampak-covid-19-potret-gap-akses-%20online-belajar-dari-rumah-dari-4-%20provinsi-136534 https://axa.co.id/inspirasi/pentingny%20a-keterlibatan-orang-tua-dalam-%20pendidikan-anak-2 https://axa.co.id/inspirasi/pentingny%20a-keterlibatan-orang-tua-dalam-%20pendidikan-anak-2 nicky... 86 puspitasari, r. (2020). hikmah pandemi covid-19 bagi pendidikan di indonesia. institut agama islam negeri surakarta website: https://iain-surakarta.ac.id/hikmahpandemicovid-19-bagi-pendidikandiindonesia/ slameto. (2020). 5 fakta pendidikan di tengah wabah corona. detiknews website: https://news.detik.com/kolom/d4969335/5-faktapendidikan-ditengah-wabah-corona sri intan rahayuningsih, dkk. self-adaptation description of parents who have children with special needs in banda aceh. idea nursing journal vol. 02 no. 3 e-issn: 2087 – 2879. taufik hidayat (2019). pembahasan studi kasus sebagai bagian metodologi penelitian. research gate. unicef. (2020). kiat pengasuhan di tengah wabah virus corona (covid-19). unicef.org. https://www.unicef.org/indonesia/id /coronavirus/kiat-pengasuhan covid-19#top who. (2020). coronavirus disease (covid-19) advice for the public:advocacy. https://www.who.int/emergencies/di ceases/novel-coronavirus2019/advice-forpublic/healthyparenting. winingsih, endang. (2020). peran orang tua dalam pembelajaran jarak jauh. poskita.co: https://poskita.co/2020/04/02/peranorangtua-dalampembelajaran-jarakjauh/ worldometers.info. (2020). covid-19 coronavirus pandemic. www.worldometers.info. https://www.worldometers.info/coro navirus/#page-top https://iain-surakarta.ac.id/hikmah-%20pandemi-covid-19-bagi-pendidikan-%20diindonesia/ https://iain-surakarta.ac.id/hikmah-%20pandemi-covid-19-bagi-pendidikan-%20diindonesia/ http://www.unicef.org/indonesia/id http://www.unicef.org/indonesia/id http://www.who.int/emergencies/di http://www.worldometers.info/coro http://www.worldometers.info/coro (journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 46 52 p-issn: 2356-2048 e-issn: 2356-203x 46 students’ anxiety in the english learning at sdit al ihsan jakarta mulyadi1, siti nurani2 1faculty of education and social sciences, university of indraprastha pgri 2faculty of language and art, university of indraprastha pgri email correspondence: mistermul73@yahoo.com abstract this research aims to analyze the english language learning anxiety of primary students empirically. this research is descriptive qualitative research. the population of this research is the sixth-grade students’ from sdit al-ihsan in south jakarta. the sample was taken through simple random sampling of which 50 students as samples of this research. the instruments used in this research were questionnaires and interviews. this research explained that students’ english language learning anxiety is considered a high category in learning english. keywords: language, learning, anxiety, primary students introduction as a developing country, indonesia needs english because the government is trying to improve all aspects which are usually faced by all countries. due to the significance of the english role of today’s communication, being competent in english is greatly needed. having english skills and using english communicatively, could encourage indonesian people to study english since the globalization era challenges their competence comprehensively. we know that nation of indonesia has thousands of islands which means that it also has hundreds of ethnic groups which makes languages in indonesia vary. then indonesian nationalists thought that they needed to have a single national language to unite the people, therefore the indonesian language became an official national language. while indonesia has been successful with its national language which then affects the use of the indonesian language for daily communication, it makes the use of english for international communication less. then the majority of indonesian people remain handicapped by their english. the fact has shown that indonesians get some troubles in studying english mainly in performing their speaking competence although they have been studying english for years to years they are still incapable to use english orally. people who have learned english for a long time in mailto:mistermul73@yahoo.com mulyadi… 47 indonesia, sometimes rather hesitate when they should speak with native speakers. they are not sure about their english. they are often embarrassed or shy to say anything when they do not understand what others speak or when they realize that others do not understand them. sometimes, they just listen in silence while others do talk. this situation is quite related to a feeling of anxiety. sometimes some people do not have enough bravery to speak in front of people even in their language. they always feel nervous when they speak in public. they are afraid of making mistakes because they are worried that other people will laugh at them. from all descriptions above, the writers would like to find out students’ language learning anxiety on primary students. in the writers’ opinion, most people experience language anxiety. there has been a great deal of research in language learning anxiety. in the education field, anxiety becomes a major obstacle faced by students, especially young learners. thus, because of the importance of english in the world today, this research analyzes the english language learning anxiety of primary students at sdit al ihsan, jakarta. anxiety is a complex phenomenon that has been studied by several well-known theorists over many years. there are several kinds of anxiety that have been described. anxiety is part of the human condition that is closely related to the issues of psycholinguistic and socio-cultural that one has. anxiety is also considered as a fear occurring whenever an individual feels in a threat or a danger in such situations in the environment. it is caused by mental or emotional conflicts, not objective circumstances. in learning, anxiety appears to be a common thing that students face particularly in second language learning (amiri and ghonsooly, 2015). students often experience anxiety in learning if they do overthink the punishment given by teachers when they make mistakes in the learning. it surely affects their achievement in the learning process(shibli, et. al., 2015; sing and thukral, 2009). some students may feel guilty about their failure in learning. the sense of guilt is the most important problem in the evolution of learning culture. it could be said that the sense of guilt brought in students’ mindset could hurt this attitude and it can arouse anxiety. anxiety has such an impact on individuals in social situations, especially in public speaking, which is known as “social anxiety” as stated by dugas and robichaud (2007), anxiety in the social context is assumed as a fear that intensively occurred in the social performance students… 48 situations. people with social anxiety will automatically avoid and anticipate the unexpected social activities that might emerge among them. social anxiety is identified as extreme fear and stress related to being watched by others. this could be from speaking activities in crowds to eating meals among other people. in real life, social anxiety does happen to many individuals. social anxiety cuts across all gender, ethnic, economic, and cultural barriers. they experience some type of social anxiety, for example, avoiding public speaking conferences, job interviews, gatherings, or parties. in the opinion of dugas and robichaud, social anxiety can appear quite similar to generalized anxiety disorder (gad). a distinction between social anxiety and gad is the underlying fear. for example, social anxiety is having by an individual who worries when he might be observed or evaluated by others, while gad is having by individual who worries not only in social situations but also worries about several daily events. scovel in pavlenko (2005:33) said that “anxiety is commonly seen as a state of apprehension and vague fear that is only indirectly associated with its object”. anxiety is a form of individual emotions related to feeling threatened by the existence of something, usually with the object of threats that are not so clear. it is defined as a state of uneasiness and apprehension about future uncertainties. though anxiety is related to fear, it is not the same thing. fear is a direct response to a specific event or object of which an individual is conscious. while anxiety is often unfocused, vague, and hard to pin down to a specific cause. anxiety could be a result of anticipation of a realistic or fantasized threat or situation. everyone experiences a small level of anxiety during his life. this happens is natural. in the process of language learning, the use of cognitive thoughts is quite high. besides, language ability is a skill, therefore oral practice is in high demand. quite many steps they have to learn, to remember, and to practice. when there are too many inputs coming into the brain at once, the brain tends to stop them. at this level, the students feel of having brain overload. this condition can keep their stress level high and it makes the material of the lesson is not interesting. lately, the students feel frightened or have a sense of failure. they feel unconfident with their english which situation will bring them to the level of feeling anxious, panic, afraid, embarrassed, and so on, which all of these feelings can be categorized mulyadi… 49 as feeling of anxiety. thus, in this case, the anxiety arises because of the feeling of uncomfortable with the learning process. anxiety is associated with problems in second language learning. it is often found that students who have grade-level increased in which the material of english lesson becomes wider, thus the learning process becomes harder, therefore it causes their feeling of fear, panics, or anxiety becomes increased as well. thus in many respects, anxiety must be controlled appropriately since it can arouse such negative impacts in their learning circumstance (millan, 2003). schein in coutu (2002:100) identified that “learning anxiety as stemming from the fear of failure, of looking stupid, of having to change”. it is usually begun with a perception that language learning is difficult, then students will judge that it is not easy to have english competence. they think that language learning is emotionally painful, as they often have to practice the language in front of the class in which they are afraid of looking stupid. the fear or anxiety of exposure during the process of language learning will lead to their failure in the target language. research method this research is qualitative research that uses a descriptive method for this research focuses on the vivid description of what happens. therefore, the descriptive method is suitable for this purpose. the population of this research is all sixth-grade students of sdit al-ihsan. then, 50 students are selected as participants. the data is obtained from sixth-grade students of sdit al-ihsan. the technique for analyzing the data is to analyze the percentage of indicators of students’ anxiety from all questionnaires. such procedures are conducted to collect the data as the followings: 1. observation observation is a method of collecting information by investigating directly the current process of learning english speaking. 2. interview collecting the data and information by interviewing teachers and students to the research importance. students… 50 3. literature review the data and information are collected by reviewing sources or references. in this phase, the literature review starts with the analysis of the previous research from both offline and online sources. the list of books and journals as references is in the references section. 4. questionnaire the questionnaire was given for students to identify their anxiety in learning speaking. the questionnaire consists of 10 questions related to the primary students’ anxiety indicators in english language learning. the questionnaire used for this research is a questionnaire of the foreign language classroom anxiety scale (flcas) described by huang (2010). the researchers use only 10 items. findings and discussion the research findings have shown that students’ anxiety of sdit al-ihsan jakarta is still at a high level. based on the data taken from the students, there is a significant percentage that indicates a high level of students’ anxiety. from 10 questions given to 50 students, there are 355 responses of yes and 145 responses of no. in percentage, it can be said that the students who have high anxiety reach 71%, while the students who have low anxiety reach 29%. it means that the students with high anxiety are more than students with low anxiety. table1: students’ responses on english learning anxiety at sdit al-ihsan jakarta questionnaire students’ responses yes no 1. i tremble when i know that i am going to be called on in language class. 32 18 2. i start to panic when i have to speak without preparation in english class. 38 12 3. i get upset when i don’t understand what the english teacher is correcting. 31 19 4. i am afraid that my english teacher is ready to correct every mistake i make. 40 10 5. i can feel my heart pounding when i am going to be called on in english class. 37 13 6. i get nervous when i don’t understand every word the english teacher says. 29 21 7. i always feel that the other students speak english better than i do. 32 18 8. it embarrasses me to volunteer answers in my english class. 35 15 mulyadi… 51 9. i am afraid that other students will laugh at me when i speak english. 42 8 10. i never feel quite sure of myself when i am speaking in my english class. 39 11 table 2: percentage of students’ responses on english learning anxiety total of students’ responses yes percentage no percentage 355 71% 145 29% based on all of the data collected, there can be found some feelings related to language learning anxiety such as afraid, nervous, upset, inferior, worried, unconvincing, and embarrassed. all of them have a significant score by showing 71% of students’ responses to indicate students’ language learning anxiety. it confirms that language learning anxiety at sdit al ihsan occurs. language learning anxiety is anxiety that occurs in the process of language learning because of the feeling of fear, shyness, panic, and so on, when a student has to practice the language in the classroom or because of any other factors which could threaten him/her. in the classroom, most students feel uncomfortable when receiving bad feedback in front of the group. it creates a panic situation or a feeling of shyness. they do not want to look foolish, while it is natural that anybody wants to protect his self-image. all of these feelings are called anxiety. unconsciously, it results in an emotional reaction and creates a negative feeling to the teacher. anxious students are desperately trying to avoid humiliation, embarrassment, and criticism, and to preserve their self-esteem. in this case, the degree of exposure to language practice is great. many students have a negative feeling about their language ability. this can make language learners who have a certain personality avoid language learning. they do not have strong confidence or bravery to achieve. their feeling of guilty increases. they do not want to be humiliated, embarrassed, and criticized but they do not try to come up. students… 52 conclusion the results of the research show that the students’ anxiety in learning the english language is still high that is caused by some factors and indicators remarked in their responses to the questionnaire related to language learning anxiety. findings also show that all students are not yet maximal to develop their potential and competence in the teachinglearning process. in this case, teachers should be much more creative in exploring any kind of teaching strategy. moreover, teachers should also have enough knowledge of psychology to be able to reduce students’ anxiety. references amiri, m., &ghonsooly, b. (2015).the relationship between english learning anxiety and the students’ achievement on examinations. journal of language teaching and research, 6(4), 855–865. coutu, d.l. (2002).the anxiety of learning. usa: harvard business school publishing corporation. dugas, m.j.,&robichaud, m. (2007).cognitive-behavioral treatment for generalized anxiety disorder. new york: taylor & francis group. huang, s. (2010).the relationship between teacher and peer support and english-language learners’ anxiety. usa: ccse english language teaching. millan, m. j. (2003). the neurobiology and control of anxious states. progress in neurobiology, 70(2), 83244. pavlenko, a. (2005). emotions and multilingualism. new york: cambridge university press. shibli, n., nawaz, n., ameen, n., fatima, s., khan, h. s., &ain, q. (2015). the effects of anxiety on achievement and performance : a college study. international of scientific and research publication, 61(6), 5–6. singh, s., &thukral, p. (2009).the role of anxiety in achievement.journal of exercise science and physiotherapy, 5(2), 122–125. jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 17 improving the skill and the interest of writing advertisements and posters through esa sequence fatma yuniarti english department, stkip muhammadiyah pringsewu lampung email: fatma_y@gmail.com abstract the action reserach aims at improving the students’ writing skill especially to write advertsements and posters. both are the short functional texts to be learned at the second semester. according to the data on pre cycle, the students of second semester got difficulties to write advertisements and posters. a treatment was necessary to help the students overcome their problem. to consider the related literature, the writer decided to implement esa sequence (harmer 2001) in the class. the elements of teaching in esa sequence are engage (to arouse the students’ interests), study (learn the language focus), and activate (use the language freely and communicatively). the data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. the students’ linguistic competence got increased as shown by the score (58 in pre-cycle, 66 in cycle 1, and 70 in cycle 2). the students’ ability to write the short functional texts also get improved as indicated by the average score on writing tasks (53 in pre-cycle, 63 in cycle 1, 72 in cycle 2). the interest also gets better as shown by the score of the questionnaire (22,3 in pre-cycle, 33,5 in cycle 1, and 37 in cycle 2). it means esa sequence can improve the studets’ ability to write advertisements and posters. key words : advertisement, esa (engange study activate), poster 1. introduction one of the communicative competences for the students of english department is to design and write an advertisement. in the syllabus it is the part of short functional texts. the written advertisemets are usually found in the printed media. it is an effective media for promoting a product. poster is another kind of short functional text to be published for the people. it is brief, concice, and it usually gives announcement, campaign something, or promote a show, and the other purposes. at the second semester of the teaching of short functional text is stated in sk 6/kd 6.1. although the teaching of advertisement is not explicitly written in the syllabus model, the implementation of school-based curriculum gives possibility for the teachers to put the material as a part of the short functional texts. in the english sylabus of stkip muhammadiyah pringsewu lampung at the second semester are the materials jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 18 include promoting products through spoken and written advertisements. at the productive phase, as the follow up of the receptive step, the students of second semester got difficulties to choose the theme of the advertisement, design the layout, use the effective expressions, as well as give the illustration of the advertisement. the early works of the students show the low quality of the written advertisement. the average score of the advertisement is under the standard (the average score = 48). the questionnaires also indicates that most students get difficulty to design an advertisement. 12 0f 34 students thought that creating an ads is very difficult. 18 students think it difficult and only 4 students think it moderate. to consider the difficulties the students get on designing advertisement, a special treatment is needed to improve the teaching learning process in second semester. the treatment in this class is esa sequence as suggested by harmer 2001. esa sequence stands for three phases of teaching i.e. engage, study, and activate. engage is the phase of teaching aims at arousing the students’ interests on learning the subject. study aims at learning a linguistic aspect while activate is the phase for activating the students’ knowledge for productive purposes. the statement of the problem is can esa sequence improve the ability and the interest to write advertisement and posters for the students of english department of stkip muhammadiyah pringsewu lampung at the second semester of the academic year 2015/2016? specifically the action research aims at 1). improving the students’ ability to write short functional texts (advertisement and poster) indicated by the increase of the average score of writing the short functional text above 65, 2). improving the students’ interests to write short functional texts (advertisement and poster) indicated by the increase of the average score of the questionnaire, 3). improving the quality of teaching learning process by designing the steps of teaching learning activities more systematically. designing advertisement and poster advertisement and poster are two kinds of short functional texts we usually find in daily life. nearly every day we watch commercial shows on tv or read jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 19 advertisements in newspapers or magazines. the teaching of english advertisement & poster is not only directed toward reading comprehension but also producing them. designing advertisement is not fairly difficult. dixon (2010) states the steps for designing advertisements i.e. 1). open the word processing program, 2). concentrate on and plan to start writing immediately, 3). write the deep description and the whole things of the subject, 4). include photos if possible, 5). put the advertisement at the appropriate category. not so different from writing an advertisement, creating a poster is moderate for the students. finley (2010) states some steps to make posters i.e. 1). check the task to create a poster, 2). consider the aspect of the report or the presentation to be presented at the report, 3). design the poster by creating the draft previously, 4). get pictures, graphs, painting to give illustration to the poster, 5). write the short description of the report and the project of the report, 6). add pictures or written description at the poster, 7). make the poster easier to see for the audience. esa sequence for teaching writing advertisement/poster teaching writing can be done in many methods. one of the steps for teaching the writing skill in the class is done through the process writing. seow in richards and renandya (2002:316) states some steps of teaching writing through process writing i.e. group brainstorming, creating cluster, quick free writing, giving w-h questions, creating draft, responding, revising, editing, evaluating, and post writing. harmer (2001:25) states three elements that must be present in the process of learning i.e. engage, study, and activate. engage is an element of learning process in which the teacher tries to arouse the students’ interest in learning in such a way that it can involve the students’ emotion. study is the other phase of learning in which the students concentrate on learning the language and on how the language is constructed. the last element is activate. it is the phase in which the learners do the activities or exercises to make the students use the language freely and more communicatively. jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 20 2. research method the action research is carried out at english department of stkip muhammadiyah pringsewu lampung in the second semester of the academic year of 2015/2016. the research is done in 2 cycles and each cycle runs through the four steps i.e. planning, acting, observing, and reflecting. the research was done on february to march 2015. techniques and the instruments for collecting data this action research uses test and non-test techniques. the test includes the essay test at pre-cycle, the end of cycle 1, the end of cycle 2. the instruments to collect data in this research stand for 20 questions in indonesian that the students must change into english expressions. the expressions are created in sentences usually found in the advertisement or posters. they range from statements, orders, to questions. this test aims at measuring the students’ linguistic competence to express meaning. besides, the action research also uses non-test technique i.e. the documentation of the students’ works, the documentation of the teaching learning interaction, and the questionnaires. the documentation of the students’ work include advertisement 1, advertisement 2, and poster. advertisement 1 is the free advertisement created by the students before they join the learning process with esa sequence. advertisement 2 is various kinds of advertisement created by the students at the end of cycle 1, and poster is the poster that the students created after they joined the teaching learning activities of cycle 2. the questionnaires are given three times (before cycle 1, at the cycle 1, and at the cycle 2). research procedures the action research was done in two cycles. the general steps were planning, acting, observing, and reflecting. at cycle 1 the activity started from pre-cycle. the researcher collected the students’ works on writing advertisement freely. the works, then were scored. the assessment of the students’ work was made based on the grammar and the vocabulary. then the students also gave the answers of the questionnaire 1. the analysis of the students’ works and the questionnaire lead to the conclusion that the class needed a special treatment. the treatment was the implementation of esa sequence. then, the researcher made the planning of jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 21 instruction by writing lesson plan 7. the lesson plan reflects the steps of teaching in cycle 1. the preparation of the media, the worksheet, the guides for group works were the other things to prepare. after the preparation had been made, the steps of teaching (esa sequence) had to be implemented in the classroom. at the first step (engage) the activity was brainstorming. teacher asked the students to discuss about advertisements the students were familiar with. some advertisements were displayed at the slide shows. they were the models of the advertisement the students should know. while surveying the advertisement, the students had to choose which one was the favourite advertisement. the advertisement of ponari sweat was selected as the most favourite ads. the students made a discussion about the content of the commercials. after they had finished the discussion, they continued to observe the other advertisements. they learned the advertisement of playboy and a computer course. at the second phase (study) the activity focuses on the analysis of the general structures found in an advertisement. they range from questions, exclamation, statement, or negative sentences. the teacher exposed a great number of the expressions. then, the students got drilling to produce the similar expressions. the expressions are needed to create an advertisement. at the post test the students got some questions to measure whether they have mastered the patterns or not. the last step (activate) was intended to make the students’ memory more active. the students worked in group of five to choose the theme of the advertisement they wanted to create. each group worked to design and finish their own advertisement. at the end of the step the works were displayed at the wall magazine. after creating the advertisement in group, the students had to make the advertisement individually ad independently. at last, the students had to fill in the questionnaire given to them. when the teaching learning activities had been done in cycle 1, the reflection was made. the results showed that the research had to be continued to the next cycle (cycle 2). in cycle 2 the steps looked like the steps of cycle 1. however, there were some differences compared to the previous cycle. in the phase of engage jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 22 (cycle 2), the students were exposed to some english posters. they were presented in videos. after being exposed to the model, they gave their perception about the posters. the other difference was at the study phase, the students learned the patterns and the sentence structures that the students have not mastered through meaningful drilling. on activate the students did not design advertisement but posters. 3. the research results pre-cycle description firstly, the linguistic competence as shown by the linguistic competence test shows that the students’ average score is 58. some sentences are not made under the english sentence patterns. the students forget to use do (does) to make negative sentences or interrogative sentences. the structure of the sentences are also influenced by indonesian language structure. secondly, the assessment to the students’ works shows that the learning products a shown by the advertisement made are not well-designed. 27 works are not appropriate. 5 works are appropriate but much-influenced by the model and only 2 works are created appropriately and free from the influence of the model. the average score of the students’ works is only 53. thirdly, the questionnaire shows that the interest of the students to join the learning activities is moderate. it is indicated by the average score of the questionnaire i.e. 22,3 (moderate) with the range of 21 t0 30. cycle 1 description firstly, the average score of the linguistic competence test is 66. some notes are taken i.e. 1). the ability to make questions get improved (only 3 of 34 failed) because they do not use do/does correctly. 2). the ability to create imperative also get better, 3). some students still include the word ‘you’ on creating the imperative such as you take this medicine!, you go to the shop! etc. 4) the ability to make statement and the negative sentences also get improved with minimum errors. secondly, the students’ work shows some creativity. 23 works have fulfilled the criteria of writing advertisements. 6 works fulfilled the requirements but low creativity, and only 3 works do not fulfill the criteria. the average score of the works is 63. jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 23 thirdly, the questionnaire shows that the students; interest on writing advertisement get improved. in the cycle 1 they think it is easy (score 32,5). cycle 2 description firstly, the test of linguistic competition shows that the students get higher average score (70). they get improved to make questions, statements, imperative, and also negative sentences. fayan manggala yuda galutama still does a mistake on creating questions and efa salfiya got difficulties to make negative sentences. secondly, the increase of the score can be gained on the students’ work. students average score is 72. at the end of cycle 2 the work of the students are 8 posters (excellent), 17 works (good), 7 works (fair), and 2 works (bad). the two works are the works of ernawati and rizqi irfangi. thirdly, the questionnaire also shows that the students’ interest on writing poster is 37 (easy). 4. conclusion based on the data of the action research it can be concluded that esa sequence can improve the students’ ability and interest on writing advertisement and poster. the ability to write advertisement (poster) is indicated by the score of linguistic competence test and the assessment of the students’ works. the linguistic competence test get improved from 58 (pre-cycle) to be 66 (cycle 1) and 70 (cycle 2). the score f the students’ work get increased from 53 (precycle) to be 63 (cycle 1) and 72 (cycle 2). the interest is indicated by the score of the questionnaire. it get increased from 22,3 (pre-cycle) to be 33,5 (cycle 1), and 37 (cycle 2). 5. references dirjen dikdasmen. 2007. kurikulum sekolah menengah pertamabertaraf internasional. jakarta: ditjen pembinaan smp. dixone, michelle. 2010. ‘how to write good eyecatching advertisements’ dalam http://www.ehow.com/how_4933391 _write-good-eyecatchingadvertisement.html finley, irene. 2010. ‘how to do a report with posters for an elementary school projects’ dalam http://www.ehow.com/how_7700580 _do-posters-elementary-schoolproject.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_7700580_do-posters-elementary-school-project.html http://www.ehow.com/how_7700580_do-posters-elementary-school-project.html http://www.ehow.com/how_7700580_do-posters-elementary-school-project.html jurnal smart volume 1 no. 1, januari 2015 hlm. 17-24 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 24 greg. ---. teaching writing to young learners dlm http://hubpages.com/hub/teachingwriting-to-young-learners harmer, jeremy. 2001. how to teach english. essex: longman pearson education limited. richards, jack c dan willy a. renandya. 2002. methodology in language teaching. cambridge: cambridge university press. rahmatika.... 119 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. the effect of using android application in teaching pronunciation rahmatika kayyis1), novita eka tristiana2), hardono3) 1) 2) stkip muhammadiyah pringsewu lampung 1) email: kayyis@stkipmrpingsewu.ac.id 2) email: novita@stkipmpringsewu-lpg.ac.id 3)email: hardonoaisyah2009@gmail.com abstract the research aim was to know the effect of english pronunciation: speak/ pronounce english™ toward the students’ pronunciation. this study is pre-experimental design. the sample was 35 students from english for nurse 1 class of stikes aisyah pringsewu. instrument used to test the competencies is using 126 words from the minimal pairs poem entitled “english is tough stuff”. it had progress based on the data that the χ ̅ of correct words in pretest, 40.35, it is increasing in post-test, χ ̅ 116. it is suggested that the application should be developed into the type that brings various benefit. keywords: articulation, application, technology 1. introduction one of the important roles in communication is pronunciation. the fact that pronouncing words in english should distinct the features between what it is written and pronounced become such a burden for students in indonesia as efl learners. demirezen (2010) states that fundamental problems are mispronunciation and bad intonation in the nonnative teachers of english in underdeveloped countries, due to lack of materials, inadequate model teachers, and soon. why miss pronunciation and bad intonation are very important to be fixed? because if the sound produced by efl learners different from what it should be it can cause misunderstanding and misconception. as a lecturer in teaching pronunciation for over 5 years, this case always happens in my class for students somehow they are really confused to differentiate the word bad, bath, bat, jurnal smart , volume 5, no 2 (2019), page. 119127 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.950.203x mailto:kayyis@stkipmrpingsewu.ac.id mailto:novita@stkipmpringsewu-lpg.ac.id the effect of using....... 120 so they are likely to pronounce in the same way. as in my previous study kayyis (2018) entitled diversity in races and its contribution to english phonological error which states that the influence of mother tongue has the power to influence the intonation of english language. moreover, an appropriate technique should be discovered by lecturers otherwise students will find it difficult to fix the problems. it is also stated in agusalim et al (2014) more exposure and intensity of pronunciation training are needed to deal with this problem. hence, by essentially adding the explicit meeting for students pronunciation class or including additionally span in the class wont possible as the distributed time for the instructing and learning procedure has been given to the next topics set by the curriculum board. however, otlowski (1998) states that the relationship between teaching pronunciation in the classroom and acquiring pronunciation abilities that pronunciation in the classroom had little impact on the pronunciation abilities of the learner and precise pronunciation as the second language is a matter largely beyond the control of the teacher. one of the ways that possibly can be a supportive technique to be implemented in the class is android application. as we know the millennial generation in indonesia today always brings their gadget or android everywhere and every time. it could be an effective way to utilize their gadget as learning media. as mentioned in suhartono, d. & et al. (2013), therefore it is reasonable that from mobile pronunciation application enable customers to know english pronunciation and enhance their capacity without having to take part in a particular english pronunciation class where they need to provide and spend unique time and location. mobile apps such those operating on android and ios are popular with many consumers. suchato, et al (2011), sharma, p. (2012). in the previous research by macedo dekaney, e. (2003) studied the impact on the phonetic and pronunciation of english words of computerized versus classroom instruction. he urged the next scientist to create computerized pronunciation teaching lesson and drilling test because pronunciation teaching needs audio support. therefore, using computerized training is the best way he suggested to improve pronunciation capacity of efl or esl students. applying appropriate application on android like english pronunciation: speak/ pronounce english™ is believed helping lecturers to teach pronunciation and also help the students to fix their problems in pronunciation. rahmatika.... 121 therefore, this study aims to investigate the effect of english pronunciation: speak/ pronounce english™ toward the students’ pronunciation. 2. research method this study has been conducted categorized a single-group pre-test-posttest design as a pre-experimental design. creswell (2014) states that the development of single group pretest-posttest design includes a pre-test measure accompanied by therapy and a single group post-test. the main objective of this study is to assess and measure the efficacy of android applications, namely english pronunciation: speak/ pronounce english™ from nido, toward the students’ english pronunciation. the participants consisting of 35 students of nursing students program of stikes aisyahpringsewu lampung were included in the class of english for nurse 1 class. the 35 students of a nursing program who taken english for nurse 1 subject. at the first meeting, the researcher conducted an interview with students about the target needs of materials to be learned during one semester. the answer is 75% of students wanted to fix their pronunciation in english, 20% of students also wanted to fix both of intonation and pronunciation, and the third is they wanted to learn speaking english as fast as speaking the indonesian language. about their needs, they have one perception that they want to learn the material using media or technology not only using the manual book because they wanted to listen to the sounds from a native speaker. they have never learned pronunciation specifically before. the data were gathered from them, the tool examines the pronunciation skills of the respondents on certain difficult words. here the researcher used eighteen lines or 126 words of the minimal pairs poem entitled “english is tough stuff” apparently excerpted from the chaos by gerard nolsttrenité taken from https://xavierleroy.org table 1. commonly mispronounced words in pre-test 1. creation suzy beard retain devoid balmoral 2. dearest horse compare sword ague exiles scene 3. creature worse heart sward break similes melpomene 4. verse heat dies plague measles laurel 5. corpse tear diet plaque aisles gertrude https://xavierleroy.org/ the effect of using....... 122 the research instrument for this study was using eighteen lines or 126 words of the minimal pairs poem entitled “english is tough stuff” apparently excerpted from at the beginning of the term, gerard nolsttrenite chaos was conducted to determine the problem in detail, pre-test, and post-test. this instrument was chosen based on the consideration that this poem is a minimal pair that is frequently misrepresented by non-native english-speaking students. the implementation of teaching pronunciation using android apps, namely english pronunciation: speak/ pronounce english ™ (nido ltd.) has been applied for nine weeks. during the research, the researcher shared the minimal pairs of the same poem with different lines. the students are required to work in pair and read each word and consult the correctness of pronunciation to the english pronunciation: speak/ pronounce english ™ apps. each student in pair checking the pronunciation to each other, sometimes it happens twice or more in order that they can verify the pronunciation. each student subsequently conducted to read the lines before the others. the other students were anticipated to concrete on pronunciation when performing. at the end of the phase, the same toll used as a pre-test was also used as a post-test to verify the activity’s impact. furthermore, during the studies, the investigator surveyed their views. table 2.design of the research participants pretest process posttest interview students in english for nurse 1 stikesais yahpringse wu lampung (n) 35 applicatio n of the test using the instrument s poem entitled “english is tough stuff” apparently excerpted from the chaos by gerard nolsttreni té the impleme ntation of teaching learning pronunci ation using aid of android apps namely english pronunci ation™ checking the effect of using the android apps toward their pronunci ation ability. in this case using the same instrume nts as it was used in pretest. getting the feedback and response from the participan ts. http://victorian.fortunecity.com/vangogh/555/spell/chaos.html http://victorian.fortunecity.com/vangogh/555/spell/chaos.html http://victorian.fortunecity.com/vangogh/555/spell/chaos.html rahmatika.... 123 3. findings and discussion after eight weeks of the implementation using the english pronunciation: speak/ pronounce english ™ by nido in the class, it should be stopped in the week of 10th. the researcher then conducted the posttest to the students. the result compared to the pretest in order to see the effect on their pronunciation. the result of comparing the result from pre-test and post-test shows that the students had progress it is based on the data that the χ ̅ of correct words of a posttest (40.35) and it is getting higher in the posttest, χ ̅ 116. table 3. the average of the pretest and posttest results pretest posttest χ ̅ % χ ̅ % correct 40.35 32 116 92 incorrect 85.0 67.5 9.8 8 total (n) 126 100 126 100 while there are several results of the interviewed that translated into the english language. those result of interviewed related to positive comments about the application. “ma'am, i never thought that my gadget can be so useful for learning english.” (student a) “at the first time, i thought i never can learn to speak english well, ma’am. because as you know my javanese accent is so strong and it seems that i speak every language in spite of english so “medok”, but because ofthis application i can really know what the sound should be like.” (student c) “when you are not really sure what is the correct sound of the words. just type the words on that application and just simply listen to it and practice it.” (student f) the effect of using....... 124 “you know, as long as i learn english this time i really feel that i can do this. even, the teaching-learning process ended. i can still learn and practice in my boarding house. it is all because of everything that i need is on the gadget.” (student g) “there are two functions of the app: pronunciation guide and practice words to speak. you can choose practice words to speak to know the pronunciation of the words.” (student h) here also the result of the interview which states about the difficulties of using application. “ only two functions ma’am, no exercise of pronunciation that we can use to improve our ability. but, knowing the right pronunciation is better ma’am.” (student j) from those interviews, it can be indicated that by giving the students exposure to sufficient auditory in learning pronunciation can increase their interest and motivation in trying to be native speaker look alike pronunciation. somehow, although the teacher or lecturer they had during learning english is mastering english, their pronunciation that they had sometimes containing error and mistake that can lead the students to do the same error and mistakes. in this case, elliot (1995) states that educators tend to regard pronunciation as the most useless of basic language abilities and therefore usually sacrifice pronunciation to spend precious class time in other language areas. by listening to the native speaker pronunciation, they really find that it is comprehensive. as stated in harmer (2007) listening as a comprehensible input instrument. the input given is understandable, foreign language students will gradually obtain more words and higher schematic understanding that will, in turn, solve many language problems they have began with. the provided input is important because by exposing the students to the target language, the students can get the comprehensible input as mentioned in ellis (1990). some obstacles also found during the research, realizing that students as the participants in this research were never learned pronunciation specifically and rahmatika.... 125 did not have experience in learning phonetic before. it becomes an obstacle; it was difficult for them to distinguish right from wrong. in addition, they indicated mostly that they did not need to know pronunciation to pass a amount of standardized tests intended by state officials. by asking the students to perform their pronunciation individually in front of the class, the class sometime becomes so stressful for them. the atmosphere of the class becomes so tense just like in the examination class. english is basically different from the indonesian language, so it makes students really hard to differentiate the minimal pair s sound in the poem line. some of the students felt that the words “word” and “sword” are the same. however, it needs the researcher who slowing down the voice to pronounce it in order that the students can know the difference. “ma’am, i already repeated the pronunciation on this apps several times. however still, i don’t know the difference! it’s hard the apps could not slow down the voice so i can hear it.” (student l) even, to wash away the ignite accent from the pronunciation is so hard task for them. “i knew the sound ma’am, but the way to move my tongue and lips to produce its sound such a different thing.”(student g) “my expectation that this app could share videos that show how to move the mouth to produce the sounds. still, my accent still likes the javanese language.”(student k) in brief, the comments and opinion from the students described the positive comments and negative comments about the apps. thus negative comments are not because the apps are not good, but should be improved in the next type. the effect of using....... 126 4. conclusion the aim of this research is to assess student pronunciation before and after using the application of android to verify their pronunciation. it can be inferred that from the result of pretest and posttest also from the result of the interview of the students, the application can give the benefit to the students. however, still, the application should be developed into the type that brings various items for the users such as the slowing down sounds, the video of pronunciation, and the phonetic including its sound. furthermore, the researcher also suggests that the use of technology in teaching and learning process should be more often used by teacher or lecturers especially for using the technology of android or apple in the class. it is because, from those platforms and application, the students can be exposed to the authentic voices of a native speaker. 5. references agusalim, i. d., assidiqi mh, kom a, muhammad af. (2014). developing mobile application of interactive english pronunciation training to improve efl students pronunciation skill. journal of education and practice.vol 5 no. 33. creswell john.w. (2014). penelitian kualitatif& desain riset. yogyakarta: pustakapelajar. demirezen m. (2010). the principles and applications of the audio-lingual pronunciation rehabilitation model in foreign language teacher education. journal of language and linguistics. vol. 6 no. 2. elliott ar. (1995). foreign language phonology: field independence, attitude, and success of formal instruction in spanish pronunciation. the modern language journal, vol. 79 no. 4. ellis r.(1990). instructed second language acquisition. oxford: blackwell publishers ltd. harmer j. (2007). how to teach english. london. pearson longman. kayyis, r. (2018). the diversity and its contribution to phonological error. smart journal, vol 3.no. 2. macedo dekaney, elisa. (2003). the effect of computerized versus classroom instruction on the phonetic pronunciation of english. journal of research in music education, vol 51, no. 3. rahmatika.... 127 otlowski, m. (1998) . (accessed on march 2019). pronunciation: what are the expectations? the internet tesl journal, vol. 4, no. 1. (online) http://iteslj.org/articles/otlowski-pronunciation.html sharma, p. (2012). sounds: the pronunciation app. elt journal, vol 66 no. 3. suchato, a., chetsiri, v., skulareemit, v., thongprasert, p., &punyabukkana, p. (2011). multilingual aac on android. proceedings of the 5th international conference on rehabilitation engineering & assistive technology (p. 5). singapore therapeutic, assistive & rehabilitative technologies (start) centre. suhartono, d., calvin, c., yustina, m., kurniawati, s., soeparno, h., &purnomo, f. (2013). implementation of voice recognition technology on english learning application by self learning based on android device. prosiding seminar nasional sains dan teknologi fakultasteknik vol. 1, no. 1. (journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 92-99 p-issn: 2356-2048 e-issn: 2356-203x 92 overcrowded classrooms at yemeni basic schools: teachers’ perspectives layali amer yahya amer1, yuni sari amalia2 1,2 english linguistics department, faculty of humanities, airlangga university email correspondance: amerlayali2020@ yahoo.com abstract the purpose of this study is to recognize the causes of overcrowding in primary schools in the north of yemen, from the viewpoint of yemeni teachers. the researcher took a qualitative approach. an online semi-structured interview was used for collecting the data. this research was conducted on teachers from yemen's various primary schools. they were questioned about overcrowding in classrooms and the factors that contribute to it. findings revealed that lacking infrastructure such as classrooms is one of the causes of such overcrowding. other causes are having only one school in some areas and not having enough teaching staff. keywords: primary education, overcrowded classrooms, teachers introduction education is the cornerstone of every nation's growth and the key to its prosperity, particularly primary education, which is critical because it serves as the basis for all levels of education. according to ajayi and adeosun, (2004), education cannot be an excellent tool for national growth if primary education is not well-managed to achieve its objectives. as a result, paying close attention to the educational atmosphere is critical to producing educated, competent generations capable of contributing to society's overall and long-term growth. as a result, at all levels of education, especially at the primary level, facilities are critical. classrooms, hostel accommodation, labs, furniture, leisure equipment, and other facilities were listed by babatunde, (2015). in addition, according to ogundipe, (2003), infrastructural amenities such as schools, libraries, labs, a play area, and a school farm garden must be of adequate standard and quantity. due to community and individual participation in education, the number of pupils in primary schools has increased dramatically in yemen, especially in the north. according to ministerial resolution no. (648) released by the ministry of education on the issuance of the school regulating bylaw, the overall recommended learner-educator ratio for yemen primary schools is 40:1 and for secondary schools is 35:1. educators in some schools, on the overcrowded… 93 other hand, do have to teach overcrowded classrooms. in certain schools, overcrowding is a frequent occurrence. this provides a hurdle in the classroom teaching and learning process, as well as the accomplishment of instructional goals. as learners in the same environment reach a required number, the class is supposed to be defined as overcrowded, which can further obstruct teaching and learning processes (siddiqui, 2018). according to matshipi et al., (2017), the size of the classroom and how well it is fitted, as well as the teacher's efficiency, are all factors that contribute to overcrowding. according to the new york independent office (2010), an overcrowded classroom is one in which the enrolment exceeds the capacity by 2.5%. an overcrowded classroom, according to buchanan & rogers, (1990), is one with 80 or more students. when it comes to public schools in south africa, the learner-to-teacher ratio is 30:1. shirley, (2017) supports the idea by stating that a school is considered overcrowded if the student body reaches its carrying capacity by 5%. shirley, (2017) further claims that overcrowding occurs when a school's enrollment exceeds the carrying capacity or the infrastructure available to accommodate the number of students and teachers. the term "over enrolment" is often used to describe overcrowding of classrooms shirley, (2017). this is due to overcrowding, which occurs when a school accepts or enrolls more students than it can handle (statistics, 1999). overcrowding in classrooms is not just an issue in yemen, according to several reports. many educators around the world find themselves employed in overcrowded primary school classrooms mulryan-kyne, (2010). ojonubah, (2015) stated that overcrowding is one of nigeria’s educational difficulties. he also mentioned that overcrowding in nigerian classrooms was caused by a lack of public awareness about education and the government's deregulation of elementary and secondary education without the resources to match the dramatic increase in class size. educators who teach in overcrowded classrooms would undoubtedly face more difficulties than those who teach in smaller classrooms. one of the main issues impacting poor learning outcomes in rural schools is overcrowding in the classroom (nakabugo et al., 2006). overcrowded classrooms with more than 40 students tend to be anonymous, meaning that students are mostly attended to as a group rather than as individuals, and individual focus is normally challenging (nakabugo et al., 2006). nearly 205 students are crammed into one classroom in one of the eastern cape's schools. they sit layali amer… 94 shoulder to shoulder in a stuffy classroom of five students sharing a desk that is intended to seat two (savides, 2016). teachers' confidence, enthusiasm, and self-esteem have all been seen to suffer as they teach overcrowded classes (obanya et al., 1998). while many educators are capable of effectively managing a class of nearly any size, this will also come at the cost of the educators' well-being and the variety of learning opportunities available to students (nakabugo et al. 2006). according to savides (2016), one instructor said, "this class is too large." others are making a racket in the back when you are teaching in the center. you must ensure that you have charge of the room, which is overcrowded to the point that you can't even distinguish the students by name due to a large number of students.” many classroom teachers believe they spend so much time planning and coordinating class tasks and not enough time addressing the needs of the students. according to national research undertaken in the united states, decreasing class size will effectively close the performance disparity between underperforming students and those who are performing at or above grade level (piyaman et al., 2017). long-term learning gains, which translate into steady academic success and reduced rates of teenage pregnancy and incarceration, are often accomplished by reducing class size (piyaman et al., 2017). managing an overcrowded classroom is a significant challenge for many educators (shah & inamullah, 2012). an overcrowded classroom can obstruct the advancement of classroom teaching and learning practices. overcrowding has a host of negative effects on student conduct (shah & inamullah, 2012; marais, 2016). educators devote most of their time to the classroom insisting that students pay attention and concentrate on classroom management practices to properly control students' activities. any educator who is interested in a successful teaching and learning environment within the classroom would find that instructing a diverse audience is a difficult challenge (philips, 2011). overcrowded classrooms require educators to handle a student body that is more complex in terms of age, academic capacity, desire, and inspiration. this, on the other hand, adds to the difficulties faced by educators and places larger and different pressures on their skilled practice. the majority of the issues with overcrowded classrooms are related to their negative impact on student success. according to a study published by the united states overcrowded… 95 department of education (us), an increasing body of research shows that students in small classes make more educational improvements throughout the early grades than students in larger classes and that these improvements last throughout their elementary school (piyaman et al., 2017). this demonstrates the importance of small classrooms when educating primary school students, as the majority of them would become disoriented in large groups. the number of students in a class will have an impact on the number of students who graduate, so it would be impossible for an instructor to engage with each student in an overcrowded classroom (matshipi et al., 2017). it is simple to determine if the lessons are successful when the number is minimal. the number of successful teaching strategies for overcrowded classrooms is often referred to as small. educators who teach overcrowded classrooms are limited in their ability to use a range of instructional styles, such as higher-order interrogation and other activelearning techniques (benbow et al., 2007). in overcrowded classrooms, educators can spend the majority of their time requesting students' attention or focusing on classroom management activities to properly control students' activities. the entire class, including the instructors, will be uneasy, and educators may want to teach while keeping an eye on the clock to escape the adverse atmosphere of an overcrowded classroom. with very few copies of textbooks available and the futility of assigning extra work that is not readily available to vast numbers of learners, a shortage of learner-teacher support material (ltsm) may be a challenge (mulryan-kyne, 2010). in an overcrowded school, a lack of furniture becomes a challenge for educators to contend with. overcrowding in the classroom has a negative influence on the effectiveness of teaching and learning. overcrowding is a global epidemic that affects countries all over the world. teachers who are in charge of overcrowding classrooms have difficulty enforcing discipline on their students. the students are prone to disrupting the class, and the teacher has a tough time bringing them to order. according to matshipi et al., (2017), there are exceptions in situations when the instructor has a lot of experience teaching, but mastering such an overcrowded class is challenging. owing to a shortage of space to walk through the school, the amount and efficiency of activity in the classroom are likely to suffer (matshipi et al., 2017),. stealing, robbery, property loss, truancy, disobedience, aggression, anger toward authority, inability to make the grade and other types of student misbehavior are all popular in overcrowded layali amer… 96 classrooms. educators' welfare can be harmed as a result of dealing with any of these types of ill-disciplined conduct. from the viewpoint of yemeni teachers, this study aims to recognize the causes of overcrowding in primary schools. research method the design of the study the study was used in the descriptive qualitative method because the data collected don't contain numbers or total percentages. participants of the study the participants of this study were yemeni teachers who teach at primary schools located in different yemeni areas. 4 yemeni teachers were purposively selected to be interviewed to achieve the objectives of this study. they were all teachers who served many years in different yemeni localities. they all had bachelor’s degrees in different majors. data collection data collection was carried out by conducting an online semi-structured interview with four teachers who teach in primary schools. those participants were questioned about overcrowding in class and the factors that contribute to it. the investigator used the interview to illustrate the importance of the participants’ views of the fact. this interview enables the researcher to gain a better understanding of the investigated phenomenon. the interview was done in the arabic language then translated by the researcher to clarify and serve to achieve the goal of this study. findings and discussion the collected data relating to the causes of the overcrowded classrooms in yemeni basic schools were then analyzed. in this way, most (3) of the participants confirmed that the buildings of the schools are not big enough to accommodate all the enrolled students. however, participant (2) mentioned that although the building is big, the number of students is so huge. some (2) participants also stated that some schools admit a large number of pupils because there are not any other schools in the surrounding areas. whereas participant (4) added that some families are not able to send their kids to private schools because of poverty. overcrowded… 97 as a result, they have to choose such crowded schools for teaching their kids because the education is free there. besides, many (2) participants stated that the shortage of teaching staff is also one of the factors that cause overcrowding. while participant (3) declared that most of the teachers refuse to teach the students in the primary stage because it is tiring and needs a lot of effort. the analysis of data given showed that there are many causes of overcrowded classes in yemen basic schools. one of these causes is lacking infrastructure. that’s to say, there are not enough classrooms that can accommodate the whole number of students. the other reason is that there is only one school that serves one community in some areas, and this is one of the important factors that lead to overcrowded classes in south africa (matshipi et al. 2017). another reason is that there is not enough teaching staff. (ijaiya, 1999 & matshipi et al. 2017) asserted that the issues which are related to the shortage of teachers and classrooms are interwoven in a very complicated way and when they are combined with large pupil enrolment, it results in over-crowded classrooms. figure 1. percentages of causes of overcrowded classrooms in yemeni primary schools 0% 10% 20% 30% 40% 50% 60% 70% 80% not enough buildings admiting a large number of pupils shortage of teaching staff cause 1 cause 2 cause 3 layali amer… 98 conclusion one of the most crucial challenges that yemeni teachers face while teaching is the overcrowded classes and that is what has been proved through the interview conducted with some yemeni educators from different areas of yemen. the findings revealed that lacking infrastructure such as classrooms is one of the causes of such overcrowding. other causes are having only one school in some areas, and not having enough teaching staff. therefore, the researcher suggests that the ministry of education should construct more schools in areas with a high population. these buildings of schools should include a lot of classrooms to accommodate all the students who will get enrolled. references ajayi, i. a., & adeosun, r. o. (2004). towards the effective management of primary education in ekiti state. journal of contemporary issues in education, 2(1), 104–214. babatunde, e. g. (2015). primary school environment trend, class-ratio and head teachers overcrowded classrooms management strategies in northern senatorial district of ondo state, nigeria. journal of education and practice, 6(22), 4–9. benbow, j., mizrachi, a., oliver, d., & said-moshiro, l. (2007). large classes in the developing world: what do we know and what can we do. new york: american institute for research under the equip1 lwa. buchanan, r. w., & rogers, m. (1990). innovative assessment in large classes. college teaching, 38(2), 69–73. ijaiya, y. (1999). effects of over-crowded classrooms on teacher-students interactions. ilorin journal of education, 19, 1–11. marais, p. (2016). “we can’t believe what we see”: overcrowded classrooms through the eyes of student teachers. south african journal of education, 36(2). matshipi, m. g., mulaudzi, n. o., & mashau, t. s. (2017). causes of overcrowded classes in rural primary schools. journal of social sciences, 51(1–3), 109–114. mulryan-kyne, c. (2010). teaching large classes at college and university level: challenges and opportunities. teaching in higher education, 15(2), 175–185. nakabugo, m. c., albert, b., & maani, j. s. (2006). investigating strategies for improving teaching and learning in large classes for basic education support in uganda. hiroshima: hiroshima university. obanya, p., shabani, j., & okebukola, p. (1998). guide to teaching and learning in higher overcrowded… 99 education. regional office for education in africa (breda). url: http://breda-guide. tripod. com/new, 5. ogundipe, b. (2003). evaluation of inputs of primary education program in oyo state nigeria. journal of educational research and evaluation, 4(1), 19–24. ojonubah, j. o. (2015). impacts and solutions of overcrowded mathematics class on students’ achievements in schools. journal of resourcefulness and distinction, 11(1). phillips, a. m. (2011). the union claims the highest number of oversize classes in a decade. the new york times school block. piyaman, p., hallinger, p., & viseshsiri, p. (2017). addressing the achievement gap. journal of educational administration. savides, m. (2016). sa’s most crowded school: 200 pupils in one class. sunday times, 1. shah, j., & inamullah, m. (2012). the impact of overcrowded classrooms on the academic performance of the students at the secondary level. international journal of research in commerce, economics and management, 2(6), 141–153. shirley, m. (2017). the effects of overcrowding on student academic performance in kentucky high schools. siddiqui, a. (2018). investigating the dilemma of noise within the over-crowded classroom of a public sector school hyderabad, pakistan. english for specific purposes world, 56(20), 1–8. statistics, n. c. for e. (1999). national assessment of educational progress. national center for education statistics, us department of education, office. fitri wulandari.... 37 increasing student learning concentration in writing using project based learning fitri wulandari 1) , linasari dewi 2) 1 stkip muhammadiyah pringsewu lampung email:fitriwulandari@stkipmpringsewu-lpg.ac.id 2 smp muhammadiyah pringsewu lampung email: linasaridewi79@gmail.com abstract based on the results of observations made on students of class ix.2 of smp muhammadiyah pringsewu, the researchers found several symptoms that lead to the weak concentration of students. this study was focus on handling students' concentration problems in learning english, especially, in writing through project based learning. it was collaborative action research. the data collecting techniques used classroom observation, student reflection, and questionnaires. in analyzing the data, the researcher adopted burns’ theory. the results showed that the use of project based learning was able to improve the students’ learning concentration in writing activity. keywords: project based learning, concentration of learning, writing skills 1. introduction concentration is the key to success in achieving optimal learning outcomes. concentration is a process of efforts to focus the mind on the tasks that are being worked on and ignore the disturbances that are around it. concentration occurs when students are able to associate things related to the material being studied. this is in line with the presentation of aidan (2012) in his article entitled "concentration: attention and performance" and baharudin and wahyuni (2010) in his book entitled "theory of learning and learning". based on the results of observations made on students of class ix.2 of muhammadiyah pringsewu middle school in lampung, researchers found several behavioral phenomena of students in the process of learning english which led to indications of their weak concentration. these phenomena include: first, the majority of male students got busy chatting with their friends and did not pay attention to what was conveyed by the teacher. in fact, they often spoke loudly when joking around with their friends and the researchers even found a situation when they joked, they wanted to throw shoes at their friend. second, some of the male students in the learning process were also jurnal smart , volume 5, no 1 (2019), page. 3744 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.813.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. mailto:linasaridewi79@gmail.com increasing students.. 38 cool to draw in their notebooks or scribbled something on the table. third, some students also sometimes changed seats at will. fourth, the teacher must repeatedly said 'pay attention, please..' in a high tone to get their attention. fifth, when they were given assignments in class, they were willing to work on it, but it always took a long time to finish, meanwhile; when they were asked to respond the material that had been explained they answered spontaneously using words that seem 'origin of sound'. those conditions indicated that the students got difficulty to concentrate while studying. as revealed by supriyo (2008: 104) the characteristics of children who experience problems in learning concentration were as follows: 1. in general, the students always watch outside of learning activities, but when studying for a moment, they feel can't stand it. 2. easy to be stimulated by the subject at their environment (such as: radio sound, tv, interference with friends, sister or brother). 3. sometimes it's always pacing here and there to look for learning equipment. 4. after learning, they don't know what they just learned. furthermore rusyan (1998) revealed several indicators related to student learning concentration, namely: 1. cognitive aspects related to students' readiness of knowledge in interpreting, analyzing, and applying gained knowledge 2. affective aspects, namely related attention, response, and expressing opinions. 3. psychomotor aspects, namely the movement of limbs that are in accordance with instructions, meaningful non-verbal communication, and language activities that are well and properly coordinated. the problem of student learning concentration is a topic that is quite sexy to be studied because its role is quite important in the success of a learning process as expressed by some previous researchers, namely marouane et al. (2015), sulaiman and azlan (2016), dahliah (2017), yusuf et al. (2017), nuryana (2010) and aviana. (2015). therefore, in this study the researchers focused on the purpose of their research on increasing student learning concentration in writing using project based learning. in learning to write through project based learning, students fitri wulandari.... 39 have a very wide opportunity to explore ideas and their creativity in working on projects given by the teacher because of learning that adopts a pattern student centered and the teacher acts as a facilitator. project-based learning (pbl)is a model of class activities that changes the usual learning patterns in the classroom in the form of short, isolated, and-oriented practices teacher center into active learning situations because students do activities in longer duration, studentcentered ways, and integrated with real-world issues (dato, 2006: 3). this is in line with those of bell (2010: 39): project-based learning (pbl) is a student driven, teacher-facilitated approach to learning. project-based learning is an instructional method centered on the learner. students develop a question and are guided through research under the teacher's supervision. 2. research methods the samples in this study were students of class ix.2 muhammadiyah middle school pringsewu lampung consisting of 18 male students and 10 female students. so, the total number of students in class ix.2 is 28 people. instruments used in this study include: 1) questionnaire, containing questions that cover components to measure students' concentration levels in learning, 2) student reflection, is a sheet provided for students to pour out what they have felt, including advice on writing distribution activities through project based learning that has been followed. data collection techniques were carried out in several ways, namely: 1) distribution of questionnaires to students of class ix.2 to measure students' concentration levels, 2) classroom observations, by making field notes and taking the video of learning process through project based learning to obtain accurate related data sources students' gestures and expressions during learning, 3) the next supporting data is taken through student reflection, where students are asked to write down their feelings and experiences after learning to use project based learning. the last supporting data were taken from the results of student writing projects analyzed using the writing scoring rubric based on genasee and upshur (1996). in analyzing quantitative data, researchers used descriptive statistics, while for qualitative data, researchers used a technique adopted from burns theory (2010: 104105). processing qualitative data includes the following stages: 1) assembling / collecting increasing students.. 40 data, 2) coding data, 3) comparing data, 4) translating and interpreting data, 5) reporting results / making conclusions. 3. findings and discussion first cycle in the first cycle, teaching and learning activities were carried out in 3 meetings. the material discussed was to write congratulations for the pssi national team in their victory at the aff u16 trophy against thailand. learning activities at the first meeting were brainstorming topics through video shows followed by making outlines of congratulations. the outlines made by each group then presented in front of the class to get responses or reviews from other groups and also teachers. at the second meeting, the activity continued with editing or improving outlines to be developed into a good and interesting design of congratulations in the form of wall magazines. at the last meeting, students and their groups carried out the process of completing their project and publishing it on the school wall magazine. from the results of observations and reflections on learning activities in the first cycle and the results of questionnaires filled out by students and reflections written by students, researchers found several findings related to the concentration of students writing congratulations through project based learning. these findings include: 1. cognitive aspects students had not been fully able to interpret, analyze, and apply knowledge in the learning process. 2. affective aspects most students could not focus on the tasks given and expressed opinions during teaching and learning activities, but there were still some groups who were shy when presenting the draft project in front of the class. 3. psychomotor aspects some students, especially male students, still unclearly, played and chatted with their friends, as well as using high tone to communicate with their friends while working on projects. fitri wulandari.... 41 4. student project the final results of the student writing project from the perspective of the ability to link ideas with the presented theme were good, the ability to organize congratulations and the mechanical and grammatical aspects of students were good, but for word selection skills and development of the idea were still at level fair or less. students' creativity in designing projects also needed to be improved. second cycle from the results of reflection in the first cycle, researchers found several aspects of the concentration of student learning writing through project based learning which still needed to be improved. these aspects included: cognitive aspects, namely the readiness of students to receive, analyze, and apply the knowledge gained at the beginning of the learning process and psychomotor aspects, where the students still showed body movements and language activities that were not well coordinated. the aspects of the creativity of the writing project also still needed to be improved. for this reason, in the second cycle, researchers conducted several reconstructions in the learning process, namely: 1)turning the volume level, which was previously too low that the sound from the video played at the beginning of learning as an apperception became not optimal, ti louder level. 2) for problems related to affective and psychomotor aspects, providing a new form of project that is more interesting and challenging namely writing food labels, and facilitating students with more authentic media by using real food and beverages as models and projects they worked on. in addition, researchers also provided rewards for groups that produce the best projects in the first cycle to trigger students' motivation and competitiveness in making the best projects. from the results of the reconstruction carried out in the second cycle, the researchers found some fairly good improvements in the concentration of student who learn writing food and beverage labels through project based learning. the improvements were as follows: 1. students were able to interpret, analyze, and apply the knowledge gained in the learning process from the beginning to the end well. increasing students.. 42 2. students were also more focused on working on assignments given with their groups and confident when presenting the draft and project results made by the group in front of the class. 3. almost all students were busy working on projects with their groups, there is no movement that is not in line with direction or even sounds with a high tone when the learning process takes place. 4. students' creativity in designing projects also improved very well. discussion in this study, there were several findings related to increasing students’ learning concentration in writing english through project based learning. 1. students were able to interpret, analyze, and apply the knowledge gained in the learning process from beginning to end well. this could be seen from the results of the questionnaire that pointed out that 93% of students gave a positive response to items that measured cognitive aspects. this means that students could interpret, analyze, and apply knowledge acquired through writing activities carried out by using project based learning. for example, during the video playback at the beginning of the learning process, this activity could help students to be able to associate what was seen from the video show with the experience they had gained so they could draw conclusions about what themes or material would be learned in class. therefore, students who were lazy to think became motivated to use their analytical ability. 2. students were also more focused on working on assignments that were given with their groups and were confident when presenting the draft and the project results made by the group in front of the class. this could be seen from the results of observations made during the learning process. the students no longer appeared shy or encourage each other to come to the front of the class to present the results of the project. instead, they walked steadily and presented their drafts and projects smoothly and loudly. 3. almost all students were busy working on projects with their groups, meanwhile; there was no movement that was not in line with direction or even sounds with a high tone when the learning process took place. this fitri wulandari.... 43 phenomenon could be seen from the results of the camera or video recording that showed the students were busy with the group in working on the project given. students who were potentially active but less directed became more focused with the activities of making projects. the students in their reflections also stated that they were happy with the learning activities. they felt alive by making projects because the project made them easier to understand the knowledge being learned. 4. students' creativity in designing projects also improved very well. this could be seen from the way they designed food products that did not resemble the original product. they were able to create new forms of food packaging. also in decorating their projects they no longer relied solely on materials provided by the teacher but were willing to find out material that could beautify their project. in naming the product, they could name members who were quite interesting, and most importantly they could also write down all the components on the food and beverage label accurately. 5. references aidan moran. (2012). concentration attention and perfomance. the oxford handbook of sport and performance psychology. oxford. aviana, hidayah. (2015). the influence of student learning concentration levels on the understanding of the material of chemistry learning in sma n 2 batang. journal of science education at the university of muhammadiyah semarang vol. 03 no. 1 baharudin and esa nur wahyuni. (2010). theory of learning and learning.yogyakarta: ar-ruzz media. bell. (2010). project-based learning for the21st century: skills for the future. the clearing house, 83: 39-40, issn: 0009-8655 routledge, taylor and francis group dahliah. (2017). increasing student learning concentration in mathematics learning numbered head together (nht) learning model in class vii.2 smp n 1 barru. saintifik journal @ mipa vol. 1 (1) april 2017 issn (p) 20187-3816. increasing students.. 44 dato 'haji yussuf bin aaron. (2006). project based learning handbook: educating the millennial learner. educational technology division, malaysian ministry of educational. isbn: 983-3244-31-9. ganasee and upshur. (1996). classroom-based evaluation in second language education. new york: cambridge university press. nuryana, purwanto. (2010). effectiveness of brain gym in increasing learning concentration in children. indigenous, periodic scientific journal of psychology vol. 12 no. 1 2010: 88-99 marouane, najia, abderahim, eddine. (2015). towards measuring learner's concentration in e-learning systems. international journal of computer technique vol. 2 issue 5 september october 2015. rusyan. (1998). approach in the teaching and learning process. bandung: cv. youth works. sulaiman, mahnob and azlan. (2016). learning outside the classroom: the effects on students concentration and interest. procedia: social and behavioral sciences 18 (2011) 12-17. sme teaching and learning congress. 2010. elsevier ltd. www.sciencedirect.com yusuf, warto, pertiwi. (2017). differences in the concentration level of student learning between school environmental noise sdn 03 alai and sd pertiwi 3 padang. andalas health journal 2017: 6 (3). http: /// journal. fk.unand.ac.id. http://www.sciencedirect.com/ about:blank miftahul.... 128 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. google classroom on students’ writing learning process miftahul janah 1), fatma yuniarti 2) english department, stkip muhammadiyah pringsewu lampung 1) miftahul@stkipmpringsewu-lpg.ac.id 2) fatma@stkipmpringsewu-lpg.ac.id abstract this study is mix-method research applying exploratory design which aims to 1) know that the use of google classroom in writing learning process can arouse students’ learning interest and motivation; 2) know that google classroom can be used to improve student’s writing ability. the participants were the forth semester students of stkip muhammadiyah pringsewu lampung in academic year 2018/2019. questionnaire, documentation, and test had been used to collect the data which was then analyzed using phased qualitative—quantitative analysis. the result showed that google classroom could encourage students to write, and help them to improve their writing ability. keywords: google classroom, writing learning process. 1. introduction the development of education today is entering the digital era. an educator in digital age must understand that their students are currently students from the net generation. in this generation, viridi (2017) says that the learning is no longer centralized on teachers, so it needs to change centralized approach to the students more. the learning that was previously done offline now must be done online or in blended learning, included an english learning. google classroom is one of the ways that educator can do to do an online learning process. google classroom had been said by iftakhar (2016), it is a learning platform devoted to every scope of education which is intended to find a way of the difficulties in making paperless assignments. this study is about the use of google classroom on writing learning process to the fourth semester students of english department of stkip muhammadiyah jurnal smart , volume 5, no 2 (2019), page. 128138 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.951.203x mailto:miftahul@stkipmpringsewu-lpg.ac.id google classroom... 129 pringsewu in academic year 2018/ 2019. writing is one of the english skills that must be comprehended by students, beside listening, speaking, and reading. it is a compulsory subject in stkip muhammadiyah pringsewu that still becomes a challenge for the lecturer to teach meaningfully. gumrowi (in sohibun&filza: 2017) mentions the causes of low learning outcomes are inappropriate selection of methods and learning media by teachers, and also the management of learning activities that still cannot generate students’ learning motivation optimally. this statement shows that it is important to conduct this research. by using google classroom as an english internet-based learning media, students are expected to improve new desires, interests, motivation, stimulation of students’ learning activities, and of course it is expected to improve their writing ability. the utilization of internet technology in learning the availability of teaching technology creates two learning transformations. first, the shift of teacher-centered learning becomes leanercentered learning. second, the changes of learning methods from simply absorbing and remembering information to interpreting and creating new material (gupta, in sari: 2017). therefore, sujoko (2013) says that teacher’s creativity has an important role in developing the learning models which is adapted to the students’ condition and the existing facilities. so, teachers should be able to utilize the latest technology, like internet technology, as learning media because internet can provide great benefit to an educator. the use of well-designed e-learning system, according to hwa (2016) can provide benefits such as targeted access to library resources, up-to-date learning subject, quick access to a wider library of resources, cost effective, interactive and collaborative, learner-centered learning, etc. however, these benefits will not be optimal if the learner does not want to adopt the system. google classroom as an internet-based learning media the results of previous research studies found that google classroom is a multiplatform which can be used by users. it is like iftakhar (2016) who said on miftahul.... 130 his research that google classroom had been indicated as the best platform to expand the teacher’s workflow. google classroom provides a powerful set of features that make it an ideal aid to use together with students. this platform helps the teacher saving time, keeping the class organized, and improving the communication to the students. google classroom development in the early stages of 2014—2016 is not intended to all people but to school that collaborate to google. then, on march 2017 google classroom can be accessed by everyone using a personal google account. although its existence has just been developed, it was mentioned by iftakhar (2016) that this platform has many benefits, such as: 1) google classroom has potential to streamline communication and students’ workflow by providing a single access point to the core of discussion and assigned work. 2) google classroom helps students to keep files more organized because all their work can be stored without paper in one program. 3) teacher can identify students who are struggling to submit assignments more quickly because of the tracking mechanism associated with the assigned tasks. 4) the assessment process can be simplified because the appraisal features are directly related to the students’ submissions. this usefulness is certainly very beneficial for an educator to be able to improve the quality of learning. google classroom on writing learning process according to warnock (in akmar: 2017), it is important to teach online writing because students can be guided to reflect themselves by using their own words. besides, an online environment gives opportunity to the teachers interact with students outside the school and of course he can also motivate students to connect socially and professionally to others. stockwell (in noriega: 2016) identified that teaching foreign language using computer-assisted language learning (call) and mobile-assisted learning (mall) are an example of new communication technology can be used to achieve learning goals. for example, in traditional classes, ferdousy (in zafrin: 2018) mentioned, “written comments” as a feedback are less well received by students. sometimes, comments written in students’ writing are not motivating google classroom... 131 because they are authoritative. but, in a virtual classroom, like google classroom, ferdousy (in zafrin: 2018) adds that there is no authoritative directly. this digital environment produces a positive attitude because there is no pressure on students. so, the teacher can create students’ motivation to learn writing. writing skill is a special ability that helps students pour the idea or mind to a meaning word or convey the message to readers (harmer: 2009). from four language skills, akmar (2017) mentions that writing is a productive skill and is considered as an important constituent of second language learning. writing ability is the most complex ability because some processes in making writing, like harmer (2009) who says that there are five steps on writing process; planning— plan what you want to say, drafting—conceptualize or make an outline about what you want to convey, revising—review what be delivered, editing—correct the writing that will be delivered to readers so the final version can be enjoyed well. hence this writing skill is not obtained automatically but must be consciously learned through independent or guided exercises. even a native language speaker may find it difficult to write especially a foreign language speaker. to write in a foreign language, the problem must be more complicated (prihantoro: 2016), so students are not motivated enough to do it. moreover they do not get enough opportunity to practice writing in class. therefore, it is important to conduct this research as an innovation to help students arousing their interest and motivation, and also improving their writing ability. this study aims to 1) know that the use of google classroom in writing learning process can arouse students’ learning interest and motivation; and 2) know that google classroom can be used to improve student’s writing ability. 2. research method this research is about mixed-method research which involves the use of qualitative and quantitative methods. qualitative methods can be used to identify important variables of this study where those variables can be quantified in an instrument (i.e. questionnaire), then given an assessment on each research correspondent (fraenkel: 2012). according to mertens (2010), mixed-method research is a research where the researcher collects and analyzes the data, integrate findings, and draw miftahul.... 132 inferential conclusions using two qualitative and quantitative approaches in one study. this research applies exploratory design. fraenkel (2012) mentions that in this design the researcher first used qualitative methods to find important variables that underlie an interesting phenomenon and then inform them using quantitative methods. in exploratory design, qualitative results provide direction to quantitative methods, and the quantitative results are used to validate qualitative findings. below is design of exploratory. the participants of this study were the forth semester students of stkip muhammadiyah pringsewu lampung in academic year 2018/ 2019 which has 38 students. questionnaire, documentation, and test were used to collect the data. questionnaire is used to get the data of students’ motivation on learning writing using google classroom and also to get students’ perception on using google classroom in writing learning process. documentation is used to get students’ written text, and test was used to know the students’ improvement on writing ability before and after the treatment. data analysis of this study used phased qualitative-quantitative analysis—the analysis was carried out on qualitative data and then followed by quantitative data analysis. 3. findings and discussion the data analysis on students’ motivation and students’ perception to the use of google classroom on learning writing showed that students had high learning interest. it can be seen from the tendency of students who remain in attention and remember some activities. besides, the enthusiasm of students towards learning activities, as well as their full attention to what was instructed by lecturer to always conduct a self-evaluation proved that students had high motivation also in learning writing. google classroom... 133 highly motivated sufficiently motivated chart 1 the percentage of students’ motivation on writing the chart shows that there are two qualifications obtained; sufficiently motivated and highly motivated. from 38 students, eight students got ‘sufficiently motivated’ qualifications by percentage 51%—75% and 30 students got ‘highly motivated’ by percentage 76%—100%. it can be said that 79% students had high learning interest and motivation to learn writing using google classroom. then, the chart below displays how many students agree or disagree that google classroom helps them in learning writing. chart 2 the percentage of students’ perception on google classroom the chart represents the data of 12 students (32%) have perception that google classroom is enough to help them in the process of learning to write, one student (2%) thinks that google classroom does not help her in the learning process of writing, and 25 students (66%) assume that google classroom helps them so much in learning writing. pre-test pre-test was administered on thursday, april 18th 2019. this test was aimed to measure the students’ writing ability before getting the treatments using google classroom. the test was an essay form where students were asked to write a text about recount text (their own experience). the pre-test result showed that the forth semester students’ ability on writing was still below 50%. the following chart displays the percentage of students’ value acquisition on pre-test. miftahul.... 134 0% 10% 20% 30% 40% students' grade … graphic 1 the percentage of students’ score on pre-test students’ writing was dominated by errors on mechanics (punctuation, paragraphing, and capitalization), and language use (structure and grammar), but overall the content of their text was enough to be evaluated. nevertheless, there were some students whose the writing had obscured meaning and did not communicate occasionally, like those who got score on range 35—41. as for the example of one of the texts that they composed are as follows: picture 2 the example of students’ text on pre-test the text above cannot be evaluated actually, because the meaning of the sentences were obscured or confused. besides, the tenses used in the text are totally wrong. therefore, this text belong to the class interval of 35—41. google classroom... 135 then, the following is one of the examples of the text whose the score was on class interval of 70—76: picture 3 the example of students’ text on pre-test the text shows that there are a little error on using tenses, some errors on prepositions and capitalization, but the meaning do not obscured. therefore, this text was belong the class interval of 70—76. post-test post-test was administered on friday, may 31st 2019, and the data shows that students’ writing ability had improved although it was not too significant. the following chart displays the percentage of students’ score on post-test. graphic 2 the percentage of students’ score on post-test in post-test, the lowest score was 54. most of the content of the students’ writing had limited knowledge of subject. then, they had also a loosely organized but the main ideas stand out. and for language use, they still made errors on tense but the meaning seldom obscured. below is one of the examples of the text whose score was stand on class interval 54-58: 0% 10% 20% 30% 40% 54-58 59-63 64-68 69-73 74-78 79-83 students' grade … miftahul.... 136 picture 4 the example of students’ text on post-test and next is an example of the text which stands on class interval 79—83: picture 5 the example of students’ text on post-test then, the following is table analysis of differences between pre-test and posttest data: google classroom... 137 table 1 the data analysis of pre-test and post-test data description scores pre-test post-test number of subjects (n) 38 38 mean (m) 59.73 66.26 standard of deviation 10.64 7.61 ranges 41 29 maximum scores 76 83 minimum scores 35 54 the table above is about the students’ achievement in writing skill. from the table, it can be seen what is the minimum and maximum score in pre-test and post-test, and also the comparison of mean values. refer to the findings, it can be said that students’ writing ability had improved, but not significantly. nevertheless, the students’ interest and motivation in learning writing, and also their perception to google classroom are very positive. so, this research has succeeded in achieving its objectives. 4. conclusion having analyzed the data obtained, it can be concluded that students had motivated to learn writing using google classroom. it can be seen by 38 students, there were 8 students who got motivated enough qualification with the percentage 51%—75%, and 30 students got high motivated qualification with the percentage 76%—100%. besides, they also assumed that google classroom could encourage them to write, and help them to improve their writing ability. it can be proven by the students’ minimum score of pre-test was 35 with mean 59.73 and in post-test was 54 with mean 65.21. 5. references akmar, farahidatul, rafidah, dan nurul huda. (2017). padlet: a digital collaborative tool for academic writing. journal of education and social sciences vol. 8 issue 1. issn 2289-1552: 179-184. miftahul.... 138 fraenkel, jack. r. et.al. (2012). how to design and evaluate research in education. mcgraw hill. harmer, j. (2009). the practice of english language teaching (4th ed). england: pearson education limited. hwa, siew pei. (2016). an investigation of university students’ acceptance towards a learning management system using technology acceptance model. journal of education and social sciences vol. 5 issue 2. issn 2289-1552: 1-12. iftakhar, shampa. (2016). google classroom: what works and how?. journal of education and social sciences, vol. 3. issn 2289-9855: 12-18. mertens, d.m. (2010). research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixedmethods (3rd ed). thousand oaks: sage. noriega, heydy selene robles. (2016). mobile learning to improve writing in esl teaching. teflin journal vol. 27 no 2. issn 0215-773 x: 182-202. prihantoro. (2016). the influence of students’ l1 and spoken english in english writing: a corpus-based research. 2016. teflin journal vol. 27 no. 2 issn 0215-773 x: 217-245. sari, rita karmila. (2017). persepsi pengajar dan pemelajar terhadap penggunaan teknologi dalam pengajaran bahasa inggris. jurnal sap vol. 1 no 3. p-issn: 2527-967x. e-issn: 2549-2845: 333-343. sohibun, dan filza yulina ade. (2017). pengembangan media pembelajaran berbasis virtual class berbantuan google drive. tadris: jurnal keguruan dan ilmu tarbiyah vol. 2 no 2. p-issn: 2301-7562. e-issn: 2579-7964: 121-129. sujoko. (2013). pemanfaatan teknologi informasi dan komunikasi sebagai media pembelajaran di smp negeri 1 geger madiun. jurnal kebijakan dan pengembangan pendidikan, vol. 1 no.1. pissn: 2337-7623. eissn: 2337-7615: 71-76. viridi, sparisoma, jam'ah halid, dan tati kristianti. (2017). penelitian guru untuk mempersiapkan generasi z di indonesia. seameo qitep in science. bandung: p4tk ipa. 1-2. zafrin, sadia. (2018). peer-assessment in google classroom: motivator of the writing skills. journal of education and social sciences, vol. 9 issue 2. issn 2289-9855: 139-145. (journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 81-91 p-issn: 2356-2048 e-issn: 2356-203x 81 developing book about the potential of tourism history in paku urban village of kayuagung city andika1, mulyadi2, hermansyah3, aswadi jaya4 1,2,3,4 english education department, pgri university of palembang email correspondence: andika10november@gmail.com abstract english teaching reading material book currently does not have local content or are still national content and are not very interesting enough. the purpose of this study was to develop a book about the potential of tourism history in the paku urban village of kayuagung city this study used research and development methods. the results of the english teaching reading material book based on history and local culture overall obtained an average value of 4.04 with the category was "very good" and the level of feasibility of 80.7% and declared was feasible for use. keywords: development, english teaching reading material introduction in this 4.0 industrial revolution, english is increasingly becoming one of the important media for communication, both in a particular place and in a public place, so that someone who can use english effectively is needed in every country. according to simaibang, mulyadi, and lestari (2017:37), english is a communication tool used as a global language that is not only used by westerners but also by many people around the world including indonesia. according to gani, fajrina, and hanifa (2015), english is known as the international language and is also a second language in many countries in the world. in language, there are several skills in learning it, one of which is reading. according to hermansyah (2021:1), who said that there is one strategy in learning namely the self-talk strategy. self-talk strategy is making positive statements like “i can do this” to help oneself get through challenging tasks. reading also requires teaching to know how to read properly and correctly. currently, teaching reading material does not have local content or is still national, so the book that was developed by the researcher here is a book that contains developing… 82 local history and culture. in agustina, harahap, and syahrial (2018), culture is one important element in learning a language. language and culture cannot be separated. students must master language and culture. along with the times, the use of the books as a medium to become teaching material when the teaching and learning process is decreasing due to being displaced by increasingly sophisticated modern technology. one of the main reasons is that modern technology such as a mobile phone is more attractive than books. apart from the form of the book, the content of the book also greatly affects the interest of students in using books as their teaching material. according to hermansyah, jaya, and maharani (2021:56), interest is an ability that is a strong feeling of something that is considered interesting. therefore, there is a need for an improvement or modification of the quality of the book so that it can become an attractive teaching material, both from the form of the book and from the contents of the book so that it can attract the attention of educators or students to use it as teaching material in the learning process. book is very important as the main media in learning, especially in learning to read. if the quality of the book is not immediately addressed, the use of the books as teaching materials will continue to decrease. therefore, to improve the quality of the book to attract students to the use of the books as teaching material, it is necessary to improve the quality of the book. to develop the book as quality teaching material, it is necessary to do research and development. several studies have been conducted to reveal the local potential in learning english, such as according to agustina, harahap, and syahrial (2018), the folklore in student books is good but not contextual, there are very many regional folk tales that are suitable for inclusion in student books (legend of the menangis stone, lalan belek, and mining raib) and the purpose of including local folk tales that fit into an english student book are supplementary reading material. according to inharjanto and lisnani (2019:11), coloring books with the theme of parenting about local culture are good, valid, practical, and have potential effects so they are good for inclusion in english textbooks. according to tarigan, ambarita, and solin (2019:269), the appropriateness andika… 83 of reading materials in the school literacy movement for high school students based on local karo culture qualifies and is suitable for reading material, based on the assessment of material experts and design experts. based on the explanation, the researcher is interested in developing an english teaching reading material based on history and local culture of the kayuagung city in the form of the pocketbook because currently there is no english teaching reading material based on history and local culture of kayuagung city in ogan komering ilir regency. in this study, the researcher limited the research to smp negeri 1 lempuing jaya. when conducting field observation, the researcher did not find english teaching reading material based on history and local culture in the ogan komering ilir regency. with this book being developed, they can increase their knowledge of history and local culture in ogan komering ilir regency and improve their reading comprehension in english. research method the research method used to develop the potential of tourism history in paku urban village of kayuagung city book is a research & development method. research & development method is a research method used to research and develops a product to produce a new product that is different from the previous product. the research model used in this study is borg and gall model with the following steps: (1) research and information collecting, (2) planning/product design, (3) develop preliminary form of product/product development, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, and (8) product manufacture. in this research and development, the sample of data sources in this research was class viii at smp negeri 1 lempuing jaya. in the data collection techniques of this research and development, the researcher used observation, documentation, interview, and questionnaire. in the research instruments of this research and development, there is observation sheets, document recording sheets, interview sheet, and questionnaire. in the data analysis techniques of this research and development, there are content developing… 84 validation and instrument validation. the contents of the book material were validated by the english material expert and history and local culture expert. average score formula according to nurgiyantoro (2013:219) in rosita (2015): �̅� = 𝚺𝒙 𝒏 information: �̅� = average score σ𝑥 = total score n = number of assessment subjects guidelines table for conversion of quantitative data to qualitative data: table 1: average score formula no. score range percentage score category 1. x > 4 81% 100% a very good 2. 3 < x ≤ 4 61% 80% b good 3. 2 < x ≤ 3 41% 60% c enough 4. 1 < x ≤ 2 21% 40% d less 5. x ≤ 1 0% 20% e very less sugiyono (2017:165-167). in this study, the value of eligibility is determined with a minimum value of "c" with enoucategoriesory. so if the results of the research by experts, teachers, and student responses, the average score gets a final score of "c", then the product developing the potential of tourism history in paku urban village of kayuagung city book as the teaching reading material is considered "worthy of use". the validation of the instrument was carried out by an english expert and questionnaire expert as well as a history and local culture expert. findings and discussion research and information collecting research and data collection of information conducted by the researcher in this study is through field observation, interview, questionnaire, and documentation. product design andika… 85 product design serves to design the product to be produced. product design needs to be done so that the product to be made can be as desired or as expected. in this study, the researcher designed a product that was different from the previous product. the differences are, namely, book cover, book color, characters in the book, and also the contents of the book. the researcher designed the product after conducting field observations thahaveas been carried out to find out and ensure the latest data available in the book that has been developed. through the results of field observation, the researcher can design products with the latest data. after the product is designed as planned, then the product is developed first. product development product development is carried out as a continuation of product design. in this study, the product developed was in the form of a field research book containing a description of the history and local culture of kayuagung city which was written in two languages which were developed into a teaching reading material book in english. the book is then developed by making the design first. as for the parts that are developed in the book, namely, changing the book cover and book color, adding book characters located on the book cover, deleting some book contents such as opening speech, providing vocabulary, questions, answer keys, and references. preliminary field testing the preliminary field test was conducted to test the product design in the form of a product sample. this test is equipped with field data collection in the form of a questionnaire given to the english teachers and the student as respondents. the results of the preliminary field test were then analyzed. main product revision the main product revision was carried out after the results of the preliminary filed test had been analyzed. main field testing the main field test is conducted to test the product design after the initial field test improvement. the main field test is equipped with data collection in the form of developing… 86 distributing questionnaires to students to find out the product after repairs are made. the results of the main field test are then analyzed for the manufacture of the final product. operational product revision the operational product revision was carried out after the results of the main field test had been analyzed. product manufacture the manufacture of the product in this study was carried out after the product designed and developed had been validated by material experts, teachers of english at smp negeri 1 lempuing jaya, and students at smp negeri 1 lempuing jaya as respondents through corrections and suggestions given by material experts and teachers of english at smp negeri 1 lempuing jaya obtained from distributing questionnaires, interview with teachers of english at smp negeri 1 lempuing jaya and assessments of students at smp negeri 1 lempuing jaya on a book that have been developed. description of validation data in this research and development, there are three validation data, namely validation by material experts as expert judgments, by teachers of english at smp negeri 1 lempuing jaya as educators, and students at smp negeri 1 lempuing jaya as respondents. description of validation data by material experts table 2: average score of product validation results from english material expert stage 1 and stage 2 stage no. assessment aspects average value category 1 1. content eligibility 3 enough 2. presentation feasibility 3 enough 3. language eligibility 3 enough 4. graphic feasibility 3 enough total 12 average score 3 enough 2 1. content eligibility 4 good 2. presentation feasibility 4 good 3. language eligibility 4 good 4. graphic feasibility 4 good total 16 average score 4 good andika… 87 table 3: average score of product validation results from historical material expert stage 1 and stage 2 stage no. assessment aspects average value category 1 1. content eligibility 4 good 2. presentation feasibility 4 good 3. language eligibility 4 good 4. graphic feasibility 4 good total 16 average score 4 good 2 1. content eligibility 5 very good 2. presentation feasibility 5 very good 3. language eligibility 5 very good 4. graphic feasibility 5 very good total 20 average score 5 very good description of validation data by the teachers of english at smp negeri 1 lempuing jaya table 4: average score of product validation results by teachers 1, 2, and 3 teacher no. assessment aspects average value category 1 1. content eligibility 3,4 good 2. presentation feasibility 3,5 good 3. language eligibility 4 good 4. graphic feasibility 2,6 enough total 13,5 average score 3,4 good 2 1. content eligibility 4,2 very good 2. presentation feasibility 4,2 very good 3. language eligibility 4,8 very good 4. graphic feasibility 4 good total 17,2 average score 4,3 very good 3 1. content eligibility 3,7 good 2. presentation feasibility 4,3 very good 3. language eligibility 4 good 4. graphic feasibility 4,2 very good total 16,2 average score 4,05 very good description of student assessment data table 5: average score of student assessment results in the initial field test developing… 88 no. assessment aspects average value category 1. content aspect 4,1 very good 2. presentation aspect 4,1 very good 3. language aspect 4,2 very good 4. graphic aspect 4 good total 16,4 average score 4,1 very good table 6: average score of student assessment results in the main field test no. assessment aspects average value category 1. content aspect 4,2 very good 2. presentation aspect 4,3 very good 3. language aspect 4,3 very good 4. graphic aspect 4,1 very good total 16,9 average score 4,225 very good table 7: average score of material experts validation, teachers of english, and students’ assessment at smp negeri 1 lempuing jaya no. assessment aspects material experts teachers students σ 𝐗 % catego ry 1. content eligibility 4 3,8 4,15 11,95 3,98 79,6% good 2. presentation feasibility 4 4 4,2 12,2 4,1 82% very good 3. language eligibility 4 4,3 4,25 12,55 4,18 83,6% very good 4. graphic feasibility 4 3,6 4,05 11,65 3,88 77,6% good total 16 15,7 16,65 16,14 average score 4 3,9 4,16 4,04 80,7% very good product revision andika… 89 product revisions in this study were carried out in stages three times. the first stage revision was carried out after being validated by material experts, the second stage revision was carried out based on comments and suggestions and assessments by the teachers of english at smp negeri 1 lempuing jaya, and the third stage revision was carried out based on the responses and assessments of students at smp negeri 1 lempuing jaya. discussion of this study, the results of the validation of material experts, teachers of english, and student assessments of smp negeri 1 lempuing jaya on content aspects, presentation aspects, language aspects, and graphic aspects show that the english teaching reading material book developed fall into the category of "very good" or "feasible". the average score of all aspects of the validation results of material experts, teachers of english, and student assessments of smp negeri 1 lempuing jaya is 4.04 with a feasibility level of 80.7% in the category of "very good" or "feasible". it can be said that because in the previous chapter it has been explained that the percentage of 80-100 is in the "very good" category or this case it is declared "feasible" because what is taken into account is the feasibility level of the book as teaching material for reading english. the average score obtained from material experts, teachers of english, and students of smp negeri 1 lempuing jaya is different. the highest assessment on the content aspect was obtained from students, the highest assessment on the presentation aspect was obtained from the students, the highest assessment on the language aspect was obtained from the teachers of english, and the highest assessment on the graphic aspect was obtained from the students. however, the overall average assessment score of material experts, teachers of english, and students of smp negeri 1 lempuing jaya is in the "very good" category. this shows that the developed english teaching reading material book is at a feasible level, both from the content aspect, the presentation aspect, the language aspect, and the graphic aspect. developing… 90 conclusion the average value was obtained for each aspect. the assessment includes: the content feasibility aspect gets an average score of 3,98 in the "good" category with a feasibility level of 79.6%, the presentation feasibility aspect gets an average score of 4,1 in the "very good" category with a feasibility level of 82%, the feasibility aspect language gets an average score of 4.18 in the "very good" category with a feasibility level of 83.6%, and the feasibility aspect of the graphics gets an average score of 3.88 in the "good" category with a feasibility level of 77.6%. based on the results of research and development as a whole, the potential of tourism history in baku urban village of kayuagung city revised edition book as the teaching reading material as a whole gets an average score of 4,04 with the "very good" category and the feasibility level of 80.7%. thus, the book is declared feasible for use. references agustina, l. harahap, a. syahrial. (2018). developing reading material based-on local culture for junior high school in kabupaten rejang lebong. joel (journal of applied linguistics and literature. vol. 3 (1). 115-128. doi. 10.33369/joall.v3i1.6169. gani, s. a. fajrina, d. hanifa, r. (2015). students’ learning strategies for developing speaking ability. studies in english language and education. vol. 2 (1). 17-30. hermansyah. (2021). self talk strategy in improving the eleventh grade students’ speaking ability. smart (journal of english language teaching and applied linguistics). vol. 7 (1). 1-6. doi. https://doi.org/10.26638/js.1331.203x. hermansyah. jaya, a. maharrani, d. (2021). the influence of case building technique and learning interest on the students’ learning achievement. english community journal. vol. 5 (1). 54-61. doi. https://doi.org/10.32502/ecj.v5i1.3331. inharjanto, a. lisnani. (2019). developing coloring books to enhance reading comprehension competence and creativity. advances in social science, education and humanities research. vol. 394. 7-12. andika… 91 rosita. 2015. pengembangan buku ajar keterampilan membaca berdasarkan strategi panduan antisipasi untuk sma/smk kelas xi. skripsi. progam studi pendidikan bahasa dan sastra indonesia fakultas bahasa dan seni universitas negri yogyakarta. yogyakarta. simaibang, b. mulyadi. lestari, w. (2017). the correlations among vocabulary mastery, reading interest and reading achievement of the tenth grade students of sma n 4 of palembang. elite journal. vol 5 (2). 37-45. sugiyono. (2017). metode penelitian & pengembangan (research and development/ r&d). bandung: alfabeta. tarigan, y. s. ambarita, b. solin, m. (2019). the development of reading materials in school literacy movements for senior high school students based on local culture of karo. budapest international research and critics in linguistics and education (birle) journal. vol. 2 (3). 269-288 doi. 10.33258/birle.v2i3.372. 139 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. the impact of social media usage on students’ academic performance (sap) sutarno english department, muhammadiyah univesity of pringsewu email: sutarno@stkipmpringsewu-lpg.ac.id abstract this study investigated to what extended do students used social media related to academic purposes and its impact on students’ academic performance. this study applied a qualitative research method through using of social media and academic performance of students’ questionnaire (smaapos) adapted from osharive (2015). the result showed that social media could be used as means of communication among students, and students to lecturer. the students also used the social media to get better understanding on the course taken. then, the social media usage has impacted the students’ academic performance positively. keywords: social media usage, students academic performance (sap), impact. 1. introduction in this disruptive era, the social media undoubted has gained wider acceptability and usability and is also becoming probably the most important tools among people worldwide as well as in indonesia. in 2017 more than 106 million of indonesian used social media in a month, and it was accessed mostly by millennial generation and z generation where 85% of them accessed the social media through smartphone (yudhianto: 2017). then, statistic research department (2019) reported that youtube was the most used social network used in indonesia with a penetration rate of over 88 percent followed by whatsapp, facebook, instagram, and line. rowan et al (2016) defined social media as web 2.0 internet based application and computer-mediated communication tools that enable users to jurnal smart , volume 5, no 2 (2019), page. 139148 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.930.203x mailto:sutarno@stkipmpringsewu-lpg.ac.id 140 consume and produce content varied modalities (e.g., text, image, and video). their central organizing function is what categorizes social media: social networking (e.g.,facebook, linkedin), microblogging (e.g., twitter), media sharing (e.g., you tube), social news (reddit), bookmarking (e.g., delicious), and blogs. for nowadays, the social media is used for many purposes such as means of communication, e commerce, business, and even used in educational field. in educational field, many practitioners had proved that using social media for teaching and learning process give many beneficial like becoming means of collaborative learning, improving interaction with peers and interaction and improve students’ academic performance. moreover, the existence of social media as a product of technology also certainly brought many beneficial for students for its contribution to students’ academic performance since social media is free, cuts down on isolation, building tolerance and understanding of cultural diversity, amplify passion, and make world of education is more open (gurcan: 2015). academic performance is an essential for students since it refers to the outcome of educational goals which is achieved by them. academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given by their teacher (hatcher and prul: 1996). several studies had been conducted in finding the impact of social media using on students’ academic performance. acheaw and larson (2015) investigated the use of social media and its impact on academic performance of tertiary institution students in ghana. the finding revealed that majority of the respondents had mobile phones which also had internet facility on them and had knowledge of the existence of many media sites. the study further confirmed that most of the respondents spend between thirty minutes to three hours per day. in addition the study revealed that the use of social media had affected academic performance of the respondents negatively and that there was direct relationship between the use of social media sites and academic performance. then mensah and nizam (2016) conducted a study on the impact of social media on students’ academic performance in malaysia tertiary institution. it is concluded that social media platforms has a significant impact on students’ academic performance in malaysia tertiary institution. not similar with the previous study, this study is 141 aiming in finding to what extend do students use social media for related academic purposes and also finding the impact of social media usage on students’ academic performance. 2. reseach method this study involved 116 undergraduate students of english department of muhammadiyah university of pringsewu as the respondent. the data was collected through the use of social media and academic performance of students’ questionnaire (smaapos) adapted from osharive (2015). the questionnaire was divided into two parts a and b. part a consisted of 7 questions explored students’ demographic information (gender, year of study, study program, current gpa, forms of social media mostly use, the number of hours spending for studying a week, and the number of hours spending for accessing the social media a week). meanwhile part b consisted of 22 likert-scale questions which explored the information about the use of social media and its impact on students’ academic performance. there were five choices prepared; strongly agree (sa), agree (a), neutral (n), disagree (d), and strongly disagree (sd). at the end of the questionnaire, there was an open ended question given to ask more information about the impact of social media on students’ academic performance. the collected data was analyzed through descriptive qualitative analysis. the steps are divided into tabulation of data which consisted of editing, coding and tabulating, analyzing of data gained from the tabulation, and the last step was interpretation of the result of analysis for gaining the conclusion of the study. 3. findingand discussion the questionnaire was allotted to 116 students of english education program of stkip muhammadiyah pringsewu lampung and all returned rate. part a of questionnaire asked about demographic information of the participants. based on the statistics, 52 (45%) of respondents are sophomore, 30 (26%) of respondents are junior, and 34 (29%) of respondents are senior. for the gender of the participants; 38 (33%) are male and 78 (67%) are female. for most accessible social media among students, out of 116 respondents 57 (59%) of respondents 142 preferred using whatsapp as the most accessible social media, 40 (35%) of respondents used facebook, and 19 (16%) of respondents used youtube as the most preferable social media used. for time allotment of social media access; 5 % of respondents accessed less than one hour a day, 46% used their social media 2-3 hours, 32 % of respondents used the social media 4-5 hours and 17 % of respondents spent more than 6 hours for accessing their social media accounts daily. part b of questionnaire was the likert-scale which grouped into two sections; students responded on the usage of social media for academic related purposes and students responded on the impact of social media on students academic performances. table 1 students respond on the usage of social media for academic related purposes statements sa a n d sd i engage in academic discussion on social media platforms 17.240% 20 12.93% 15 28.44% 33 18.10% 21 23.27% 27 i make use of social media to share information with my classmates 31.89% 37 38.79% 45 17.24% 20 8.62% 10 3.44% 4 i follow the latest development in my field through social media 25.00% 29 29.31% 34 19.82% 23 14.65% 17 11.20% 13 i solely rely on information gotten from social media to do my assignment without consulting any other sources 8.62% 10 12.06%% 14 16.37% 19 34.48% 40 28.44% 33 engaging in academic forums on social media confuses me 10.34% 12 13.79% 16 32.75% 38 25.86 30 21.55% 25 sometimes i use social media to understand what i have been taught in class 22.41% 26 32.75% 38 18.96% 22 12.06% 14 13.79% 16 143 social media is encouraged by lecturer as part of assignment 13.79% 16 11.20% 13 24.13% 28 29.31% 34 21.55% 25 we have a social media group for some of my courses 30.17% 35 43.10% 50 17.24% 20 6.03% 7 3.44% 4 i have to use social media extensively because most of my course assignment/project are in the forms of blogs/online presentation 12.06% 14 16.37% 19 25.86% 30 17.24% 20 28.44% 33 i communicate with the lecturer through social media 25.86% 30 34.48% 40 18.10% 21 12.06% 14 9.48% 11 from the table 1, it could be seen that high percentages of the participants have chosen the categories agree to strongly agree for three statements. for example, the percentage of the statement “i make use of social media to share information with my classmates” is 70.68%, we have social media group for some of my courses is 73. 27%, and i communicate with the lecturer through social media is 60.34%. from the statements, it could be concluded that the social media nowadays could be used related to academic purposes as a media of communication among the students. they used the social media for example whatsapp to share information about the courses taken and even they communicate with the lecturer through the social media. then, more than half students choose agree to strongly agree for statements “i follow the latest development of my field through social media (54.31%) and “sometimes i use social media to understand what i have been taught in the class. from the statements above, it could be understood that the students utilized the social media related to the courses learn at the college since they could find many content of education in the social media especially youtube. it helps the students to understand the material easier. on the contradictory, most of the participants selected the categories disagree to strongly disagree for five statements, like” i engage in academic 144 discussion on social media platform (41.37%), engaging in academic forums on social media confuses me (47.41%), social media is encouraged by lecturer as part of assignment (50.8%), i have use social media extensively because most of my course assignment/project are in the forms of blogs/online presentation, and i solely rely on information gotten from social media to do my assignment without consulting any other sources (62.92%). table 2 students’ respond on the impact of social media on academic performance statements sa a n d sd the time i spent online on social media takes away from my studying 24.13% 28 31.89% 37 15.51% 18 17.24% 20 11.20% 13 online social networks distract me from my studies 25.86% 30 34.48% 40 18.96% 22 11.20% 13 9.48% 11 the hours i spend online on social media are more than the hours i spend reading university stated content 21.55% 25 41.37% 48 19.82 23 6.89% 8 10.34% 12 my unlimited access to social media through my cell phone distract me in class 16.37% 19 21.55% 25 18.96% 22 27.58% 32 15.51% 18 social media have impacted my gpa positively 25.86% 30 31.03% 36 19.82% 23 17.24% 20 6.03% 7 social media have impacted my gpa negatively 14.65% 17 11.20% 13 13.79% 16 27.58% 32 32.75% 38 the usage of social media for class related research has helped improve my grades 21.55% 25 24.13% 28 19.82% 23 20.68% 24 13.79% 16 social media has negatively impacted my writing skills 10.34% 12 14.65% 17 21.55% 25 23.27% 27 30.17% 35 i will not perform well in academic if i stop using social media 17.24% 20 12.06% 14 18.96% 22 22.41% 26 29.31% 34 145 social media has improved my communication skill 18.10% 21 32.75% 38 20.68% 24 13.79% 16 14.65% 17 once i interrupt my study time with social media, i lose concentration 24.13% 28 31.03% 36 15.51% 18 12.06% 14 17.24% 20 table 2 showed that the respondents answered a high proportion in categories agree and strongly agree. for instance” the time i spent online on social media takes away from my studying (56.02%), “online social media distract me from my studies (60.34%), the hours i spent online on social media are more than the hours i spend reading university stated content (62.92%), social media have impacted my gpa positively (56.89%), the usage of social media for class related research has helped improve my grade (45.68%), social media has improved my communication skill (50.58%), and once i interrupt my studying time with social media, i lose concentration (55.16%). on other hand, most of the respondents also choose the categories disagree to strongly disagree. for instance the percentage of “my unlimited access to social media through my cell phone distract me is class” is 43.09%, social media have impacted my gpa negatively is 60.33%, social media has negatively impacted my writing skill is 53.44%, and i will not perform well in academic if i stop using social media is 51.72%. this study investigated the social media usage and the impact of social media usage on students’ academic performance. the finding showed that whatsapp ,facebook, and youtube are the mostly social media used by the students daily. it was different with the result of statista research department (2019) research which found that youtube is becoming the most accessed social media in indonesia following by whatsapp, facebook, instagram, and line. the finding of study also found that most of the respondent accessed their social media 2-3 hours a day and it is amost similar with nguyen (2017) who report that the average time spent on social media a day of the indonesian was three hours and sixteen minutes. the present study also found that mostly of the respondent used social media in academic related purposes like sharing information peer to peer, creating 146 social media group for some of the courses, and even they did communication with their lecturer through the social media. the finding is in line with al rahmi, othman, and mi yusuf (2015) which report that collaborative learning, engagement, and initiation to use social media positively and significantly related to the interactivity of research group member with peers and research students with supervisors to improve their academic performance in malaysian higher education. the students also used the social media to follow latest development of the field and used the social media to understand what they have been taught in the class. yet, they do not solely rely on information gotten from social media to do their assignment since they know that the information gotten from the social media is lack of validity and accuracy. related to the impact of usage of social media on students’ academic performance, the finding showed that the social media have impacted students gpa positively. then, the usage of social media for class related research has helped improves students grade. from those statements, it is implied that social media gave positive impact on students’ academic performance. moreover, it was found that social media also improved students’ communication skill. the finding is in contradictory with acheaw and larson (2015) where they reported that the use of social media sites had affected the academic work of students negatively so there is the urgent need for the introduction of the students to the availability of novels and other information resources or materials that can help them academically. the last, the finding also showed that even though the students did multitasking activity inform of accessing the social media in the class, it was not distracting them in learning process. on the other side, it was found that social media also improved students’ communication skill. unfortunately, the time spending online on social media took away from students’ studying and once they interrupted their studying with social media, the students lost their concentration. 4. conclusion the social media is a kind of innovation of technology which cannot be separated with students’ daily routine. social networking like whatsapp application and facebook are the most preferable communication platform among 147 the students. meanwhile media sharing like youtube is also used as a media for academic development. the students’ usage the social media related academic purposes as means of communication not only among peer to peer but also among student with their lecturer. besides using it as means of communication, they also used the social media for their study development and also to understand what they have been taught in class. the usage of social media basically gave impact on student gpa positively, moreover the usage of social media for class related research has helped improves students grade. yet, the students should used the social media carefully and discreetly since the time spent online on social media takes away from studying and causing lose concentration. 5. references acheaw, m. owusu., & larson, agatha, gifty. (2015). use of social media and its impact on academic performance of tertiary institution students: a study of students of koforidua polytechnic, ghana. journal of education and practice. vol. 6. no.6. pp. 94-101. al rahmi, waleed mugahed., & othman, mohd sahrizan., & m yusuf, lizawati. (2015). the role of social media for collaborative learning to improve academic performance of students and researcher in malaysian higher education. journal of international and review of research in open and distributed learning. vol. 16. no. 4. pp. 177-204. gurcan, halil ibrahim. (2015). contribution of social media to the students’ academic development. international journal of information and education technology. vol.5, no.12. pp. 965-968. hatcher, l., & prul, js. (1996). a measure of academic situation constrain out of class circumstances that inhibit college students’ development. new york: mc-graw hill. mensah, sandra okyeadie., & nizam, ismail. (2016). the impact of social media on students’ academic performance-a case of malaysia tertiary institution. international journal of education, learning and training. vol.1. no.1. pp.14-21. nguyen, han. (2017). indonesia is fastest growing country for internet use. [online].available:https://www.google.com/amp/s/amp.rappler.com/world /regions/asia-pacific/indonesia/bahasa/englishedition/159593-internetsocial-media-statistics. [20-05-2019]. 148 osharive, p. (2015). social media and academic performance of students. research project submitted to department of education administration. (100302125). rowan, k., heater,t., & martines, aleman. (2016). social media in higher education. ashe higher education report. vol. 42. issue 5. pp. 7-15. statista research department. (2019). indonesia:social network penetration q3 2018.[online]. available:https//www.statista.com/statistics/284437/indonesia-socialnetwork-penetration/. [20-05-2019] yudhianto. (2017). 132 juta pengguna internet indonesia, 40% penggila medsos.[online].available:https://.m.detik.com/inet/cyberlife/d3659956/132-juta-pengguna-internet-indonesia-40-penggila-medsos.[2005-2019]. (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 72-79 p-issn: 2356-2048 e-issn: 2356-203x 72 flipped classroom with hots instruction in listening class: best practice approach and implementation for employee class muhammad khanif university of nahdlatul ulama al-ghazali cilacap email: khanif.clp123@gmail.com abstract as the fulfillment of learning of the 21st century, hots instruction is also needed because students are not enough with only having good score but they also should have good skill for being problem solver, creative thinker, critical thinker, socialist, and able to follow the changing era which is marked by the sophistication of it-based technology. the research method used is case study research design. the population is the students from three classes of employee class students at the university of nahdlatul ulama al-ghazali cilacap. the total samples are two classes with a total of 70 students in the second semester. the observation, questionnaires, and interviews were used to verify the data. the result of this study gives a view of best practice concerning how flipped classrooms with hots instruction implemented to listening to employee class students. keywords: listening, flipped classroom, hots, employee class introduction listening plays an important role in communication in people’s daily lives. according to guo and wills (2006:3), “it is the medium through which people gain a large proportion of their education, their information, their understanding of the world and human affairs, their ideals, sense of values”. mendelson (1994:9) said that “the total time spent on communicating, listening takes up 40-50 %; speaking 25-30 %; reading 11-16 %; and writing about 9 %. then peterson (2001:87) also wrote, “no other type of language input is easy to process as a spoken language, received through listening, learners can build an awareness of the interworking's of language systems at various levels and thus establish a base for more fluent productive skills". scarcella and oxford (1992:138-139) also point out that listening is a significant and essential area of development in the native language and a foreign language. effective listening sharpens thinking and creates understanding in real daily life. listening takes part in understanding a talk, lecture, or conversation in a second or foreign language (even in their first language). the situation, the listener, and also mailto:khanif.clp123@gmail.com flipped classroom... 73 the speaker can be the cause of these difficulties. some factors contribute to them like background noise, a lack of visual clues, the speaker talking so fast, or because the listener has a limited vocabulary. listening is a key to all effective communication. it plays an important role because without the ability to listen effectively, messages are easily misunderstood. as a result, communication breaks down and the sender of the message can easily become frustrated or irritated. finally, the mean of communication cannot be achieved properly. based on the explanation of how important listening is in daily life, students of employee class should be given listening material well. so, they can have good communication to support their careers. the lacks of learning to listen for employee class of unugha students are; (1) they are less motivated in learning listening because they still think that it is difficult to be learned, (2) they do not have enough time to look for the appropriate source because of their business, (3) they are less able to take advantage of technological sophistication to facilitate learning it. along with the demands of the 21st century, the skill of critical thinking and ict literacy is needed to face the globalization era. it is identified by (wagner, 2010) and the change leadership group at harvard university. there are seven skills as mentioned (1) critical thinking and problem-solving skills, (2) collaboration and leadership, (3) dexterity and adaptability, (4) initiative and entrepreneurial spirit, (5) being able to communicate effectively both orally and in writing, (6) capable of accessing and analyzing information, and (7) have curiosity and imagination. nowadays, many online-based e-learning models are developed whether full online (asynchronous) or blended learning (synchronous). full online learning is very useful for the participants who want to join the class but a r e limited by distance and time. while blended learning is appropriate for the participants or students who want to have both online and classical classes. blended learning is considered as an alternative to integrate face-to-face and online activities. both activities are arranged well according to the needs. some developers of the blended learning model divide the time of those activities by several comparisons 50:50, 70:30, or 30:70. those divisions of time cannot be standardized because they all depend on learning needs. especially in this research, the time is divided a bit clearer. the students learn the muhammad... 74 material online before coming to the class. while in the class, students discuss and explore the material at length to apply in the classroom what have they learned. this learning model is called a flipped classroom model. the characteristic of flipped classrooms is the students get material for the first time before coming to the class. it is very different from the traditional classroom where students get the first time material in the class. through that treatment, both lecturers and students get the benefit. the lecturer can have more time to explore the students’ potential to complete the learning while the students may have autonomy in learning and high motivation before coming to the class because they have prepared before. so they can have material for discussion with t h e lecturer or other students. this study collaborates the theories of the flipped classroom, e-learning, taxonomy blooms, and autonomous learner to the listening course to reach the critical thinking of the students. those packaging is estimated to be an alternative or solution to provide strong stimulation for the development of individual abilities, especially in learning critical listening to overcome all new problems in their daily lives. according to the gap and background of the study, the writers propose some research questions. they are; 1) how does the lecturer implement the flipped classroom with hots instruction at employee class students? (2) how are students’ perceptions towards the implementation? research method this study uses data from the case study of the implementation concerning how flipped classroom with hots instruction implemented to listening to employee class students and their perception toward it. the method aims at getting the knowledge of english lecturers regarding the implementation of a flipped classroom with hots instruction for getting critical listening and the perception of students. at times, a case study is a type of ethnographic research study that focuses on a single unit, such as one individual, one group, one organization, or one program ary, jacob, and sorenson (2010). they also assert that case studies use multiple methods, such as interviews, observation, and archives, to gather data. cohen, manion, and morrison (2000) define case studies can establishing cause and effect, indeed one of their flipped classroom... 75 strengths is that they observe effects in real contexts, recognizing that context is a powerful determinant of both causes and effects. the observation, questionnaires, interviews, and domination are conducted to the lecturers and students in listening. the observation is conducted to investigate how does the lecturer implement flipped classrooms with hots instruction to listen to employee class students. the writer observed the listening lecture at the employee class for one month. there are four meetings on average which are divided into two meetings for online and offline classes in each. furthermore, the questionnaires are spread out to the students to investigate their perception toward the implementation of flipped classrooms with hots instruction in listening lectures at employee class. moreover, the interview is aimed at confirming what had been done by the lecturer dealing with the implementation to improve their professional development to prepare 21st-century skills for the students. observation is a technique of data collection, where researchers make observations directly to the object of research to see closely the activities carried out (riduwan, 2004: 104). while questionnaire is a data collection technique that is done by giving a set of questions or written statements to the respondent to be answered later (sugino, 2013: 199). whereas interview according to esterberg (2002), defines as follows: "a meeting of two participants to exchange information and ideas through questions and responses, resulting in communication and joint meaning of a particular topic." the interview is a meeting of two people to exchange information and ideas through question and answer, so that meaning can be constructed in a particular topic. and documentation according to sugiyono (2013: 240) is a record of events that have passed. documents can be in the form of writing, images, or monumental works from a person. documents in the form of writings such as diaries, history of life (life histories), stories, biographies, regulations, policies. documents in the form of images such as photos, live images, sketches, and others. documents in the form of works such as works of art, which can be in the form of pictures, sculptures, films, and others. document study is a complement to the use of observation and interview methods in qualitative research. all data will be gotten in triangulation techniques. sugiyono (2013: 241) in data collection techniques, triangulation is interpreted as a technique of collecting data that is combining the various techniques of collecting data and existing data sources. if the researcher conducts data collection using triangulation, the researcher collects data while testing the muhammad... 76 credibility of the data, namely checking the credibility of the data with various data collection techniques and various data sources. triangulation techniques, mean researchers use techniques. different data collection to get data from the same source. the researcher used participatory observation, questionnaires, in-depth interviews, and documentation for the same data source simultaneously. source triangulation means, to get data from different sources with the same technique. 70 students in the employee class are divided into three classes with one lecture at the university of nahdlatul ulama al-ghazali cilacap. the writer took all classes as respondents for this study. they are a second-semester student who is getting listening material of toeic picture. findings and discussions they are two questions researched in this study; 1) how does the lecturer implement the flipped classroom with hots instruction at employee class students? and (2) how are students’ perceptions towards the implementation?. the first question can be answered by doing observation, interview, and documentation to the lecturer. in the observation, some data were found. they are (1) teaching instrument, (2) learning material, (3) lecturer background document, and (4) students list. the teaching instrument contents of the explanation lecture such as identity, basic competencies, competence indicator, teaching material, teaching scenario, evaluation instrument, and references/sources. while the process of how the lecturer implements the flipped classroom with hots instruction at employee class students can be known after observing the class and interviewing the lecturer. the findings are; (1) the lecturer planned the flipped classroom with hots instruction steps, (2) he used the application of ppt, filmora video, and google form to expand the material and trial test, (3) both lecturer and students used wa group to accommodate online class, (4) discussion about what was in online was discussed in the class, (5) lecturer gave the new discussion to blow up their different perspective, (6) lecturer lead them to relate the material to the real-life situation and took advantage for their daily life, (7) students in pair made new discussion related to the material and shared to others to be criticized, (8) they generate their understanding on how is the material could be done flipped classroom... 77 effectively, (9) the lecturer gave feedback to the students on the activity which they have done, (10) the lecturer made documentation for the activity. the process in detail was divided into online classes and classical classes. at the first time, the lecturer prepared the material and trial test for being trained to the students online. the materials are arranged step by step, so the students can follow the instruction well. it is designed in powerpoint or video. after understanding the material, they are leaded to have a trial test to measure how well they understand the material. it is designed with a google form quiz. both material and trial tests were shared to the whatsapp group. sharing and discussion during the online class were also opened to solve and help students’ problems while learning online. in a n online class, the lecturer applies a half of hots instruction which uses the steps of taxonomy blooms. in remembering steps, students are led to recognize the material and remember what have they learned related to the material. while in understanding steps, they are hoped able to interpret, summarize, compare, and explain what is in the material. the last, in applying steps, they have a trial test to implement their understanding in the material they have learned. meanwhile, in the classical class, the lecturer started discussing what the student had done in an online class. everyone was free to share and discuss their experience in learning online. the next step was the duty of the lecturer to lead them into hots. after discussing what had been done, the lecturer gave the new topic to be discussed deeper to find the implicit meaning from the material. it was done to blow up different students’ perspectives (analyze step). by having those perspective, they were guided to respect each other's opinions depending on their view based on their knowledge and experiences. after that, the lecturer lead them to relate the material to the real-life situation and took advantage for their daily life. next, students in pairs made new discussions related to the material and shared them with others to be criticized (evaluating step). then, they generate their understanding of how is the material could be done effectively (creating step). the last, the lecturer gave feedback to the students on the activity which they have done and made documentation for the activity. all processes of flipped classrooms with hots instruction in listening class used a mobile phone as the media. a group application was chosen to deliver the material, discuss, share, and do other activities. it was chosen because it was the most effective and efficient application. after all, all students are common in using it. recently, persistent enthusiasm for developing so-called “21st-century skills” argues, at least tacitly, that someone who is muhammad... 78 technologically literate knows how to use several devices and programs expertly bullock (2011) in kosnik et. al (2016). thus it is in line with the questionnaire, the answer to research question number two is that the flipped classroom model (1) motivated the participants to learn english idioms and to improve their ability, (2) enhanced the participants in learning activities, and (3) engaged the participants in the learning tasks. the second question on how students’ perception towards the implementation can be found by giving questionnaires and interviews to them. all students were given questionnaires. the questionnaires were made in closed type with four options (1) strongly disagree, (2) disagree, (3) agree, and (4) strongly agree. there were 25 questionnaires given to them. and the result got 3,7 from range point 1 to 4. it means that the learning model was accepted well by them. not enough only doing questionnaires, interview with every representative student in every class was also done. some points can be described as follow; (1) the learning model is well applied to employee class students (2)they want that learning model can be applied in other lecture, (3) they want university can also facilitate big data to facilitate their activities using the internet. conclusion the findings from this research study reveal positive outcomes as well as challenges for the new model. all data described that flipped classroom with hots instruction in listening class for employee class students was suitable. the data from documentation were are (1) teaching instrument, (2) learning material, (3) lecturer background document, and (4) students list, while the data from observation was the condition while the learning model applied which showed good step; (1) the lecturer planned the flipped classroom with hots instruction steps, (2) he used application of ppt, filmora video, and google form to expand the material and trial test, (3) both lecturer and students used wa group to accommodate online class, (4) discussion about what were in online was clearly discussed in the class, (5) lecturer gave the new discussion to blow up their different perspective, (6) lecturer lead them to relate the material to the real life situation and took advantage for their daily life, (7) students in pair made new discussion related to the material and shared to others to be criticized, (8) they generate their understanding on how is the flipped classroom... 79 material could be done effectively, (9) the lecturer gave feedback to the students on the activity which they have done, (10) the lecturer made a documentation for the activity. then, the data from questionnaires were made in 25 questionnaires in closed type gotten 3,7 from range point 1 to 4. the last data from an interview with the students have also indicated the good feasibility in using the learning model of a flipped classroom with hots instruction in listening class for employee class students. some input from the interview results are as follows; (1) the learning model is well applied to employee class students (2) they want that learning model can be applied in other lectures, (3) they want university can also facilitate big data to facilitate their activities using the internet. references bullock, s. (2011). teaching 2.0: (re)learning to teach online. interactive technology and smart education, 8(2), 94–105. esteberg, kristin g. 2002. qualitative methods in social research. new york: mcgraw hill. guo, n. & wills, r. 2006.an investigation of factors influencing english listening comprehension and possible measures for improvement. aer journal. retrieved from http://www.aare.edu.au/05pap/guo05088.pdf kosnik, clare; white, simone; beck, clive; marshal, bethan; goodwin, a. lin; murray, jean. (eds.),. (2016). building bridges, 3–16. sense publishers. rotterdam. peterson, p. w. 2001. skills and strategies for proficient listening. in m. celce murcia (ed.), teaching english as a second or foreign language, (p.69-85). boston: heinle&heinle. riduwan. 2004. metode riset. jakarta : rineka cipta scarcella, r. & oxford, r. 1992.the tapestry of language learning: the individual in the communicative classroom. boston: heinle&heinle. sugiyono. 2013. metode penelitian kuantitatif kualitatif dan r & d. bandung :alfabeta. wagner, tony. 2010. overcoming the global achievement gap. harvard university cohen, manion, and morrison (2000) http://www.aare.edu.au/05pap/guo05088.pdf (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 62-71 p-issn: 2356-2048 e-issn: 2356-203x 62 genius application mobile learning on listening skills and attitudes of efl adult learners fatma yuniarti 1), dian rakhmawati 2) english education department, university of muhammadiyah pringsewu e-mail correspondence: fatmayuniarti5@umpri.ac.id abstract this study aimed to investigate the effect of using genius application mobile learning on listening skills and attitudes of efl adult learners in the first semester of the english department. the study is quasi-experimental consisted of two groups, an experimental group (n=20) and a control group (n=21). the research data included the results of two sets of listening tests and learners’ responses on an attitude questionnaire. data were collected through a survey and the results were analyzed by using spss 12.0. the results were found that it can enhance motivation, increase exposure, expand vocabulary repertoire, and provide easy access to any time and everywhere. keywords: mobile learning, listening comprehension skill, attitudes, language exposure. introduction mobile devices are the next generation of learning as they are extending into all areas of human life. mobile learning is providing us with opportunities to change the existing learning methods and strategies and gives a more flexible approach to managing learning experiences on the move kukulskahulme & traxler, 2005). mobile learning technologies “help produce learning that is personally customized, socially constructed, and which extends beyond the classroom” (holden & sykes, 2011: 4). several empirical studies assert that mobile learning is a useful and instructive tool for language learning, and it can encourage students to be more autonomous and independent in their learning process. chen (2016:40) emphasized that “mobile learning apps provide multiple channels and modalities for adult learners to practice language skills”. regarding language learning, researches in the literature have shown that listening comprehension is crucial for second language acquisition (feyten, 1991; richards, 2005). genius application... 63 listening ability is an essential factor that contributes significantly to the second language learning process. richards (2005: 85) stated that “the development of good listening skills is seen not only as something valuable for its own sake but as something that supports the growth of other aspects of language use, such as speaking and reading”. however, many language learners and teachers consider listening as the most difficult skill to be taught (aryana & apsari, 2018: 18). for the students of the english department, several studies assessed the students' listening comprehension skills. they found out that the students have difficulty in listening comprehension due to incompetent treatment of listening comprehension and insufficient exposure to listening outside the classroom. moreover, learners are unable to follow listening materials in a stressful environment because of the cognitively demanding listening activities likewise, al-handhali (2009) claimed that content issues, lack of exposure, lack of encouragement. therefore, the problem of this current study lies in the weak performance of many students in listening comprehension and their insufficiency of exposure to the english language outside classrooms. therefore, listening skills must be investigated further in the first semester of the english department. new approaches in teaching are needed to be adopted, and modern technologies are required to be exploited and utilized. al-harris (2014: 34) recommended that a lessstressful environment is necessary for the classroom, and learners need more interactive listening activities. al-belushi (1999: 19) also recommended utilizing the latest technologies that are made available for language learning. he urged teachers to encourage students’ autonomy and independence in their learning process and to give opportunities for individual students to listen to what interests them and to listen in their own time and place. thus, a shift towards integrating educational technologies is required to give learners some opportunities to practice listening comprehension skills outside the classroom independently. therefore, to improve the learners’ listening skills, it is recommended to increase time exposure to the language by providing different listening materials for students to listen to in their free time fatma yuniarti... 64 outside the classroom. also, it’s essential to utilize advanced technologies, online listening materials and to provide less stressful learning environments. concerning utilizing advanced technologies, several studies have reported the potential use of genius application mobile-based technology in enhancing language learning and accordingly have required efl teachers to use mobile learning to perform language learning activities by kim (2013: 51). crompton and burke (2018: 18) urged higher education teachers to use mobile technologies to increase learning opportunities outside classrooms. mobile devices can allow language learners to access different learning materials everywhere, flexibly, and at any time also, they help to overcome many problems such as anxiety of language learning, inadequate language practices, and deficiency of language exposure. furthermore, students can develop self-regulation and self-assessment through mobile devices (zheng & chen, 2018: 18). besides, some mobile learning applications can provide opportunities for immediate feedback and language analysis. genius application mobile learning can establish an educational electronic learning platform that offers motivating educational experiences for instructors and students. it can also enhance the learners’ self-regulated learning experiences and increase language exposure outside the classroom. therefore, the importance of promoting listening comprehension skills and the great opportunities that mobile learning can positively offer has led to the need to investigate this issue further in the first semester of the english department in umpri. the primary purpose of this study, thus, is to explore the impact of mobile learning on improving listening comprehension skills and explore the pedagogical attitudes of students towards the integration of the mobile-learning in their classroom activities. the study addresses the following research questions: what is the effect of students’ attitudes towards using genius application mobile devices in improving their listening comprehension skills? what challenges do students face in using mobile devices? research method genius application... 65 this section discusses the research methodology and the procedures of designing and applying the research instruments including the statistical analysis that was adopted in analyzing and interpreting the results of the instruments, including a description of the participants, the research design, data collection, and data analysis. participants the participants of the study were from the first semester of english department universitas muhammadiyah pringsewu lampung. they were about 41 students. research design this study is a quasi-experimental research design in which the researcher used a pretest and a post-test to determine the effect of mobile learning on students’ listening comprehension skills. the research followed this sort of design as there is no control of the random assignments of the subjects to the treatment group. fraenkel, wallen, and hyun (2011: 36) affirmed that a quasi-experimental design is an experimental design in which the researcher cannot assign individual participants to groups randomly. based on this, the researcher selected the experimental group and control group without randomization. the control group students received the english listening skill materials lessons following a conventional way of teaching. in contrast, the students in the experimental group worked with the same listening materials through mobile devices using the mobile genius application. after the experiment, the researcher compared the performance of both groups to gauge the effect of the mobile-based learning treatment on the experimental group. research instruments to gather data, the researcher has administered a comprehension listening skills test and an attitude questionnaire. a brief explanation of each comes below. listening comprehension test the comprehension listening test was developed based on the objectives of the english language program course and aims to gauge the effectiveness of using genius application mobile-based learning materials on the learners’ level of listening proficiency. the test was administered twice: as a pre-test before the intervention to determine the equivalence of the fatma yuniarti... 66 participants. also, it was used as a post-test for both groups at the end of the treatment to measure the effect of using genius application mobile learning on students’ listening skills. the questionnaire the questionnaire survey was developed to assess the learners’ attitudes towards using genius application mobile learning for improving their listening skills. the researcher designed the questionnaire based on the relevant literature and previous studies (kim, 2013: 62). the questionnaire consisted of two main sections. in the first section, there were 20 statements scored on a five-point likert scale (1= strongly disagree; 2= disagree; 3= neutral; 4= agree; and 5= strongly agree). in this section, the participants indicate the level of their agreement and disagreement with the statements regarding their attitudes towards using genius application mobile devices in improving their english listening skills. there are four main dimensions in this section: perceived usefulness, motivation, self-management of learning, and intention to use. in section two of the questionnaire, there were open-ended questions, including what the participants liked most about using genius application mobile devices in learning english listening skills, the difficulties they faced, and other suggestions to improve the implementation of m-learning. the questionnaire later was the first semester of english department-tested on a sample of 41 students to check its reliability. reliability analysis was calculated using cronbach’s reliability coefficient; the coefficient was (α = 0.893) to the statements of the questionnaire. thus, an alpha of 0.893 is an appropriate reliability coefficient as the statements of the survey reached the right level of internal consistency. procedures and implementation this study aimed to investigate the students’ academic achievement in listening skills and their attitudes towards using m-learning. therefore, the researcher divided participants of the research into two groups, a control group (used the conventional method) and an experimental group (followed by mobile-based learning). the researcher firstly administered the listening pre-test for both groups, which showed that there were no significant differences between the two groups before the experiment. genius application... 67 the researcher conducted a tutorial for the experimental group to explain the plan of the study and to practice how to use the mobile application (google classroom). also, the researcher explained the instruments to the participants, and consent forms were signed, too. the students in both groups were exposed to the same listening materials, exercises, and assignments for eight weeks. the control group followed the usual teaching method of paper and pencil, while the experimental groups used the google classroom app. in the last phase of the study, the post-test was administered to both groups to determine the impact of the listening-oriented mobile learning materials on students’ listening comprehension ability. then, the students in the experimental group completed the attitude questionnaire and reflected on the use of the mobile learning strategy. 2.5 data analysis the researcher used the spss program (version 25) to analyze the listening comprehension test scores and questionnaire data. descriptive statistics, including means and standard deviations, were computed for both instruments. an independent sample t-test was conducted before and after the intervention to compare the scores of both groups. the researcher also carried out a paired sample t-test to see if the students in the experimental group made significant improvements in listening proficiency after using the mobile app. finally, to investigate the students’ attitudes towards the mobile learning strategy in learning english listening and the difficulties that they encountered, the participant’s responses to the questionnaire were tabulated and interpreted. findings and discussion the findings of the research that listening skills by using genius application mobile learning on listening skills and attitudes of efl adult learners could improve students listening ability in terms of identifying through understanding and questioning practice. the further interpretation of the data analysis was given below: students listening skills in terms of identifying through understanding and questioning practice by using genius application mobile learning on listening skills and attitudes of fatma yuniarti... 68 efl adult learners. had different in pre-test and post-test. in the pre-test, the student’s ability in listening skills was less understandable about the theories and how to understand and practice to answer the question after applying the use of genius application mobile learning on listening skills and attitudes of efl adult learners. the students more understandable about identity through theories understanding and questioning practice it can be seen clearly in table 1 table 1: students’ score of identify the theories understanding and questioning practice the student’s score improvement pre-test post-test % 55 75 36% the table was shown that the improvement percentages of students in listening through theories understanding in terms of identifying theories understanding and questioning practice were 20% after using amazing genius application mobile learning on listening skills and attitudes of efl adult learners. the mean score of the students in the pre-test was 55 and the post-test which be 75. hypothesis testing the hypothesis was tested by using inferential analysis. in this case, the researchers have used a t-test (test of significance) for an independent sample test, which was a test to know the significant difference between the result of students mean scores in pretest and post-post-test researchers have used t-test analysis on the level of significant (α) = 0.05 with the degree of freedom (df) = n – 1, where n = number of the subjects (51 students) then the value of t-table was 2.06 the t-test statistical, analysis for the independent sample was applied. the result of the data analysis t-test of the students listening test by using genius application mobile learning on listening skills and attitudes of efl adult learners is in table 2. table 2: the comparison of t-test and t-table score variables t-test t-table description theories understanding and questioning practice 10.8 2.06 significances genius application... 69 the table was shown that the value of the t-test was higher than the value of the t-table. the t-test value was greater than the t-table (10.8>2.06). the value of the t-test was greater than the t-table. the score in the variable of theories understanding and questioning practice was (25.1> 2.06). it was said that the null hypothesis (ho) was rejected and the alternative hypothesis (h1) was accepted. if the t-test value was higher than the t-table at the level of significance 0.05 and degree freedom (df) 25 (n-1=25-1), thus the alternative hypothesis (h1) was accepted, and the null hypothesis (ho) was rejected. on contrary, if the value was lower than the t-table at the level of significance 0.05 and the degree freedom 25, thus the alternative hypothesis was rejected and the null hypothesis was accepted. the research findings indicated that the student’s ability in listening skills through genius application mobile learning on listening skills and attitudes of efl adult learners showed the improvement of the students listening skills in the terms of phoneme words. the improvement showed the process in pre-test and post-test. the result of the students listening in the pretest was low, especially in finding the right answer in the test. based on the problem above, the researchers gave the treatment by using genius application mobile learning on listening skills and attitudes of efl adult learners., so that the students could show the improvement in post-test. in the pre-test, only gave the exercise to know their prior knowledge before using genius application mobile learning on listening skills and attitudes of efl adult learners. in the beginning, their listening skill was less good. almost all of them were confused and spent much time thinking about the questioning practices without an understanding of the theories of listening skills. they only listen, but they did not understand how to find out the right answer. the researchers gave the treatment by using genius application mobile learning on listening skills and attitudes of efl adult learners. as the result, students become active and enjoy listening activities. it would be easy to do the listening activity especially since every student had their own smartphone and genius application mobile learning on listening skills and attitudes of efl adult learners. could be installed in their smartphone so it can make fatma yuniarti... 70 them easy to do practice every day. most of their utterance was correct and no need to read for a long time to understand what they read. conclusion the description of the data collection through listening test as explained to the previous finding section that the students’ achievement after using genius application mobile learning on listening skills and attitudes of efl adult learners. was significant. in using genius application mobile learning on listening skills and attitudes of efl adult learners in listening activity, the researchers found that the mean score of post-test students’ achievement is greater than pre-test. in table 1 showed that the score of finding out which the mean score of pre-tests was 55 and after using genius application mobile learning on listening skills and attitudes of efl adult learners, the mean score of post-test was 75. therefore, the researcher indicated that there was a significant improvement after treatment by using genius application mobile learning on listening skills and attitudes of efl adult learners. references aryana, s., & apsari, y. 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(2007). listening. in d. nunan & r. carter (eds.), the cambridge guide to teaching english to speakers of other languages (pp. 7–13). ernst klett sprachen. retrieved from http://studentsrepo.um.edu.my/id/eprint/8610 traxler, j. (2009). the current state of mobile learning. mobile learning: transforming the delivery of education and training, 1, 9-24. zheng, l., li, x., & chen, f. (2018). effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. innovations in education and teaching international, 55(6), 616-624. https://doi.org/10.1080/14703297.2016.1259080 https://doi.org/10.1016/j.compedu.2018.04.007 https://doi.org/10.2307/328825 https://doi.org/10.1016/s0346-251x(99)00060-3 https://doi.org/10.1007/s11423-018-09641-4 https://doi.org/10.15702/mall.2013.16.2.11 http://studentsrepo.um.edu.my/id/eprint/8610 https://doi.org/10.1080/14703297.2016.1259080 (journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 130-139 p-issn: 2356-2048 e-issn: 2356-203x 130 instagram: a learning medium to promote the students’ english productive skills aswadi jaya1, asti veto mortini2, ferri hidayad3, arma dianti putri4, suci pratiwi5 1,2,3,4,5 english education study program, pgri university of palembang email correspondence: aswadijaya@yahoo.com abstract people usually use instagram to share their personal information, such as uploading their pictures or videos and providing an explanation that is called caption under it. thus, this study intended to know the students’ perception of using instagram to improve their productive skills. this study was conducted on the students of pgri palembang university. the method of this study was a descriptive qualitative study. the result of this study showed that the students of pgri university palembang perceived that instagram helped them to improve their productive skills. keywords: perception, instagram, speaking and writing abilities introduction in this era, many generations are affected by developing technology. also, it influences them in their daily activities is called the digital generation, they are affected by developing technology. also, it influences them in their daily activities is called dgen. according to the book, d-gen goes to collage (seemiller & grace, 2016), digital generationrefers to people who were born from 1995 through 2010. the internet has transformed their life. they are often also empty referred to as digital natives, the net generation, or igeneration. digital generation(d-gen) is a modern generation of teenagers in the western world and it is markedly different from its millennial process. members of d-gen who were born after 1995 have never known life without the internet and omnipresent digital devices (development, b. f, 2015). based on these statements, the researcher knows that d-gen are born from 1995 through 2010. their lives are always referred to the internet and digital devices. according to (gottipati and shankararaman,2017), digital generation(gen-z) students have been grown in a world of instant access to knowledge and information, a world of automation, remote controls, mailto:aswadijaya@yahoo.com instagram... 131 and stimulation abilities to stimulate the mind. non-traditional teaching approaches are preferred by them. and more understanding about technological savvy. the students believe in smart work and none hard work. therefore, the institutions should service for the requirements of the digital generationstudents to be understood elearning education methods. d-gen always lives around of internet and digital device, they also usually express their opinion through social media. in this study, the researcher discussed d-gen students’ perceptions. according to (jarvis, 2015) states that perception is the process of putting information in and analyzing it. another definition is stated by (stone & neilson, 1985) as cited by (sarkol, k, 2016:8), perception is the mental organization of internal and external sensory stimuli associated with a specific person, object, or event. based on atkinson (1983) as cited by (sarkol, k, 2016), perception is the process by which people arrange and interpret the pattern of stimuli in the environment. according to (nurohman, 2018), perception is an excitatory input that is preceded by a sensor of the senses and conveyed consciously or unconsciously to the human brain. perception is subjective and depends on one's point of view on a given thing. as a result, elements originating from within themselves issued with their thoughts from someone influence relative perception. according to (mansor, n., & normaliza, r. a, 2017), technology has changed the sector of higher education which has a wonderful influence on the field of english as a second language teaching. the function of various applications via computers and smartphones has opened the way for esl instructors to conduct their courses in a way that is both evolving and parallel to the new ways students learn. it is also supported by rosmiyati, e & jaya, a (2017), technology and literacy guide are quickly converging, and are left behind changes made in other impacts of students’ life. it means that technology is always used in d-gen students’ daily life. rosmiyati, e & jaya, a (2017) states that the integration of technologies utilized outside the classroom such as word processors, e-mail, digital video, and the internet must be part of the twenty-first century secondary english classroom. one study on hackl (2020), digital generation spends the time of 3 hours 38 minutes online on this equipment – almost 50 minutes longer than the aswadi... 132 regular internet users. that site also mentions that 45% of the digital generationget their first mobile phone between the ages of 10 and 12. based on (criteo,2017), younger dgen may love newer applications such as snapchat and instagram, but older d-gen still uses facebook a lot too. now in 2018, there is been a reversal with 72% of 13-17-yearsolds are using instagram, 69% are using snapchat, and just half (51%) are using facebook”. duffy, shrimpton, clemence, thomas, whyte-smith, & abboud (2018). gilakjani & ahmadi (2011) states that learning how to learn is easier when you know your learning style. learners become more autonomous and responsible for their learning as a result. as a result, learners' confidence will rise, and teachers' authority over them would decrease. learners take charge of their learning and become the center of the learning process, while teachers serve as facilitators. based on (gilakjani, a, p, 2012), there are three main learning styles; visual, auditory, and kinaesthetic. the definitions of these learning styles are as follows: visual means that learners think in pictures and learn best in visual images. they rely on nonverbal signals such as body language from the instructor or facilitator to aid understanding. auditory indicates that some people learn things by listening to them and understanding them using pitch, intensity, and speed. and kinaesthetic means that kinaesthetic people learn best by doing things with their hands. these students prefer to interact with the tangible environment. based on pero ali (2014), instagram is a fantastic program and one of the most widely used social networking platforms. what makes it the best application in learning the english language is that its users learn excitingly and spontaneously. instagram has a positive feature in that it fits under the category of social networking, and communication is the most common form of networking. instagram can also improve students’ skills in english. english is included of 4 skills. there are listening, reading, writing, and speaking. and d-gen students can learn these skills through the instagram application. from previous arguments, the researcher thinks that the impact of online social media is influenced by digital generationstudents nowadays. instagram is used by more than 70% of the digital generation students. in their daily life. and this will be talked about by the researcher. instagram... 133 in this study, speaking skills and writing skills were taken as the main focus. according to (jaya, & habibi, 2016), one of the most crucial abilities that students must master is public speaking. they can demonstrate their english proficiency by having this talent. according to (jaya, 2017), the speaking ability can describe how far the language learner mastered the language itself. speaking ability is challenging to master because speaking skill covers all of the english elements. based on (uzer, y, 2017), speaking comes from the word “speak”, which means saying words or sentences to take and give some information or to communicate with each other. in another word, speaking is the instrument of language, which is used for oral communication. and the researcher also discussed writing skills. writing is one of the language skills that english learners must acquire in addition to listening, speaking, and reading. they must be able to convey their views in writing to develop their ideas, and their writing must pique students' interest when read. they can also share information and knowledge with others by writing. to put it another way, writing is a form of communication between the researcher and the reader reszky, y, h (2013) based on the background of the study above, the researcher was interested in analyzing of d-gen students’ perception of using instagram to improve speaking and writing abilities. research method this research used a qualitative descriptive method. according to sifle & melling (2012), as cited by shakouri n (2014), qualitative research was primarily good for generating hypotheses rather than testing hypotheses. this study was descriptive qualitative data to analyze the data that indicate to d-gen students’ perception of using instagram to improve their speaking and writing abilities. according to (roopa, s & satya, r, m, 2017), a questionnaire was used in case resources are limited as a questionnaire could be quite inexpensive to design and administer and time was an important resource that a questionnaire consumes to its maximum extent, protection of the privacy of the participants as participants would respond honestly only if their identity was hidden and confidentiality was maintained, and corroborating with other findings as aswadi... 134 questionnaires can be useful confirmation tools when corroborated with other studies that have resources to pursue other data collection strategies. so, if we used a questionnaire, we can know the basic data of respondents. the questionnaire also has another function, it selected the data of students who are the d-gen students. it helped the researcher to know who has become the sample of the data and the findings of the study even first and second research questions. close-ended questions to find out whether d-gen students can improve their speaking and writing abilities through the instagram platform. the interview was used to answer both research questions which want to know deeply about their perception (perceive) about instagram for improving their speaking and writing abilities. it was also mentioned by lambert & loiselle (2007) as cited by frances, patricia, & coughlan (2009), interviews were widely used as a data collection tool in qualitative research. they were typically used as a research strategy to gather information about participants’ experiences, views, and beliefs concerning a specific research question or phenomenon of interest. based on (mckechnie, 2008:573) quoted by (editorial, 2018:1) stated that observation in qualitative research was one of the oldest and most fundamental research methods approaches. this approach involved collecting data using one’s senses, especially looking and listening in a systematic and meaningful way. based on (liu, pietro, samani, moghaddam,& ungar, 2016:211) said that “social media allowed users to use data sets of users and their online behaviors, recent studies have managed successfully built models to predict a range of user attributes, such as age, gender, personality, and geography, utilizing data sets of users and their online behaviors from social media”. according to the theories above, the researcher used this technique that systematically selects and watches behavior and characteristic of their usage of instagram by stalking their instagram. according to huberman and miles (1994) stated that technique in analyzing qualitative data is consisting of three activities: data reduction, data display, and conclusion drawing/verification. based on the statement above, the researcher conducted instagram... 135 data analysis in three phases. the three phases of analysis data were as follows: data reduction: data reduction referred to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcription. in this study, the researcher would focus on the d-gen students’ perception of using instagram to improve speaking and writing abilities. data display: data display was an organized, compressed assembly of information that permits conclusion drawing and action. conclusion drawing and verification: conclusion in the view is only half of gemini configuration. conclusions were also verified as the analyst proceeds. findings and discussion in this descriptive qualitative study. the researcher provided questionnaires and did the interview and observation. the questionnaire was given by the researcher to the 36 students. the interview was given by the researcher to the 2 lecturers, they were told by the researcher to answer the questions to find out their perception of using instagram to improve their speaking and writing abilities. instagram is the most popular social media platform among the d-gen students that have told by (lim and yazdanifard, 2014:5), instagram was also the most loved and the most usage by them. based on the results of a questionnaire that has been conducted with the students of pgri palembang, it can be concluded that they usually used some social media, especially instagram. they used it for spending their free time and also learning english on instagram because they usually see and watch the pictures and videos contents that have been shared on instagram. so, they can improve their english skills especially speaking and writing abilities. it can be proven by their answers on a google form. based on an interview that has been conducted with two english lecturers. it can be concluded that they agreed, students can learn by using the instagram application. because it helped them study from outside of the schools. they can learn english everywhere and anytime. and the students also usually spent their time on social media. so, it can be one of the learning styles for students nowadays. aswadi... 136 the results from the questionnaire that shared with pgri university students. it has been shown by the students that they usually use social media, especially instagram applications. and most of them use instagram to improve their english ability by watching and looking at the photo or videos that are shared in the instagram application itself. the students feel interesting to learn by using instagram because they usually spend their time using technology and the internet. so, it would make them easier to study from the instagram application. from this study, the researcher did interviews and observations about their perception of students using the instagram application to learn english. from the interview, the researcher found that the teachers and the curriculum vise principal understood and knew about instagram, they said that instagram can be the one of media as learning english for a student outside of school. they can use instagram to learn english by looking at and watching the photos or videos of english content that is shared in the instagram application. it was also correlated with bambang (hermanto, 2013:4) and (development, b. f.,2015:8), which said that d-gen students have excited and prefer to receive the info by visual term including video. it was the reason that made the d-gen students prefer to watch videos on instagram than a meme. the creator also knew and understood this case. according to the data from observation, the most followed account always uploads the video as the media to share english knowledge. based on the observation data, the researcher can find that the instagram application could make improving english ability to the students because students have known about the instagram application, they usually spent their time in technology and social media, and they also felt interesting to learn by using the instagram application because the material is easy to understand. it was also supported that d-gen students were also influenced by instagram as was explained by barcelona in (harmanto, 2013:3) which said that d-gen students were influenced by the internet. as we know that according to (bouhami, 2016:31), instagram allowed users to follow other people’s accounts. the impact which will be happened. they will get some posts of the user of the followed account (english content creator). instagram... 137 conclusion based on the results of the research and discussions that had been described in the previous chapter, it can be concluded that: instagram was one of the applications that were used by the d-gen students to learn english especially in improving their speaking and writing abilities. most of them had their own instagram and used it continuously every day. the teachers and also the vice principal agreed that instagram could be the one of learning english style for students in the outside school because it was easy to access every time and everywhere. the use of social media especially the instagram application can be used for positive things including in learning english and improving the speaking and writing of d-gen students. on the other side, the features of instagram can be one of the learning language styles in this era because it made d-gen students easier to learn everywhere and anytime. the researcher realized that pgri university students 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(2014). qualitative research: incredulity toward metanarrativeness. journal of education and human development, 671-680 uzer, y. (2017). the influence of students’ personality types to their speaking achievement on the tenth grade students of the state senior high school 6 palembang. the english education department university of pgri palembang, 259-268. miftahul janah... 25 how do students learn writing easily miftahul janah 1) , novita eka tristiana 2) 1 english education program stkip muhammadiyah pringsewu miftahul@stkipmpringsewu-lpg.ac.id 2 english education program stkip muhammadiyah pringsewu novita@stkipmpringsewu-lpg.ac.id abstract this car intends to improve students’ writing ability. the data were collected through questionnaire, observation, and documents. assembling the data, coding the data, comparing the data, building meanings and interpretations, and reporting the outcomes were the steps to analyze the data. the result showed that there was improvement on stdents’ writing ability, that was in cycle 1, the mean score was 63.28, and 70.97 in cycle 2. the questionnaire data was also showed that 47% students strongly agreed and 33% of them agreed that collaborative writing technique could encourage them to write and help them to improve their writing ability. keywords: collaborative writing technique, teaching writing. 1. introduction this study is about classroom action research which intends to improve students’ writing ability. this study was intended to improve students’ writing ability because writing is considered as the most difficult skill among others. besides, students who sit at the fifth semester are those who will start to write their thesis as their final task. so, it is true that improving their writing ability is very important. talking about writing, harmer, (2009) says that writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message. it means that writing (as one of the four skills of listening: speaking, reading, and writing is a channel that helps people to convey their ideas and opinions. farahidatul (2017) says that writing skill is a productive skill and it is considered as an important constituent of second jurnal smart , volume 5, no 1 (2019), page. 25-36 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.809.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. mailto:miftahul@stkipmpringsewu-lpg.ac.id how do students... 26 language learning. according to hyland (2003), learning how to write in a second language is one of the most challenging aspects of second language learning. writing is an intricate structure that can only be learned through developing the ability to manipulate lexis and grammar. then, johnson (2008) classifies five steps of process writing : prewriting, drafting, revising, editing, then publishing and sharing. for many years the teaching of writing focused on the written product rather than on the writing process. in other words, the students’ attention was directed to the what rather than the how of text construction (harmer, 2004). brown (2001) argues that writing is playing words. it is complicated skill requiring both systemic knowledge the knowledge of the target language which include vocabulary, grammar/ structure, spelling, orthography, and non-systemic knowledge (the knowledge of non-language which includes the knowledge of the field, the cultural context, and the like. brown (2001) adds that written products are often the results of thinking, drafting, and revising procedures that require specialized skills; skills that not every speaker develops naturally.this study aims to improve students’ writing ability using collaborative writing technique to the fifth semester students of stkip-mpl in academic year 2018/ 2019. writing ability there is no perfect writer. however, students should know the characteristics of which one is good writing and which one is not. according to wallace (2004), to become better writers, students may need to read good—even great literature that can serve as a model for their own efforts. muschla (2011) argues that good writing begins with a good idea. without an interesting idea, even the most skillful writer will end with a weak piece. well-written paragraph has three separate parts: a topic sentence, supporting sentences, and a concluding sentence. in addition to organization, writing in english must also have the characteristics of coherence, cohesion, and unity (boardman & frydenberg, 2008). miftahul janah... 27 to make good writing, sova (2004) suggests that the writers should do a role-play and pretend to be their readers when putting words on paper. if they find the explanation unclear, so will their readers. inquiry and discovery also inspire great writing. having topics that a person cares deeply about, as a consequence of personal interest and investigation, may prove decisive for a fine writing and even lead to a life devoted to writing. richard (2003) says that writing is a controlled activity where students are given short texts and asked to fill in gaps, complete sentences, change the form of nouns or pronouns, and complete other exercises that focus on students’ accuracy and avoiding mistakes. so, in teaching writing according to harmer (2009), the teachers need to help such students build the writing habit so they recognize writing as being a normal part of classroom practice and they come to writing tasks with as much enthusiasm as they do other activities. barkley (2005) adds that writing can enhance critical thinking by allowing students organize, summarize, and integrate and synthesize diverse elements into a coherent whole. writing can also make students to be aware of their own learning processes. reinking (2010) stresses that writers have to do more; however, they should decide what they should write rather than how they should write it. collaborative writing technique teachers are required to be able to choose the technique or strategy that can help students learn more easily to improve their writing skill. research that uses the right strategies, techniques, methods, or media will cause things to be comfortable, efficient, and promise satisfying results. so ,teachers are required to have a capability to teach with the best strategy or technique for the student, and one of the supporting techniques for the success of learning process is collaborative writing technique : a technique in which students work in pairs or triads writing an official paper together in this technique, barkley (2005) says that each students can contribute at each stage of the writing process: brainstorming ideas, gathering and organizing information, drafting, revising, and editing the writing. how do students... 28 as a teacher who teaches writing for english as foreign language or english as the second language, the main activities involve conceptualization, planning, and delivery of the course. all the methods and materials they adopt, the teaching styles they assume, the tasks they assign, are guided by practical and theoretical knowledge so the decisions can be more effective since the knowledge is explicit (richard: 2003). he adds that one way to look at an article is to see whether the words, clauses, and coherent sentences are structured according to the rule system or not. in this view, learning to write in a foreign or second language mainly involves linguistic knowledge and vocabulary choices, syntactic patterns, and cohesive devices consisting of important building blocks of the text. in few cases, some students are extremely unconfident and unenthusiastic writers. there may be many things that cause this: perhaps they have never written much in their first language, they think that they do not have anything to say, and cannot catch up with their ideas (harmer, 2009). the cause according to barkley (2005), teachers need to help students understand that it is very important for them to learn how to find and develop ideas for writing. in preparation, students are assigned in writing project. the teacher should divide the assignment into manageable chunks and extablish interim due dates to help teams structure the writing process and learn from each step. here some procedures to teach writing through collaborative writing technique, according to barkley (2005): 1. students form pairs or triads by following the teacher’s direction or by choosing partners themselves and then generate ideas by brainstorming together or conducting pre-liminary research. 2. together, students organize their ideas and create an outline. 3. students divide up the outline into sections, selecting or assigning sections for each student to write initial drafts individually. 4. teams read first drafts, discuss and resolve any significant disparities in voice, content, and style. 5. teams combine individual sections into a single document. 6. teams revise and edit their work, checking for content and clarity as well as grammar, spelling, and punctuation. miftahul janah... 29 7. after the final editing teams submit their papers to the teacher for assessment and evaluation based on the statements above, it is assumed that collaborative writing technique can be used to teach writing. through this technique, students can work together. working together can help students to learn and perform the stage of writing more effectively. it enables students to comprehend the subject matter or what they have discussed. through collaborative writing technique, furthermore, students not only know the characteristics of good writing, but also understand the meaning, the content, the lacks of that writing, and how to revise it. in addition, students typically write better and have more pride in their writing when they are writing for an audience. finally, this technique can help prepare students for tasks they will have in their careers. 2. research method this study is an action research which is intended to improve students’ writing skill through collaborative writing technique. according to burns (2010), action researh (ar) can be a very valuable way to extend our teaching skills and gain more understanding of ouselves as teachers, our classrooms, and our students. creswell (2008) states that action research designs are systematic procedures done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve the ways their particular educational setting operates, their teaching, and their students’ learning. then, fraenkel (2012) says that action research is conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice. educators aim to improve the practice of education by studying issues or problems they face (mills in creswell, 2008). he adds that educators reflect about these problems, collect and analyse data, and implement changes based on their findings. how do students... 30 the participants of this study were the fifth semester students of stkip muhammadiyah pringsewu in academic year 2018/2019 which consisting of 39 students whom most of them had the difficulties in writing. there were two cycles in this study which had the same procedure for each cycle; they were plan, act, observe, and reflect. figure 1 cyclical ar model based on kemmis in burns( 2010) in planning the action, researcher was considering the resources and materials that researcher needed such as access to literature the researcher wanted to read or participants the researcher wanted to include. in doing the action, then, the researcher was looking at the ways of collecting information (data). burns (2010) says that in teaching aspects of writing, the action research data collection is collection of the students’ texts over a set period of time that is used for monitoring the improvements and gaps in their writing. observing the results of the plan means, the researcher looked at what was involved in collecting data, like assembling the data, coding the data, comparing the data, building meanings and interpretations, and reporting the outcomes. finally, in reflecting and planning for further action, the researcher drew out the overall conclusions and interpretations, and made statemens about the research as a whole. the instruments used to collect the data in this study were observation sheets, questionnaires and classroom documents. miftahul janah... 31 observation was conducted to find out what was really happening in the class, how is the condition when the discussion activity was taking place. questionnaires were used to find out the students’ perception towards collaborative writing technique for teaching them writing, while classroom documents were used to get students’ written texts. then, to identify the main improvements that students made, this study used scoring system quoted from hughes (2003): content : 13-30 organization : 7-20 vocabulary : 7-20 language use : 5-25 mechanics : 25 total : 100 3. findings and discussion cycle 1 the finding of the study showed that in cycle 1, most of the students still made errors in writing, especially in language use (grammar) and organization. the following is one the example of the errors made by students in writing: i shall to wish entirely make success people, can give happiness for my parents, and make they pride if i can success. the example shows that students still make non-fluent expression and even cannot communicate well in written english. the following chart shows the students’ scores of writing ability. the chart displays the number of students on every range of scores; the lowest score is 45 and the highest score is 74 for three meetings. there were some mistakes made by students standing on the first range, such as they used too limited amounts vocabulary, frequently made mistakes on language use and how do students... 32 mechanics, and consequently, their writing was dominated by hesitation, pausing and non verbal expression. on the second range, the mistakes made by students were almost the same as those of students who got score in the first range score of 45-50. they had also poor handwriting. they wrote hardly because they lacked vocabulary, but they tried to construct their writing well. the mistakes made by students who stood at the third range were that they had limited knowledge of language use (grammar), often made mistakes on mechanics especially on capital letter and punctuation; full stop. they sometimes used inaccurate vocabulary, but after all, their writing content were good. in the fourth range, the students could use accurate vocabularies to express their ideas. they made error occasionally in capitalization. nevertheless, frequent errors in grammar were still found in their writing, but they had some knowledge of their subject. then in the fifth and the sixth range, the major problems faced by students were that they still confused in using tense constantly for their writing. they also made occasional errors of punctuation, capitalization, paragraphing, but the intended meaning was not obscured. then, their writing was loosely organized but main ideas stood out, and they had fluent expression. cycle 2 the chart shows that there is improvement on students’ writing ability. in this cycle, the lowest score was 55 and the highest score was 84. errors made by students in this cycle were still dominantly in mechanic and language use, but the students’ writing enough to be evaluated. here is one of the errors made by students. miftahul janah... 33 when on wednesday i had planned pick up my friend to halte i am going to pringsewu 9.30 am to my friend dormitory and then....... the following table is the data analysis of students’ writing ability improvement from cycle 1 to cycle 2. table 1 the data analysis of students’ writing ability data description scores cycle 1 cycle 2 number of subjects (n) 39 39 mean (m) 63,28 70,97 standard of deviation 6,03 7,27 then, the following chart is the students’ perception of collaborative writing technique to improve their writing. chart 3 the students' perception towards collaborative writing technique strongly agree agree neither agree nor disagree disagree strongly disagree the chart displays that there were 45% of the students who strongly agree that they enjoyed writing lesson by using collaborative writing technique, 25% agree, 15% neither agree nor disagree, 10% disagree, and 5% strongly disagree. 35% of the students strongly agree that this technique is interesting, 25% agree, 20% neither agree nor disagree, 15% disagree, and 5% strongly disagree. then, there are 47% of the students who strongly agree that this technique encouraged them to write, and helped them to improve their writing ability, 33% agree, 10% neither agree nor disagree, 5% disagree, and 5% strongly disagree. finally, there how do students... 34 are 45% of the students who strongly agree that this technique was writingassisting, 35% agree, 10% neither agree nor disagree, 5% disagree, and 5% strongly disagree. 3. discussion the finding above proved that collaborative writing technique is one of the supporters to achieve the success of learning process. using this technique, lecturers could instruct students to work in pair or triads to make paper together, so, they could do the each stage of the writing process easily. students did some stages of the writing process: brainstorming ideas, gathering and organizing information, drafting, revising, and editing the writing (barkley: 2005) when they learned writing with the procedures: 1. students form pairs or triads at the teacher’s direction or by choosing partners and then generate ideas by brainstorming together or conducting pre-liminary research. 2. together, students organize their ideas and create an outline. 3. students divide up the outline, selecting or assigning sections for each student to write initial drafts individually. 4. teams read first drafts and discuss and resolve any significant disparities in voice, content, and style. 5. teams combine individual sections into a single document. 6. teams revise and edit their work, checking for content and clarity as well as grammar, spelling, and punctuation. 7. after the final edit, teams submit their papers to the teacher for assessment and evaluation then, the finding was also proved that some students are extremely unconfident and unenthusiastic writers (harmer, 2009) because they do not have anything to say and cannot up with ideas. however, having taught using collaborative writing technique, they knew what should they write rather than they thought abot how they should write (reinking:2010). miftahul janah... 35 4. conclusion having given treatments by using collaborative writing technique, students had writing ability improvement from mean 63,28 in cycle 1 to 70.97 in cycle 2, with standard deviation 6.03 for cycle 1, and 7.27 for cycle 2. 47% of the students strongly agree that collaborative writing technique could encourage them to write and help them to improve their writing ability, 33% agree, 10% neither agree nor disagree, and 5% students disagree and also strongly disagree. it means that having taught by using collaborative writing technique, the fifth semester students of stkip muhammadiyah pringsewu lampung in academic year 2018/ 2019 had significant improvement on writing ability. 5. references barkley, e. f., cross, k. p., & major, c. h. (2005). collaborative learning techniques: a handbook for college faculty (1st ed.). new york: josseybass. boardman, c.a., & frydenberg, j. (2008). writing to communicate (3rd ed.). longman: pearson education. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed). new jersey: pearson education. burn, a (2010). doing action research in english language teaching (a guided for practitioner) london: routledge. creswell, j.,w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed. new jersey: pearson education. farahidatul, rafidah, dan nurul huda. (2017) padlet: a digital collaborative tool for academic writing. journal of education and social science. vol. 8 issue 1. issn 2289-1552: 179-184. fraenkel, jack. r. et.al. (2012). how to design and evaluate research in education. united states: mcgraw hill. harmer, j. (2004). how to teach writing. england: pearson education. harmer, j. (2009). the practice of english language teaching (4th ed) england: pearson education limited. how do students... 36 hughes, a. (2003). testing for language teachers (2nd ed.) cambridge: cambridge university press. hyland, k. (2003). second language writing. cambridge: cambridge university press. johnson, a,.p. (2008). teaching reading and writing: a guidebook for tutoring and remediating students. usa: rowman & littlefield education. muschla, g. r. (2011). exploring writing. united states: mcgraw-hill. reinking, j. a., & von der osten, r. (2010). strategies for successful writing (9th ed.) new jersey: pearson publications company. richard, j. c. (2003). second language writing. new york: cambridge university press. sova, d. (2004). writing clearly: a self-teaching guide. new jersey: john wiley & sons. wallace, t., stariha, w. e., & walberg, h. j. (2004). teaching speaking, listening and writing. switzerland: international academy of education. elvira rosyida....... 60 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. instagram as social media for teaching writing elvira rosyida mr 1) , seftika 2) 1 english education program, stkip muhammadiyah pringsewu lampung elvirarosyida26@gmail.com 2 english education program, stkip muhammadiyah pringsewu lampung seftika@stkipmpringsewu-lpg.ac.id abstract this study aims to describe students' perceptions of social media instagram in learning english, especially writing. this research is a type of qualitative research conducted on even semester students of the english study program at stkip muhammadiyah pringsewu, lampung. the data collection technique in this study uses questionnaires and structured interviews. data analysis uses interactive model which consists of data collection, data reduction, data display, and conclusion drawing. the result shows that have a positive perception of the use of instagram as a learning medium. instagram creates fun classroom situations and helps students to be creative, communicative, and also collaborative with peers. key words: instagram, social media, writing. i. introduction along with technological developments, people today cannot escape the use of social media. social media is an invention in the field of communication that continues to grow rapidly in the era of globalization where each individual can use it in real life to interact globally. social media is also growing rapidly according to classification, type and the needs of the world community. among the needs for entertainment, self-existence, health, education, transportation, even primary, secondary, and tertiary needs can be obtained through social media. social media means technology based mobile that is used for the purpose of communicating, sharing information, and entertainment (boyd: 2014). social media combines social activities and online dealing through jurnal smart , volume 5, no 1 (2019), page. 6070 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.831.203x mailto:elvirarosyida26@gmail.com mailto:seftika@stkipmpringsewu-lpg.ac.id instagram as social media....... 61 words, images and videos. some social media are widely used and known by the world community including, facebook, twitter, path, pinterest, and instagram. the media platform provides its users to interact with anyone, anytime, and wherever they are. users can share information, exchange information, give comments, discuss, and collaborate to create something or new knowledge. by using social media, people can create their personal pages and connect with friends to share anything. this reason is what makes social media increasingly popular to use in the past decade. not limited to only sharing content with fellow social media users, in recent years, social media has become increasingly popular in the world of education. of course this is because many social media users come from young people, namely students. social media is the most widely used communication medium by students almost all the time to interact. seeing the fact that many users of social media are students, so teachers or instructors have an opportunity to create activities in an effort to develop language skills. teachers can use social media actively to always connect with their students or make learning activities based online (zhang, 2013). the basic reason for using social media in the learning process is because most students are very close to social media. social media makes it easy for students to access a variety of learning materials. therefore social media has sufficient capacity to support education in accordance with the social context of learning while promoting activities that can improve critical thinking in students (mason, 2006). in addition there are several reasons for using social media in the classroom that is encouraging a more active learning approach where social media allows students to create their own digital content and publish it online. teachers can also share knowledge in certain fields that allow teachers and students to collaborate in creating specific tasks or projects that are suitable for learning objectives. crowley (2015) argues that several reasons for using social media in class are as follows: (1) providing a place for students to share information both inside and outside the classroom; (2) elvira rosyida....... 62 giving an opportunity for students to know stories from all parts of the world; and (3) help students recognize student potential. from these reasons it can be said that social media is a medium that can be said to be effective for use in class to support teaching and learning activities. using social media in learning in this class means that the teacher has connected educational goals with social and even vice versa. this certainly makes teaching and learning activities fun. students can interact peer to peer, student to teacher, and with people all over the world to achieve learning goals, especially learning english as a foreign language as this research related to. through social media, language students especially english can directly communicate with native speakers. although english learning such as vocabulary and grammar are more easily learnt with the help of nonnative speakers, many students have very few opportunities to interact and communicate in reality or directly with native speakers. then with social media, students have many opportunities to interact directly using english without being limited by distance or time so that the goal of learning english as a foreign language can be achieved (muniasamy et al., 2015). today, social media that is in great demand and is owned by students is instagram. instagram is a media application that gives users the freedom to capture and share their moments of life instantly. the number of instagram account users is increasing more and more because the social media focuses more on photos and short-duration videos compared to other social media, such as twitter which focuses more on words or status, so instagram is easier to use. the use of instagram in the class is something new. the teacher has the opportunity to use instagram so the learning process becomes unique, fun, and full of ideas. instagram seems to be a tool that can be used to support english learning because social media offers contextual visual data that can provide ideas for critical thinking. topics used come from real life as stated and visual or photographic forms. then instagram as social media....... 63 instagram provides space for students to be creative and communicate in using english (ali: 2014). the role of social media in language learning has been investigated by geminastiti et al (2016). they revealed that almost all students use social media, but only few teachers use social media in the teaching process. the research findings identified that most students gave a positive response and willingness to use social media in learning writing. then, social media in learning english has also been studied by previous research. fitri (2016) investigated the use of instagram as an teaching instrument. this study examined the benefits of instagram for students of english as a foreign language and offered a number of activities that could be used through instagram. the results of this study indicated that instagram has a good influence on improving students' language skills. instagram is an educational instrument that is useful while making it easier for students and teachers to communicate in class and outside of school hours. instagram provides opportunities for students to form ideas with relevant content and offer them fun learning. previous research presented the benefits and advantages of social media such as instagram as a medium for learning foreign languages. if previous researchers used instagram as a medium for learning english in general, this study tries to examine how instagram is used as productive learning media in english, especially in writing skill. this is based on the fact that almost all students in stkip muhamadiyah pringsewu have an instagram account. then, many of them actively make captions, update their status in writing and upload recordings and videos. besides that, this campus facilitates the entire academic community with an internet network that makes it easier for lecturers and students to use it in the teaching and learning process. this also allows lecturers and students to have one or more social media accounts. and of course it becomes an opportunity for lecturers and students to create a fun, active and insightful learning atmosphere by using social media, especially learning english as a foreign language. therefore, this study aims to determine students' perceptions of instagram elvira rosyida....... 64 usage in writing learning and to find out instagram's influence in improving english writing skills. 2. research methods this research uses a qualitative approach that focuses on the context of actual meaning, where the collected data will be interpreted according to the actual reality. this study applies case study research to find out students’ perceptions of instagram social media used for teaching writing and to find out what factors influence students’ perceptions in using instagram social media. this research was conducted in the even semester of academic year 2017 – 2018, on students in the english study program stkip muhammadiyah pringsewu lampung, located on jalan makam kh. gholib number 112, pringsewu.this research was conducted on even semester 2017 2018 academic year students in the english study program stkip muhammadiyah pringsewu lampung, located on jalan makam kh. gholib number 112, pringsewu. this lptk is equipped with facilities that support teaching and learning activities such as classrooms equipped with wi-fi networks, lcd projector, and air-conditioners. to achieve the objectives of this study, data were collected by using several techniques, namely (1) an open questionnaire containing questions about students' perceptions of social media in writing learning and students' experiences in using social media instagram. (2) the interview is directed: the researcher uses the interview in a direct manner where this interview has been prepared in advance by the researcher in the form of an open conversation which gives the respondent freedom to collect data according to the situation and condition of the respondent. in this interview the researcher developed a set of questions focused on a particular topic according to the research objectives (kvale, 1996: 104). although researchers have prepared questions, it is still possible for researchers to ask additional questions based on new unexpected findings. this is expected to provide in-depth information in accordance with the situation and actual conditions to avoid data manipulation. in qualitative research to determine the validity of the instagram as social media....... 65 data, a test was carried out with trustworthiness by using several strategies proposed by merriam (1998: 204). the first is triangulation. triangulation is used to confirm data obtained from strategies used such as questionnaires and interviews. the second is member-checking where the data that has been interpreted is then given to the respondent to standardize the data obtained from the interview in accordance with the actual data. data collected through data collection techniques are then analyzed by using the interactive model (miles and huberman, 1994: 21-22). data analysis by using the interactive model consists of four parts, including data collection, data reduction, making conclusions, and verifying data. 1. data collection in phase data collection, all required data are collected through questionnaires and interviews. 2. data reduction in this phase the collected data then enters the selection, focusing, filtering, and processing of raw data that emerges from the data collection stage. this phase not only selects the collected data but more than that: there is a process of summarizing, coding, making clusters, and so on. data is selected based on research objectives. 3. data displays after the data is sorted, then the data is displayed as a unit of information that leads to conclusions and follow-up. the displayed data can have images, tables, charts, graphics and so on. 4. drawing conclusions and data verification the final stage of data analysis is in the form of drawing conclusions and verifying data. from the initial stages of analysis, the researcher determines what to obtain, then forms rules, patterns, so it produces clear conclusions. the conclusion is then verified for the truth to avoid data bias. therefore, researchers do verification based on theory and relevant research. data consistency can be verified through original data collected through triangulation. elvira rosyida....... 66 3.findings and discussion the subjects of this study were 39 efl students of second semester (33 females and 6 males). their age range was from 18-21 years old. data from questionnare showed that they had experienced in learning english less than 10 years. the questionnaire consisted of three parts; (1) a demographic part to get students’ background information, (2) a multiple choice part to get students’ experience on the use of social media, and (3) open-ended questions to investigate students’ opinion on the use of instagram in writing class. analysis of the collected data had revealed that all the surveyed students reported to be members of at least one social media. result actually showed that 87% of students reported that they had 2 to 4 social media accounts. it was shown by graphic below. graphic 1. students’ account number results also show that the majority of students have whatsapp, facebook, and instagram accounts. as seen clearly, the most popular social media among second semester students of stkip muhammadiyah pringsewu lampung is whatsapp (100%), facebook (94%), instagram (67%), blackberry messanger (28%), twitter (8%), line (8%), tiktok (3%), and snapchat (3%). the social media that are less frequently used by students are tiktok and snapchat. it may be due to the fact that these online 2 s.d. 4 1 >4 87% 5% 8% instagram as social media....... 67 communities are mainly used for creating videos or pictures with funny filters and emoticons. graphic 2. students’ social media account with regard to the use of instagram, 73% of surveyed students reported that they use this platform to entertain, 38% of students use to post and share their self-photos and videos, 30% of students told that this social media was as a tool for learning and 27% of students used it as a source of current information. however, they lacked experience in using instagram as a tool for learning english. after five weeks observing students’ activity in writing class, the researchers gave questions to students regarding students’ opinion towards the writing activity. 66.7% of students agreed that instagram could be as new tool for writing english. they explained that while they posted pictures or videos, they exposed themselves to write in english and collaborate with friends in composing a good english caption to complete their writing tasks. the result also showed that 76.9% of students claimed that e-learning through instagram helped them more in their individual or group work than what they expected. furthermore, the majority of students (83.3%) agreed that writing english by using instagram helped them in being more productive in learning activities and made them a more productive students. the lecturer did not have difficulties to explain the materials for students because the students could be free write anything spontaneously and get much information as well as giving their critics to friends’ writing. 25 students of second semester told that their experience in writing english by 100%94% 67% 28% 8% 8% 3% 3% elvira rosyida....... 68 using instagram was better that what they expected. in the first meeting, most students felt uncomfortable to express their ideas in english through instagram. some of them revealed that they were afraid of ungrammatical writing. after three weeks they forced to write english through instagram, they felt more familiar and enjoyed to write. they explained that they could correct their writing by asking friends’ and lecturer’s help. the majority of students (93.3%) had access to internet at home. they used internet more than eight hours a week. they did not need any training to operate this platform, but they might ask their friend to help them in making their posting are more gorgeous. 77.7% of students agreed that they could easily access instagram every time they needed it. based on the observation and interview, the researchers found factors affecting students’ writing ability. the students lacked of vocabulary, language use, and mechanics which made them difficult to express their ideas. many mistakes were found in their writing. in vocabulary, they misused word choices and word forms. there were also inaccurate grammar use in students’ writing. second factor related to instagram, in the beginning of using media, is losing its function as learning tools and the students used it in a while for gossiping or stalking friends. 6 students explained that they were not focused while finishing a task through instagram. it was also found that they just copied and pasted others’ opinion to their caption of pictures or used google transletor. in addition, some students made some comments about the use of instagram in writing class that can be summarize as follows: “it is a new tool in learning english for me, i can express my ideas and get improvement of my writing ability. however, sometimes there was limited access of internet at college; it is good, it makes us more creative in writing english; i do not have supported gadget to access instagram, it is quite difficult; i am so excited to use instagram in our writing activities”. based on data collected from 39 second semester students of stkip muhammadiyah pringsewu, this research measures the effective contribution of instagram in writing activities. results of the research instagram as social media....... 69 showed that most of students favored using instagram in writing class. this internet-based application helps them improve their writing ability and create pleasing environment in writing class. the majority of students showed a willingness to use instagram in writing class nevertheless the lack of facilities and limited internet access provided by the college. in conducting research or teaching and learning activities through social media, tahir and aminah (2014) recommended for teacher and next researchers to take into account many aspects of internet-based media such internet connection, facilities, cost, and great designing to utilize these media in teaching and learning process. the lack of internet connection will affect students’ enthusiasm in learning while waiting to access to the page. it also takes teachers’ creativity and innovation in designing and modifying instructional media or teaching materials. 4. conclusion second semester students of stkip muhammadiyah pringsewu are active users of several social media accounts, one of which is instagram. instagram itself is used as an entertainment medium to post photos and videos, and get the latest information. there is still very little student experience about using instagram as a learning media. the second semester students of stkip muhammadiyah pringsewu tend to have a positive perception of the use of instagram as a learning medium. instagram creates fun classroom situations and helps students to be creative, communicative, and also collaborative with peers. 5. references ali, s. (2014). embracing the selfie craze: exploring the possible use of instagram as a language learning tool. issue and trends in educational technology vol 2: 1-16. tahir, s. z., & aminah, a. (2014). improving students’ writing skill through facebook at university of iqraburu. proceeding of ict for language learning 7th ed. pp. 235-241. elvira rosyida....... 70 boyd, d. (2014). it’s complicated: the social lives of networked teens. london. uk: yale university press. crowley, brianna. (2015). connecting a classroom: reflections on using social media with my students [online]. available: http://www.edweek.org/tm/articles/2015/09/09/connecting-aclassroom-reflections-on-using-social.html. [3 may 2017]. fitri, handayani (2016). instagram as a teaching tool? really?. iselt 4. page 320-327. geminastiti. et.al.(2016). students’ perception on social media in writing class at stkip muhammadiyah rappang, indonesia. international journal of english linguistics. 6(3): 170-175. kvale, s. (1996). interviews: an introduction to qualitative study interviewing. thousand oaks: sage. mason, r. (2006). learning technologies for adult continuing education. journal studies incontinuing education. vol 2, no.28:121-133. merriam, sharan b. (1998). qualitative research and case study applications in education. san fransisco: jossey-bass publisher. miles, m. b., and huberman, a. m. (1994). qualitative data analysis: a sourcebook of new methods (2nd ed.). thousand oaks: sage. muniasamy, v., ejalani, i.m., anandhavali. (2015). an effective contribution of social media networks in foreign language learning . international journal of emerging technology and advanced engineering. vol 5, no 1: 438-442. zhang, l. (2013). mobile phone technology engageent in efl classroom. international conference on software and computer science.pp. 171-173. http://www.edweek.org/tm/articles/2015/09/09/connecting-a-classroom-reflections-on-using-social.html.%20%5b3 http://www.edweek.org/tm/articles/2015/09/09/connecting-a-classroom-reflections-on-using-social.html.%20%5b3 jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 1 flouts of the maxims in interview between barrack obama and robin roberts of abc news' "good morning america," seftika english department, stkip muhammadiyah pringsewu lampung email: seftika@rocketmail.com abstract cooperative principle plays an important role in communication. it is one of major principles which guide people’s communication. it’s application in spoken is interested the researcher to analyze the flouting of cooperative principle maxims in interview between president barack obama and robin roberts of abc news' "good morning america". this study aimed to find out which maxims are flouted in barrack obama’s interview. in collecting the data, the researcher used documentation. descriptive qualitative method was employed in processing the transcription data. it was analyzed using the theory of grice’ s conversational maxims. having analyzed the data. the write found the result that there are eighteen flouts of maxims which found in the interview. based on the finding, it can be concluded that the flouting of maxims also occurred in formal communication such as in president’s interview. moreover, the interviewee disobeyed these maxims for getting particular purposes. key words: cooperative principles; maxims; and flouting; interview . 1. introduction in verbal communication people should use language communicatively, and to talk communicatively there should be cooperation in communication between the adressee and the adresser. that is why cooperativeness of conversations is crucial for maintaining mutual understanding among the partcipants. in order to be succesful in communication there should be some norms that govern the communication. one of the norms that proposed by grice is cooperative principle. in cooperative principle the speaker should concern on four maxims namely maxims of quantity, quality, relation and manner. in short, speaker should speak something true, relevant, informative, and clearly. besides that cooperative principle depends on not only on the amount of information, accuracy, way and relevance but also on the aspect of tolerance and cultural background of participants of the conversation. as zhou (2009) states” cooperative principle is not only plays an indispensable role in the generation of conversational implications, but also is a successful example showing how human communication is governed by the principle.” furthermore, in order to make jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 2 a conversation go on successfully and smoothly, the speakers on both sides should hold a cooperative attitude (jia, 2008). therefore, whether informal or formal situation, the speakers should obey that principles in communication. in fact , the flouting of cooperative principle maxims are occurred in spoken language. in conducting conversation people often flout these maxims. considering to the phenomenon of flouting maxims in communication, the researcher is eager to analyze whether is there any flouting of cooperative principle maxims in barrack obama’s interview. the objective of the study is to find out which maxims are flouted in barrack obama’s interview. cooperative principle is term of how people use the language. it explains about principles in interaction between one to others. the cooperative principle is a principle of conversation that was stated by paul grice. this principle stated that in communication, people should communicative effectively then it is occurred if participants make their conversational contribution such as is required, at the stage at which it occurs by the accepted purpose or direction of a talk exchange in which you are engaged (grice, 1989:26). as yule (1996) stated that in communication, participants are required to say the truth, be relevant and try to be as clear as possible. the function of cooperative principle is to arrange our conversation cooperative. then the content of cooperative principle suggests the speaker should speak not too much, say something true and has evidence, say something relevant and avoid the prolixity and ambiguity. in realizing the cooperative principle in communication grice proposed that contribution to talk should be guided by from maxims namely maxim of quantity, maxim of quality, maxim of manner and maxim of relevance. the maxim of quantity grice ( 1975) (in leech, 1984: 8) defines maxim of quantity “ make your contribution to the conversation as informative as is required, dont make your contribution to the conversation more informative than is required” . it means that the speaker are expected to give informative information. when uttering the utterance the speaker should be neither too little or to much in giving the information. the examples of flouting maxims of quantity can be seen as follows: a: where does vika live? b: somewhere in the cilegon. jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 3 b doesn’t give the information exactly where vika lives. b fails to observe the maxim of quality because b give less information than a require. thus the maxim of the utterance above is non observance maxim. the maxim of quality grice (1975) stated that “ do not say what you believe to be false and do not say that for which for which yo lack adequate evidence!” . based on the grice’s statement, we assume that the maxim of quality requires the speaker to give the truth and right information. in uttering something the speaker is not allowed to say something a lie or lacks adequate evidence. the examples of flouting maxims of quantity can be seen as follows: a: i’m forget where i put my wallet, do you know where is it? b: maybe someone had stolen your wallet. the b’ s answer is lack of evidence. it is just oppinion of b, the word “maybe” indicate that b does not know exactly where the wallet is or b is not sure whether the wallet has been stolen or not. thus the maxim is non observance. the maxim of relation in grice’s (1975) outlined that speaker should” be relevant” i.e., say things related to the current topic of the conversation. furthemore, norwanto (2006) states” the relevance maxim is exploited by giving information that is not germane with the topic under discussion.” this maxim ensures that the conversation be coherent (foley, 2001: 27677). in other words the maxim of relation requires the speaker to be relevant. so when conducting the conversation, there must be relation between the question and the answer. the following are example of flouting maxim of relation: a: our lecturer will come b: silent please! from the conversation above, b’s comment is unappropriate. b doesn’t contribute relavance answer, so the maxim is not observed. the maxim of manner grice break the maxim of manner into four subbordinates: 1) avoind obscurity of expression; 2) avoid ambiguity; 3) be brief ( avoid unnecessary wordiness); and 4) be orderly. as foley (2001: 276-77) stated that it should be brief and clear in expressing one’s ideas. in short the maxim of manner reqires the jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 4 speaker to be clear, not umbiguous and orderly when conversing. the speaker is not allowed to say something prolixity and obscurity. the following are example of flouting maxim of manner: a: have you submit your task? b: i just come a minute ago based on the dialogue above, b’s answer is obscurity or unclear. b doesn’t answer clearly whether his task is had been submitted or not. in this situation b failes to observe maxim of manner, thus the maxim is non observance. observance and non observance the maxim observance maxims is happened when the speaker obey the four maxims in cooperative principle. while non observance maxims is occurred when the speaker fail to observe a maxims. according to grice (1975) there are five ways of failing to observe maxims; flouting a maxim, violating a maxim, infringing a maxim, opting out of a maxim, and suspending a maxim. flouting a maxim according to grice (1975:71) “ flouting a maxim is the situation in which a speaker blatantly fails to observe a maxim, not with any intention of deceiving or misleading , but because the speaker wishes to prompt the hearer to look for a meaning which is different from, or in addition to the expressed meaning.” this additional meaning is called conversational implicature and the process by which it is generated is called flouting a maxim. flouting has some categories which is explained as follows: (1) flouts necessitated by a clash between maxim, it is happened when a speaker flouts the maxim of quantity by blatantly giving either more or less information than the situation demands; (2) flouts which exploit a maxim. it is devided into four: first, flouts exploiting maxim of quality. it is occurred when the speaker says something which is blatantly untrue or lack adequate evidence. second, flouts exploiting the maxim of quantity. it is occurred when the speaker gives less or more information than is required. third, flouts exploiting the maxim of relation. it is occurred when the speaker says something irrelevant to the topic. for example flouting the maxim of relation is happened when the speaker fails to answer others person’s question. the speaker does not answer the question appropriately or abruptly change the subjecy or the topic of talk. fourth, flouts exploiting the maxim of manner. it is jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 5 occurred when the speaker says something ambiguous so the listener might interprete differently. violation of maxims violation, according to grice (1975),” takes place when speakers intentionally refrain to apply certain maxims in their conversation to cause misunderstanding on their participants’ part or to achieve some other purposes.” in addition, khosravizadeh and sadehvandi (2011) stated that a multiple violation occurs when the speaker violates more than one maxim simultaneously. the example of violation maxim as follows: sarah: did you enjoy the party last night? anna: there was plenty of oriental food on the table, lots of flowers all over the place, people hanging around chatting with each other. sara asked a very simple question, however what she receives from anna is a protracted description of what was going on in the party. anna answer is not only ambiguous (violating the maxim of manner) but also verbose (violating the maxim of quantity) at the same time. two interpretations can be made from anna’s description: 1. anna had such a good time in the party that she is obviously too excited and has no idea where to begin. 2. anna had such a terrible time and she does not know how to complain about it. interview stewerd and cash (1988:3) defined interview as” a process of dyadic relational communication with a predetermined and serious purposed designed to interchange behaviour and involving the asking and answering questions.” furthermore tubb and moss (1994:243) break down ten objectives of inteview i.e. getting information, giving information, persuading, problem solving, counseling, job seeking or hiring, receiving complaints, reviewing performance, correcting or reprimanding, and measuting stress. in others word, interview is question and answer process in spoken. interview is a systematic oral technique for obtaining data, directly from an individual. it is a conversation between two or more people, through which information are collected on a particular subject. interview is an important part in communication. it is also need in conducting survey. interview as an instrument for collecting the data. without interview the researcher will loss direct information from the inteviewee. interview in television or radio are good jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 6 way for getting information and share it to public. in journalistic, interview is way for getting source of news. 2. methods this study used descriptive qualitative method. the utterances which were uttered by president barrack obama will analyzed to find out which maxims are flouted on barrack obama’s interview. the subject of the study was barrack obama as an interviewee. the data in the study is interview between president barrack obama and robin roberts of abc news' "good morning america". the data collection began with collecting the data by searcing the recording and transcription of barrack obama’s interview in website. then the researcher read the transcript for getting depth understading about this interview. after that the researcher choose the sentences which flouts the cooperative principle maxim. finally collected data were classified based on the maxims that were flouted. in analyzing the data the writer used theory of grice’ s conversational maxims. 3. findings and discussion the analysis of barrack obama’s utterances show that he flouted the maxims in communication with the interviewer. the analysis was started by identifying utterances which were flouted by the interviewee and then classifying and calculating the number of flouting maxims which were occurred in utterences by using grice theory. the occurences of flouting the maxims in barrack obama’s interview the data of the research is transcript of barrack obama’s intervies. the interviewer is robin robert, a news presenter of abc news' "good morning america," he interviewed barrack obama related to the issue of same-sex marriage. the interview was in the cabinet room of the white house, may 9, 2012. having analyzed the barrack obama’s interview using grice theory, the researcher found that barrack obama flouted cooperative principle maximx for eighteen times. the analysis of obama’s utterances indicated that there are 18 flout of maxims in the whole conversation. from 18 flout of maxims which found in the interview there are eight flouting maxim of quantity, two flouting maxim of relation, eight flouting maxim of manner, and no flouting maxim of quality. the detailed identifications of flouting maxims in the barrack obama’s interview are explained in the following sections: jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 7 the flout of maxim of quantity maxim of quantity relates to the amout of contributions to the coherence of conversation. the following are the transcript of interview in which a flout of maxims quantity occurred: robin roberts: i'm sure it is. one of the hot button issues because of things that have been said by members of your administration, same-sex marriage. in fact, your press secretary yesterday said he would leave it to you to discuss your personal views on that. so mr. president, are you still opposed to same-sex marriage? president obama: well-you know, i have to tell you, as i've said, i've-i've been going through an evolution on this issue. i've always been adamant that-gay and lesbian-americans should be treated fairly and equally. and that's why in addition to everything we've done in this administration, rolling back don't ask, don't tell-so that-you know, outstanding americans can serve our country. whether it's no longer defending the defense against marriage act, whichtried to federalize-what is historically been state law. at a certain point, i've just concluded that-for me personally, it is important for me to go ahead and affirm that-i think same-sex couples should be able to get married. now-i have to tell you that part of my hesitation on this has also been i didn't want to nationalize the issue. there's a tendency when i weigh in to think suddenly it becomes political and it becomes polarized. from the dialogue above, the writer found that obama flouted maxim of quantity, and maxim of manner because his answer is too much and prolixity. based on his explanation in interview, actually he supported to legalize samesex marriage but because this issue still being controversy, he gave prolix response for hiding his exact opinion. the flout of maxim of quality in observing the maxim of quality the speaker is expected to say something true and has evidence. in this interview the researcher did not found flouting of maxim quality since the interviewee gave the right information. the flout of maxim of manner the speaker flouts the maxim of manner when he/she gives too long or too short utterance or obscure expressions. the following conversation is example how barrack obama flouts maxim of quality: robin roberts: so if you were the governor of new york or legislator in jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 8 north carolina, you would not be opposed? you would vote for legalizing same-sex marriage? president obama: i would. and- and that's-that's part of the-the evolution that i went through. i-i asked myself-right after that new york vote took place, if i had been a state senator, which i was for a time-how would i have voted? and i had to admit to myself, "you know what? i think that-i would have voted yes." it would have been hard for me, knowing-all the friends and family-that-are gays or lesbians, that for me to say to them, you know, "i voted to oppose you having-the same kind of rights-and responsibilities-that i have." from the dialogue above, the researcher can measure the flouting of cooperative principle. the interviewee flouted maxim of manner because his statements is prolixity. he did not express his oppinion briefly. besides that he also flouted maxim of quantity because he gave too much answer. the flout of maxim of relation speakers have to give relevant answer, so if the answer is not relevant it can be called speakers flout maxim of relation. the following are the transcript of interview in which a flout of maxims relation occurred: robin roberts: you're not gonna leave mrs. obama on air force one again, on mother's day or anything like that? president obama: did you see that? robin roberts: yeah, i kind of did. it- president obama: oh, it was embarrassing. from the dialogue above, the researcher found that obama flouted maxim of relation because his information is prolixity and not relevant because the implicature occurred in these dialogues. 4. conclusion the study investigated the realizations of cooperative principle in real life, that was barrack obama’s interviews. the result of the study show that there was flouting of maxims in this interview. from the 18 flouts of maxims which were made by president barrack obama, maxim of quantity and manner were frequently employed in the president’s response for avoiding the precise expression of his opinions. then the flouting of maxim relation just happened in twice which the answers were not relevant with the questions. while flouting of maxim quality was not found in this interview due to the fact that the interviewee conveyed true jurnal smart volume 1 no. 1, januari 2015 hlm. 1-9 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 9 information. it can be concluded that generally, flouting of maxim can occurred whether intentionally or not but in others case, the interviewee disobeyed these maxims for getting particular purposes. moreover, flouting of maxim might be occurred in any conversation whether it is informal or formal situation such as in president’s interview. 5. references foley, william a. ( 2001). athropological linguistics: an introduction. massachuset: blackwell publisher inc. grice, h. paul. (1975) logic and conversation, in p. cole and j.l. morgan eds, syntax and semantics, vol. 3. new york: academic press. grice, h. paul. (1989) studies in the way of words. cambridge. ma: harvard university press. jia, l. (2008). the violation of cooperative principle and the four maxims in psychological consulting la violation du principe cooperatif et les quatre maximes dans la consultation psychologique. canadian social science. vol.4(3): 87-95. accesed on 5 july 2012. khosravizadeh, p., & sadehvandi, n. (2011). some instances of violation and flouting of the maxim of quantity by the main characters (barry & tim) in dinner for schmucks. international conference on languages, literature and linguistics ipedr. vol.26: 122-127. accesed on 5 july 2012. leech, geoffrey n. (1984). principles of pragmatics, second impression. london: longman. norwanto. (2006). a study cooperative principle in indonesian political language. kajian linguistik dan sastra. 18 (35): 127-135. issn 08529604. accesed on 5 july 2012. tubb,s. l. & moss. ( 1994). human communcation. singaphore: mcgraw-hill book co. yule, george. (1996) pragmatics. new york: oxford university press. zhou, mai. (2009).cooperative principle in oral english teaching. international education studies. vol.2(3): 42-46. www.ccsenet.prg/journal.html. accesed on 5 july 2012. http://www.ccsenet.prg/journal.html compliment response.......................... 1 compliment response strategies among students at university of balikpapan retnowaty university of balikpapan email: retnowaty@uniba-bpn.ac.id abstract when someone gives a compliment, the hearer should response it to smoothen the relationship and communication. this study attempts to explore how the university of balikpapan students respond to compliment. this was a qualitative study. the data in this study were collected using a discourse completion task (dct) to elicit compliment responses from students in university of balikpapan as the participants. moreover, the data were analyzed with the continua of compliment response strategies proposed by tran (2007). it was found that most participants used variation of compliment response strategies. however, they tended to use the acceptance to denial continuum responses. keywords: pragmatics, speech act, compliment response strategies, university students 1. introduction in english, specific labels are commonly given for speech acts, such as apology, complaint, compliment, invitation, promise, or request (yule, 1996). 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. if someone says “open the door”, it is a direct speech act of requesting, “i’ll come in time”, it is a direct speech act of promising, “you are very beautiful”, it is an example of complimenting speech act, etc. one of the most frequently occurring speech acts in our everyday lives is complimenting. complimenting can be understood in two ways, making compliment and responding to compliment. for example, a lecturer compliments a student when he/ she gives a good presentation by saying “today is your best performance”. the student then replies it by saying “thank you, sir. it is because of your guidance”. this situation tells us about how compliment happens frequently in our lives as human especially in creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 1 (2018), page. 1-11 issn cetak : 2356-2048 issn online : 2356-203x https://doi.org/10.26638/js.542.203x https://doi.org/10.26638/js.542.203x compliment response.......................... 2 communicating with each other. compliment can be intended to show people’s appreciation on success or accomplishment of others, may increase the solidarity between the speaker and the hearer, and can be used to express many other human purposes. some usual purposes of giving compliment to others are appreciating about appearance, achievement, success, etc. of course when someone gives us compliment about those things, we have to respond in return. there are several ways in replying compliments. according to nelson in (dung, languages, & ria, 2016), knowing how to compliment is important, but it is equally important to know how to respond to a compliment. sometimes, we respond to the compliment by accepting it. on the other hand, there are other people who do not feel easy to get a compliment, therefore he or she can reject the compliment. tran (2007) suggests the continua of compliment response strategies based on the work done by herbert in 1989 and pomerantz in 1978 to analyze compliment response in his research. tran divides compliment response into two types. they are the acceptance to denial continuum and the avoidance continuum. the classifications of acceptance to denial continuum are: a. compliment upgrade the complimentee agrees with and increases the complimentary force/praise force/compliment assertion. example: a: nice car. b: thanks. brand new. b. agreement the complimentee agrees with the complimentary force/praise force/compliment assertion probably by providing a response which is semantically fitted to the compliment. example: a: i like your car. it’s very good. b: oh yeah. thanks, it’s not bad. c. agreement token the complimentee may agree with the compliment assertion with a simple “yes” or “yeah”. an agreement token is classified as an agreement whether it occurs in a full agreement (e.g. “yes, i think so, too”) or in isolation (e.g. “yes” occurring by itself in a cr). example: a: it’s really stylist. b: yeah. d. appreciation token retnowaty............................................. compliment response.......................... 3 the complimentee recognizes the status of the other speaker’s previous utterance as a compliment and shows appreciation for it. the agreement token itself is not semantically fitted to the specifics of that compliment example: a: what a lovely dress! b: oh, thank you, thank you. e. return the complimentee reciprocates the act of complimenting by paying back the compliment to the complimenter. example: a: you’re looking good today. b: thanks, so are you f. explanation/ comment history the complimentee impersonalizes the complimentary force/ compliment assertion by giving further information, which may frequently be irrelevant, about the object of the compliment. example: a: i like your tie. it suits you well. b: thanks. mom bought it for me. she likes to buy me nice ties now and again. g. reassignment the complimentee redirects the praise offered by the complimener to the third person or to something else (referent/credit shift) example: a: you look good today. b: oh, thanks. it must be the jacket. h. non idiomatic response the complimentee implies or would like to express that he/she does not agree with the compliment assertion. however, this is done through the use of non-target-like responses. example: a: i like your car. cute looking car. b: uh. that’s ok (nothing special). i. compliment downgrade the complimentee qualifies the praise force/compliment assertion, or downplays the object of the compliment. example: a: it’s a nice car. i really like it. b: well, it’s just a normal and not very reliable car. j. disagreement the complimentee directly disagrees with the praise force/ compliment assertion. he/she asserts that the praise within the compliment is overdone or undue. example: compliment response.......................... 4 a: hey, i like your tie. it suits you very well. b. i don’t think so. k. disagreement token the complimentee may disagree with the compliment assertion with a simple “no”. a disagreement token is classified as a disagreement whether it occurs in a full disagreement (e.g. “no, i don’t think so”) or in isolation (e.g. “no” occurring by itself in a cr). example: a: oh you’re looking well. b. uhm. no. the avoidance continuum classifications are: a. expressing gladness the complimentee does not address the compliment assertion itself, which makes the response a type of avoidance, but expresses his/her gladness that the complimenter likes the object of the compliment. example: a: i read that article you published last week it was very good. b: well, great. b. follow-up question the complimentee responds to the compliment with a question which elaborates the compliment assertion. it is equivocal whether this question is meant to fish for more compliments, or to gain specific information about the worthiness of the object being complimented. example: a: you know, i just read your article last week. i thought it was excellent. b: thanks a lot. what do you find interesting about it? c. (doubting) question the complimentee responds to the compliment with a question which corresponds to the request for repetition and/or expansion of the compliment assertion. the question is ambiguous in terms of whether the complimentee intends it to provide repetition/expansion of the original assertion or to question the sincerity/motives of the complimenter. example: a: you’re looking very nice tonight. b: really? d. opting out (1) opting out with laughter: the complimentee responds to the compliment with mere laughter. example: retnowaty............................................. compliment response.......................... 5 a: oh, that’s nice. how lovely! it’s my favorite color. i wanna buy a blue car one day. b: heh heh. (2) opting out with filler(s): the complimentee just utters (some) filler(s) in response to the compliment. example: a: i was just reading your paper, that paper you submitted to the journal the other day. it was really good. b: uhm. (3)opting out without anything/no acknowledgement: the complimentee does not respond to the compliment at all verbally or nonverbally probably because he/she does not hear the other speaker’s previous utterance or is occupied with something else. example: a: i read your article the other day, too. it was really good. b: (silence) (4) opting out with topic change: the complimentee provides a response which cannot be understood as being linked to the compliment. he/she does not respond to the compliment itself but changes the topic to something else. example: a: i like your lovely dress. b: i heard that you (were) not well last time. so do you feel well now? with the help of framework above, we can analyze and demonstrate that compliments differ across culture and the responses may also differ from one culture to another.for example, indonesians might not want to receive a compliment. this phenomenon can occur because indonesians in general also honor the modesty values as part of their culture. no wonder they would likely reject the compliments given by downgrading the quality of themselves or things when they receive the compliment. we can find the quality of indonesians characters in university students because they can be role models in society. they are going to be adult who can differentiate good and bad. they also know indonesian culture very well since young until now. therefore, university students, especially in university of balikpapan match the need for this research because in this university, the students are from all over indonesia, not only typically javanese, who are likely to down-grade themselves; thus, they might reject a compliment (manipuspika & sudarwati, 2016).they come from other tribes, like compliment response.......................... 6 banjar, bugis, dayak, etc. whichalso have different culture. although they are different, they are still indonesians that honor the modesty values as part of their culture. furthermore, they are majoring indonesian literature, language, and education that study about indonesian language better than other majors. therefore, it is compulsory to concern these issues to avoid misunderstanding and communication failure. due to the importance of complement response in different cultures, this study attempts to explore how the university of balikpapan students respond to compliment. 2. research methods this part presents the participants, data collection, instruments, and data analysis. participants the participants of this research are twenty six students who study at university of balikpapan in the fourth semester. we are able to discover the quality of indonesian characters when we see university students. they are adults that play role models in society. they also learn indonesian culture very well since they were born in this country. although they come from different culture, they are still indonesians that honor the modesty values as part of their culture. furthermore, they are majoring indonesian literature, language, and education that study about indonesian language better than other majors. in this study, some steps to get the data are: 1) reading the theory aboutcompliment response (cr)numerous times until the researcher fully comprehendthe concept. 2) modifying a dct (discourse completion task) about refusal strategies based on many theories that have been read. 3) picking the participants and making appointment with them. 4) asking them to do a dct (discourse completion task) about compliment response (cr)anonymously. one of the qualitative research characteristics is the researcher as the key instrument (creswell, 1998)because the researcher herself is the one who actually gathers the information. the researcher was also supported by other instruments, like a discourse completion task (dct) to collect the data. this kind of instrument was chosen for the retnowaty............................................. compliment response.......................... 7 following reasons; first, dct could be under control over the variables such as gender, social distance, and social status, second, it was convenient to collect and analyze the data, and third, dct questionnaire served to gain insights into social and pragmatic factors (cai, 2012). the pragmatic task in the form of dct was used to assess students’ responses when the compliments were given to them. there were descriptions of 10 situations about the events that commonly took place in indonesian real life contexts. under the context of each situation, there was a blank partto write what the participants would say in each situation. they were asked to provide one response, which they would consider to be socially appropriate. this research employed descriptive analysis in analyzing the data. the data collected from the dct were analyzed by identifying, classifying, and interpreting thembased on tran’s (2007) continua of compliment response strategies. this new framework consists of two continua of compliment response strategies: a continuum of compliment response strategies from acceptance to denial strategies and continuum of avoidance strategies (tran, 2007:7) with the total number 15 response strategies.in this step, the researcher displays the data using tables consist of each participant’s complement response, frequency, and percentage. then, the researcher is able to make conclusion from the analysis result to explore how the university of balikpapan students respond to compliment. 3. findings and discussion this part presented the results of dct data. responses from participants were classified into compliment response strategies proposed by tran (2007). the collected data consisted of 260 responses altogether in ten situations given. after the sub-strategies were coded, each strategy was calculated for each group. furthermore, the data were analyzed in terms of the fifteen strategies. as to the overall distribution of cr strategies, table 1 indicates the breakdown of the responses in each strategy. table 1 categories of cr strategies compliment response.......................... 8 from the table above, it can be inferred that most students respond to compliment by using agreement strategies which account for nineteen point six percent (19.6%) by using expression “terima kasih pak/bu (thank you sir/mam)”. the less common response was found in the disagreement token and expressing gladness accounts each zero point four percent (0.4%) of the total response to compliments. the students did not choose the follow up questions strategy in responding the compliment given. this study attempts to explore how the university of balikpapan students respond to compliment. it has been found that the students respond to compliments in various ways. they applied almost all types of compliment response strategies. they were most likely to accept compliments in the form of agreement. the findings do not correspond to the character of indonesians that are likely to reject the compliments given by downgrading the quality of themselves or things when they receive the compliment(manipuspika & sudarwati, 2016).it is assumed that indonesians nowadays are influenced by the western culture that comes to indonesia so much. they are more likely to accept a compliment instead of the traditional rejection responses. the frequent responses are “thank you!” which shows the agreement with the speaker’s appreciation. this result powerfully suggests that university of balikpapan students are more likely to accept rather than to avoid a compliment.the reasons are two-fold: the first is because they feel more convenient with it and second, when they say “terima kasih” (thank you), it helps as a strategy of being polite; that is, they do not want to show their arrogance for being too pleased because of being complimented. however, seven point seven percent (7.7%) of the responses are combination of two strategies.they tend to combine more than one response type. the general preference of all participants is appreciation token, in which they use “terima kasih” (thank you) to express their appreciation. this type of cr (compliment response) strategy can be accompanied by reassignment,compliment downgrade, and sometimes even doubtingquestion. for instance, a complimentee responds to a compliment by saying “masa sih bu” (really, mam?); and then, she says “terima kasih” (thank you). when analyzing the dct, the researcher found some types of compliment responses which did not fit retnowaty............................................. compliment response.......................... 9 with tran’s compliment response framework that were used by some students, such as; “sama-sama, senyum, alhamdulillah (you're welcome, smiling, praise be to god)”. it is a great phenomenon.in situation number nine in dct, there were some students had misperception and misunderstanding in responding the compliment given by thelecturer after the participant brough this/her water. we can see that 12out of 26 students responded the compliment by expressing their gratitude. they responded the compliment by saying “sama – sama pak/bu(you’re welcome, mam, sir).” some students also responded by smiling gwhich was not a category from the continua fitted. so the researcher put it in other response strategy. it is still debatable whether smile is the sign of agreeing, disagreeing, or avoiding the compliment. however, there is a statement “that people just smile” without verbal acknowledge which mostly means a silent acceptance or showing politeness(cai, 2012). furthermore, more than 30 responses used alhamdulillah(praise be to god) as the response. the researcher assumed that they chose this kind of strategies because they wanted to show their modesty and were just grateful to the god of what they got that day. they tried to be sincere because most of them were muslims that tried to have good attitude and praised allah (god) sincerely. to gain more understanding about the phenomena from this study, the researcher presented the examples of each strategy from continua of compliment response strategies proposed by tran (2007) as shown in table 2. table 2. examples of continua of compliment response strategies from this study types of compliment responses examples 1. the acceptance to denial continuum a. compliment upgrade haha, biasa horang kaya (it is usual for rich people) b. agreement terima kasih pak/bu (thank you sir/mom) c. agreement token iya bu. alhamdulillah (yes, mam. praise be to god) d. appreciation token terima kasih pak, terima kasih sambil mencium tangan dekan (thank you sir, thank you while kissing dean's hand) e. return terima kasih, kamu juga ;) (thank you, you too ;)) f.explanation/comme nt history alhamdulillah, bener usaha takkan mengkhianati hasil (praise be to god, it’s true that effort is not betraying) g. reassignment iya, dipilihin bapakku(yes, it was choosen by my father) h. non idiomatic yaa, okelah(yeah, compliment response.......................... 10 response that’s okay) i. compliment downgrade haha, hanya kebetulan saja(haha, it’s just a coincidence) j. disagreement ah, biasa aja kok (ah, it's normal) k. disagreement token ah, alay (indonesia stereotype meaning too much) 2. the avoidance continuum l. expressing gladness alhamdulillah, akhirnya bisa ke luar negeri juga, terima kasih (praise be to god, finally i can go abroad, thank you) m. follow up questions ---------------------------------------------------------- n. doubting question ah, masa sih?(ah, really?) o. opting out hehe (hehe) 3. combination response p. doubting question+agreement oh, ya bu? terima kasih (really, mam? thank you) q. doubting question+complim ent downgrade tertawa, dan berkata: masa sih? mungkin karena kita lama udah gak ketemu (laughing, and say: really? maybe it's because we haven't met each other for a long time) 4. other responses sama-sama, senyum, alhamdulillah (you're welcome, smiling, praise be to god) 4. conclusion to sum up, the responses used by university of balikpapan students in responding to the compliments given are various, which might be caused by their custom of expressing themselves spontaneously without too strictly bound to the related norms. for indonesians, compliment responsecould be a serving to build a sense of closeness and a way to break the gap for not get-together a lot. in other words, compliment for university of balikpapan students can be used as media to foster solidarity feeling. finally, this study also shows that indonesians are more likely to seek agreement to foster politeness in case of equality and solidarity among them. due to the limited amount of data and range of participants, generalizing to all university of balikpapan student would be inappropriate. furthermore, the study benefitsthe cross-cultural communication studies of speech act as a dynamic vision in exploring communicationmanners usually in reallife situation among different cultures. the varying strategies of replying to compliments may cause problems for complimentee. furthermore, future studies need to be conducted to investigate age brackets, gender or social status in using compliment responses. 5. references cai, y. (2012). a study on compliment response strategies by chinese college students. journal of language teaching and research, 3(3), 543–549. https://doi.org/10.4304/jltr.3.3.543549 retnowaty............................................. compliment response.......................... 11 creswell, j. w. (1998). qualitative inquiry and research design: choosing among five traditions. qualitative health research. https://doi.org/10.1111/14679299.00177 dung, n. t., languages, f., & ria, b. (2016). title : different strategies in compliment responses between vietnamese learners of english and english native speakers. international journal of english language, literature and humanities, vii, 592–599. manipuspika, y. s., & sudarwati, e. m. y. (2016). compliment responses by indonesian lecturers of english. sosiohumanika: jurnal pendidikan sains sosial dan kemanusiaan, 9(1), 105–116. tran, g. q. (2007). compliment response continuum hypothesis. the international journal of language, society and culture, (21), 1–22. yule, g. (1996). pragmatics. oxford: oxford university press. an analysis of.......................................... 61 an analysis of pattani’s students pronunciation in pronouncing english fricative consonants at uin lampung wahyuni wulandary mulyadi 1) , fithrah auliya ansar 2) , idham kholid 3) 1 raden intan state islamic university, bandar lampung email: wahyuniwulandarymulyadi@gmail.com 2 raden intan state islamic university, bandar lampung email: auliya.ansar@gmail.com 3 raden intan state islamic university, bandar lampung email: idhamkholid@radenintan.ac.id abstract this research is aimed to find out common pronunciation errors in pronouncing english fricative thus, to find how many global and local errors in pronouncing english fricative based on communicative effect taxonomy, and to find the causes of pronunciation error made by pattani’s students. this research used qualitative research. the result shows that the common error is fricative [ð]. then, some causes of errors by the subjects according to interlingual and intralingual transfer, such as: first, fricative [θ], [ð], [ʒ] are unshared sounds specific to english, [θ] and [ð] were realized as stop [t] and [d]. keywords: pattani’s students, pronunciation, fricative consonants. 1. introduction language is very important in human life that is needed for real communication among people. ogden (2009) states language is one of distinctive characteristics of human beings. the language may show people’s nationality. in the world, there are many countries that have many of cultural background with more than hundred of mother tongue. for example, when an indonesian learns new language as like english, linguistically the way they learn will be affected by both their tribe and national language. this condition shows both tribe and national language will make problem in learning new language. the problems that usually arise are mistake and error in both verbal and non-verbal aspect. according to brown (2007) a mistake refers to a performance error that is either random guess or a slip, in that it is a failure to utilize a creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 1 (2018), page. 6172 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/js.511.203x https://doi.org/10.26638/js.511.203x an analysis of.......................................... 62 known system correctly. in short, we cannot deny mistake and error when we learn new language because mistake and error are the process of learning. for example, people who still pronounced invite as [ɪnvaɪt] instead of [ɪnfɪt]. they change [f] sound of the word with [f] sound and omitting [a]. this condition also occurs by pattani’s students who study at english study program of tarbiyah and teacher training faculty. in learning process, most of them pronounced lose [lu:z] as [lɒs]; they change vowel [u:] into vowel [ɒ] and changed voiced fricative [z] into voiceless fricative [s]. from explanation above, this research will focus on pattani’s students pronunciation especially in pronouncing english fricative consonants. due to know the specific information of pronunciation the researcher needed phonology as a tool of the research in analyzing the data. according to richard (2009) phonology is the study of sound systems based on the background of the study state earlier, the objectives of the students are: a. what are the common pronunciation errors in pronouncing english fricative produced by pattani’s students? b. how many global and local errors in pronouncing english fricative based on communicative effect taxonomy? c. what are the causes of errors made in english pronunciation of pattani’s students? english fricatives in english there are mainly nine fricatives in english (yahvas, 2011): [f], [v], [θ], [ð], [s], [z], [ʃ], [ʒ], [h]. o’grady (1996) states fricatives are consonants produced with a continuous airflow through the mouth. in others hand, ladefoged and sandra (2012) states that fricative is made by air being forced through a narrow. english fricatives are divided into two major categories of voicing quality (o’grady, 1996): voiced fricatives [v], [ð], [z], and [ʒ] and voiceless fricatives [f], [θ], [s], [ʃ], and the glottal [h]. the distinguishing feature of fricatives sounds occur when they are produced. the labiodental fricatives [f] and [v] are produced when sounds involving lower lip and upper teeth. the dental fricative [θ] and [ð] are produced when the tongue placed against or near the teeth. alveolar fricatives [s] and [z] are produced when the tongue touching the wahyuni wulandary.................................. an analysis of.......................................... 63 alveolar ridge behind the upper teeth. palato-alveolar fricatives [ʃ] and [ʒ] are produced when tongue curling behind the alveolar ridge. then, glottal fricative [h] is produced by vocal folds.(o’grady, 1996). table 1 below displays the transcription of english fricatives. table 1 the transcription of english fricatives glottal state place of articulatio n transcriptio n labiodental voiceles s fat [f] voiced vat [v] dental voiceles s thin [θ] voiced those [ð] alveolar voiceles s sing [s] voiced zip [z] palate-alveolar voiceles s ship [ʃ[ voiced azure [ʒ] glottal voiceless hat [h] o’grady, et.al, 1996 fricatives in pattani malay as malay is one of the indonesian branches of austronesian language member like the indonesian language, it is spoken widely in south east asian countries, e.g. malaysia, indonesia, singapore, brunei darussalam, and the philippines (le roux in jehma and phoocharoensih, 2014). table 2 below displays the transcription of pattani malay fricatives. table 2 the transcription of pattani fricative glottal state place of articulatio n transcriptio n labiodental voiceles s faham (understand) [f] voiced van (van) [v] alveolar voiceles s siap (ready) [s] voiced gizi (nutrient) [z] velar voiceles s khianat (lie) [x] voiced ghaib (mystic) [ɤ] glottal voiceles s haus (thristy) [h] error analysis jain in richards (1974) stated the realization that the second learners’ errors are potentially importance for the understanding of the process of sla. in addition, corder in allen (1974) stated that the study of errors is part of the investigation of the process of language learning. error analysis has played on important role in study of language acquisition, because the leaners who doing an error indicate the process of sla get success and achievement in learning. then, by doing error analysis, an analysis of.......................................... 64 one can determine the learners mastery level of language system. classification of errors these are four useful and commonly used taxonomies in analyzing error made by learners, based on descriptive classification. (dulay, 1982). a. linguistics category taxonomy linguistics category taxonomy classifies error according to either or both the language components the error aspects. here language components include phonology (pronunciation), syntax and morphology (grammar), semantic and lexicon (meaning and vocabulary), and discourse (style). b. surface strategy taxonomy the learners may omit necessary items or add unnecessary ones; they may misform items or disorder them. this taxonomy classified error in four type, those are omissions, additions, misfromation, and misordering. c. comparative taxonomy the classification of errors in a comparative taxonomy is based on comparison the structure of the second language errors and certain other types of constructions. these comparisons have yielded two major errors categories in this taxonomy; they are developmental errors and intralingual errors. d. communicative effect taxonomy while the surface strategy and comparative taxonomies focus on the aspect of the errors themselves, the communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. it focused on distinguishing between errors that seem to cause miscommunication and those to do that. this taxonomy classifies errors in two types, global and local error. this research focused on communicative effect taxonomy includes local and global error. communicative effect taxonomy focuses on the effect of errors on listener or reader. therefore, the focus is on distinguishing between errors that seem to cause communication focus on aspect errors themselves. this taxonomy classifies errors in two types. they are as follows: a. global errors global errors that effect overall organization significantly hinder communication. for example, in phonology aspect learner says [kɒt] for [kɒf] in cough, this condition can wahyuni wulandary.................................. an analysis of.......................................... 65 cause miscommunication between listener and speaker. b. local errors local errors do not cause miscommunication. though, the speaker says incorrectly but listener knows what speaker means. for example, in phonological aspect learner says [ɪnfaɪt] in invite. sources of errors brown (2007) classified sources of errors into four categories: (1) interlingual transfer, (2) intralingual transfer, (3) context of learning, and (4) communication strategies. in this research, the researcher focuses on interlingual and intralingual transfer as sources of errors. a. interlingual transfer brown (1980) most of the learners’ errors in the second language result primarily from the learner’s assumption that the second language forms are similar to the native language. richard (1974) states that if the learners of a foreign language make mistake in the target language by effect of his mother tongue that is called as interlingual. for example, english learners say "sheep" for "ship," or "the book of jack" instead of "jackbook"; french learners may say "je saisjean" for "je connais jean," and so forth. all these errors are attributable to negative interlingual transfer. while it is not always clear that an error is the result of transfer from the native language, many such errors are detectable in learner speech. b. intralingual transfer learner may make errors in the target language, since they do not know the target language very well. brown (1980) said that it has been found that the early stages of language learning are characterized by a predominance of interlingual transfer, but once that learner has begun to acquire parts of the new system, more and more transfer generalization within the target language is manifested. richard (1974) states intralingual interference refers to items produced by learner, which reflect not the structure of mother tongue, but generalization based on partial exposure of the target language. in short, intralingual transfer means the sources of errors come from second language acquisition or target language. an analysis of.......................................... 66 first language (l1) transfer according to trask (1996) l1 transfer as the imperfections in the use of one language as a result of the influence of another language, such as a foreign accent in speaking in second language. in other words, dulay (1982) classified transfer into positive and negative transfer in referring to the automatic and subconscious use of old behavior in a new learning situation. from the explanation above, the researcher concludes that language transfer is influenced by source language. to illustrate, gass and larry (2008) conformed that if a student comes from a language that has no phonetic contrast between two sounds e.g. [l] and [r] and is learning a language where that contrast is obligatory, the leaner will have difficulty. nevertheless, if the first language and the target language both have the same contrast there will be little difficulty in learning. the influence of l1 to l2 in pronouncing words can be seen by looking up the differences and the relation between the phonetics symbol of pattani malay and english. 2. research methods this research used descriptive qualitative method. research studies that investigate the quality of relationships, activities, situations, or materials are frequently referred to as qualitative research (frankel, 2009).considering the statement, the researcher just sees the phenomenon of the research of the moment at certain time. in this way, the data which gathered from pattani’s students about the students errors in pronunciation of fricative. 3.findings and discussion this research is a study of errors in colloquial language aspect that related with pronunciation. furthermore, this research describes the errors in pronouncing english fricative. the subjects of this research are 13 pattani’s students who study at english study program of uin raden intan lampung. then, the researcher got the data from pattani’s students pronunciation task, the researcher asked subjects to pronounce the text. the research was conducted in uin raden intan lampung on february 28th, 2017. the researcher got the sample using the purposive sampling technique to collect the data, so that the researcher was able to draw a conclusion. then, the researcher gave 18 lists of words; each fricative has 2 words and asked them to pronounce it individually. in pronouncing those words, the wahyuni wulandary.................................. an analysis of.......................................... 67 speakers made various errors depending on their knowledge and ability in pronouncing english words. some of speakers made the same errors in pronouncing word and the others made different errors. in identifying the errors, the researcher was guided by online dictionary, oxford dictionary and digital cambridge dictionary to make contrast between native’s pronunciation and speaker’s pronunciation. therefore, their errors in pronouncing those english fricative consonants grouped into table below. an analysis of.......................................... 68 note: 1: indicates local error 2: indicates global error no respondent phoneme of fricative t o t a l [f] [v] [s] [z] [ʃ] [ʒ] [θ] [ð] [h] 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 respondent a       2 respondent b       3 respondent c          4 respondent d       5 respondent e         6 respondent f        7 respondent g         8 respondent h          9 respondent i       10 respondent j       11 respondent k         12 respondent l         13 respondent m         total 1 5 13 12 2 7 1 13 7 60 total 2 1 7 13 8 6 37 total of phoneme 0 18 0 13 0 22 16 26 0 table 3. the frequent of global and local errors made by pattani’s students wahyuni wulandary.................................. an analysis of.......................................... 69 changing of sound based on the result, the subjects made various errors in pronouncing english words. some subjects made the some errors in pronouncing words. they changed sound of fricative with the similar sound. a. [v] voiced labio-dental fricative [v] occurs when the lower lip against the upper front teeth. therefore, [v] is voiced sound because any vibration when pronouncing that sound. based on the data, the subjects changed voiced labio-dental fricative [v] with voiceless labio-dental fricative [f]. that condition indicates the subjects were failed to produce [v] with vibration. the same result occurs in enxhi et al (2012), [v] is not used unless it is from a borrowed word; therefore, the sound is not native in nature. it is then replaced with another labio-dental fricative sound [f] b. [z] voiced alveolar fricative [z] occurs when the tongue touching the alveolar ridge behind the upper teeth. therefore, [z] is voiced sound because any vibration when pronouncing that sound. based on the data, the subjects changed voiced alveolar fricative [z] with the similar sound voiceless alveolar fricative [s]. that explanations also found in jehma and phoocharoensih’s research that replaced fricative [f] in the medial position with [s] and [ʃ]. c. [ʒ] voiced palate-alveolar fricative [ʒ] occurs when the tongue curled behind the alveolar ridge. based on the data, the subjects change voiced palatoalveolar [ʒ] with voiceless alveolar fricative [s], voiced alveolar fricative [z], and voiceless palate-alveolar fricative [ʃ]. the result supported by tiono and yostanto (2008) study shows [ʒ] was replaced with [ʃ] occurred between a vowel and a consonant, as in decision [dɪsɪ∫n]. jehma and phoocharoensih (2014) also found the same result, the speakers substituted the fricative [s] and [ʃ] for fricative [ʒ]. d. [θ] voiceless dental fricative [θ] occur when the tongue touching the upper teeth. based on the data, the subjects changed voiceless dental fricative [θ] with alveolar plosive [t]. the result above is supported by enxhi et al (2012), the replacement of [θ] with [t] is expected from speakers who speak malay and mandarin as their first language. an analysis of.......................................... 70 e. [ð] voiced dental fricative [ð] occur when the tongue touching the upper teeth. based on the data, the subjects changed voiced dental fricative [ð] with alveolar plosive [t] and [d]. the same phenomenon occurs in enxhi et al (2012), the voiced [ð] is also nonexistent in malay and mandarin languages and it is replaced with another voiced sound [d]. the causes of errors in pronouncing english fricative consonants by pattani’s students after the researcher conducted the research, the researcher got information about factors that influenced pattani’s pronunciation in pronouncing english fricative consonants. the common pronunciation errors of the speakers resulting from the influence of malay were diagnosed into two categories: a. interlingual transfer  the absence of certain english sounds in malay substitution of english sound occurs due to the fact that some of the english sounds do not exist in the malay. the voiced fricative [ʒ] does not exist in the malay, some speakers changed phoneme [ʒ] into [s], [z], and [ʃ]. others, the voiceless fricative [ð] does not exist in the malay, some speakers change fricative [ð] into plosive [d] and [t]. next, the voiced fricative [θ] does not exist in malay, some speakers changed fricative [θ] into plosive [d] and [t]. from explanations above fricative [θ] and [ð] are realized as stop [t] and [d]. as hooi (2010) stated, six english consonants [v], [z], [ʃ], [ʒ], [ð], and [θ] do not exist in malay. all errors above happened consciously by the pattani’s students at eighth semester of english study program of uin raden intan lampung. b. intralingual transfer intralingual transfer means a problem in learning second language which is influenced by unsuccessfully in learning second language. based on the data, errors occur caused by the subjects read english word as in a written form. for example: the subject pronounced genre as [jenre]. 4.conclusion after analyzing pattani’s students pronunciation in pronouncing english fricative consonants, the researcher concludes: (a) the common error occurs in voiced dental fricative [ð], (b) local error is higher than global error, it is indicates that the subjects made errors in pronouncing wahyuni wulandary.................................. an analysis of.......................................... 71 english words without make miscommunication, (c) error in pronouncing english fricative consonants made by pattani’s students causes by interlingual and intralingual transfer; interlingual transfer plays as a source of error because some english fricative sounds do not exist in the malay pattani; the lack of knowledge by the subjects also means the source of errors because the subjects have problem in learning second language thus, error happen. 5. references brown, h. d. (2007). priciples of language learning and teaching: fifth edition, new jersey: prentice hall inc. ----------------1980. priciples of language learning and teaching, new jersey: prentice hall inc. corder, s. p. (1974). error analysis. in j. l. p. allen, & s. p. corder (1974). techniques in applied linguistics. oxford: oxford university press. dulay, h. c. (1982). language two. new york: oxford university press. enxhi, s. y., tan, b. h., & yong, m. f.(2012) speech disfluencis and mispronounciations in english oral communication among malaysian undergraduate, international journal of applied linguistics and english litetature. vol.7. no. 2 frankel, jack r and norman e wellen. (2009). how to design and evaluate research in education 7thedition. new york: mcgraw hill. gass, susan m and larry selingker. (2008). second language acquisition: an introductory course 3rd ed. new york: routledge/taylor francis. hooi, phoon san. (2010). the phonological development of malaysian english speaking chinese children: a normative study. new zealand: university of canterbury te whare wānaga o waitaha christchurch jehma, hambalee and supakom phoocharoensih. (2014), l1 transfer in the production of fricatives and stops by pattani-malay learners of enhlish in thailand, asian social science. vol. 10 no. 7. ladefoged, peter and sandra f. d. (2012). vowel and consonants. united city wiley-blackwell. o’grady, william et al. (1996). contemporary linguistics: an introduction. united city: longman. ogden, richard. (2009). an introduction to english phonetics. edinburgh: edinburgh university press ltd. richard , j. c. (1974). error analysis prespective on second language acquisition. london: longman group. an analysis of.......................................... 72 tiono, n. i., & yosta, a. m. (2008). a study of english phonological errors produced by english department students, surabaya: petra christian university trask, r.l. (1996). a dictionary of phonetics and phonology. london: routledge. yahvas, mehmet. (2011). applied english phonology 2nded. united kingdom: blackwell. internalization......................................... 156 internalization of islamic values into english teaching media (songs)for teaching english in pesantren maisarah maisarah universitas pesantrentinggi darul ulum jombang maisarah@fbs.unipdu.ac.id abstract this current research is to modify songs for teaching english vocabulary by inserting islamic values (sholawat) in them. the hannafin and peck model was applied. the first phase reveals thatpesantren are mostly characterized by islamic values and santris’ main weaknesses concern with basic english vocabularies and pronunciation. in the second phase,the sholawat songs the santris liked were modified to teachirregular verbs and uncountable nouns. the songs were chosen because most of the santris had already been familiar with them. the third indicated that the santris gave positive responses to the songs and could remember the vocabularies easily. keywords: english teaching media, internalization , santris, pesantren. 1. introduction in this globalization era, english plays an important part in conducting communication almost on every side of field. english has been an official language in many business institutions. it also becomes language of instructions in many schools and scientific communities. many articles and books are written in english. according to nunan(2003), “english will remain the dominant global language for at least the next 50 years because of its preeminent position as the language of science, technology, tourism, entertainment and, the media”. it has already been clear that english is one of foreign languages which must be mastered by indonesian students, including students (santris) in pesantren. this study was conducted at one of pesantrens in jombang, namely pondokpesanrendarululum, since the pesantren is one of the pesantrenthat obligated its santris to learn english. english is one of foreign jurnal smart , volume 4, no 2 (2018), page. 156-167 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.712.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. internalization......................................... 157 languages which must be learned in pesantren(fanani, 2015), but in many pesantren, its position is lower than arabic. in other words, students are supposed to learn arabic more than englishbecause many islamic books are written in arabic, for instance, bulughulmarom, dziba’, ihya’ ulummuddin, ta’limmuta’alim, etc. to comprehend those books, santris(students at pesantren) need to study arabic. arabic dominated santri’s learning material in pesantren(maisarah, 2018). santris spends much time in learning arabic rather than english. according to dimyati(2009), there are five causes which make a foreign language (english) not having much attention in pesantren community. the first is problem on psychology. there is a stigma which has widely spread that english is very difficult to learn. many people are afraid of learning english as well as they are afraid of making mistakes, especially on speaking. the second is problem on culture. learning english or other languages in pesantren is odd or unusual. the third is the limitation of access to comprehend deeply on english. the fourth is the lack of human resources who can develop english in pesantren. the fifth is ideology bias. commonly it is understood that a language is an identity of a certain religion, for instance: arabic is considered as a moslem language, english belongs to christians, and chinese as a representative of kong hu chu language. in pesantren, english is taught to santris by teachers (ustadz/ustadzah) or their seniors. it is usually taught on an extracurricular session. they usually study in groups with one or two tutors in a room. the meeting is usually held in a certain time in one week. practically, they study english by using an old method. santris are sitting on floor while listening to the teacher delivering his/her lecture. it usually ends with some english exercises which should be done by santris in written. this old ways of teaching bring santris into their boredom. as a result, they do not really keen on studying english and have low motivation. they are not really fluent in english since santri’s vocabulary is limited. those conditions endure for years, and people should find the way to solve this problem. one of the effective ways to learn english is by making the learning process fun. they should not feel that they are learning very hard in studying maisarah maisarah.................................. internalization......................................... 158 english. by using fun learning, they would feel that they enjoy playing but actually they are learning. fun learning can be created by using teaching media. the teaching media which are focused in this study are songs. many people are fond of songs and singing activities are done by many people almost everywhere. gugliemino in schoepp(2001) stated that singing activities were conducted by many people, for instance in a religious activity, in cars, or even in their private room. this is the reason why this study suggests songs as teaching media. there are many advantages in using songs for teaching media, for instance; making the situation becomes more relaxed, and creating a fun learning process.saricoban and metin (2000)stated that all skills of english could be improved by using songs, including reading, writing, listening and speaking. eken (1996) mentioned some functions of using songs in teaching. they could be useful for: 1. showing topics, language points, lexis etc 2. practicing language points, lexis etc 3. focusing on students’ general mistakes 4. supporting intensive and broad learning 5. giving stimulus to discuss about feeling and attitude 6. encouraging creativity and imaginations 7. creating a relax learning environment 8. giving variety and fun learning atmosphere. apart from people’s opinion about pesantren with its tradition in negative meaning (conservative/ old fashion), pesantren has its own characteristics which are different from other institutions including its educational system. this contradiction attracts many researchers to study about pesantren deeply to get better understanding. educational system in pesantren has rooted deeply. mastering arabic is one of the success benchmarks which characterize santris in pesantren. in other words, students who have mastered arabic after their graduation from pesantren can be categorized as successful students. that is why teaching foreign languages like english is not an easy job. the teaching method should be matched with pesantren background and culture if we want to succeed in teaching foreign languages. internalization......................................... 159 there are many teaching methods which have been promoted in learning english. based on some obstacles on learning english in pesantrenwhich have been stated before, there should be different methods applied. one of the methods is applying fun learning through teaching media in form of songs. song as a teaching medium which can be widely found in the internet and books are not suitable with pesantren culture. in pesantren, the songs which the santris like, learn and sing are sholawat songs. the main objective of this current research was modifying sholawat songs for teaching english vocabularies. by modifying such kind of songs, it was expected that the santris would be able to learn english in a more enjoyable way and hence could remember more english words. the internalization can be defined as a process of inserting norms, values, and beliefs to other people to be expressed in their attitude and habitual activity. according to poerwadarminta (2007), internalization is the appreciation of a doctrine, or a value, so it becomes a belief and awareness of the truth of the doctrine or value embodied in attitude and behavior. in other words, internalization is a central of human’s characteristics changing, including their changing of point of view, thought and, response. internalization is a process of raising an attitude into a person's self through coaching, guidance and so on. thus, the ego masters deeply a value and life, and it can be reflected in the attitude and behavior in accordance with the expected standard. value is something that is in the human conscience. it is something that can be targeted to achieve the objectives that become the overall nature of the order. it consists of two or more components that affect each other or work together and are oriented to the worth and morality of islam. it can be said that value is something very important and right which is comprehend and obeyed by a certain society. islamic value reflects the essence of al quran and al hadist. norms or ordinances about something which people must do and must not do, something which manages relationship between human and others, human and allah refer to islamic value. there are three main kinds of islamic values. those are (1) akhlaq, which refers to conduct duties and responsibilities, obligations based on shari’ah, (2) adab, which refers to manner among others, maisarah maisarah.................................. internalization......................................... 160 (3) the quality of a good character possessed by prophet muhammad. one of allah obligations to his creatures related to the definition of akhlaq is worshiping him and reciting sholawat to his prophet (muhammad). a statement taken from al quran states the obligation of conducting sholawat as seen on al ahzab: 56, which said that allah and his angels are conducting sholawat for prophet muhammad, and asking to all people who believe in allah to do the same things (reciting sholawat and saying salam as a salutation to prophet muhammad). one of statements on al hadist taken from tirmidzi and hakim states that one is in his misfortune when the name of prophet muhammad is listened around, but he/ she does not recite sholawat to him. for muslims, reciting sholawat is a must, including santris in pesantren. the teachers in pesantren (kyai/ nyai) obligate their santris to recite sholawat as frequently as possible. moslems believe that prophet muhammad will recite sholawat 10 times for people who recite shalawat to him once. sholawat is a pray to allah for prophet muhammad, his family and his fellows salvation. sholawat is always recited twice in every muslim’s prayers recitation. it means that muslims should recite sholawat at least 34 times a day. according to zamzami (2015), muslims in indonesia celebrate maulidnabi muhammad by many religious celebrations, including reciting sholawat, singing syairbarzanji and preaching. the examples of sholawat songs are: habibiya muhammad, yarosulullahsalamunalaik, and many others. santris are really keen on singing sholawat songs and have memorized many of them in pesantren. therefore creating teaching media which make use of sholawat songs would be worthwhile in order to make the santris more easily learn english vocabulary. 2. research methods this current research was conducted in in pondokpesantrendarululumjombang. this was a design research which applied the hannafin and peck design model for creating the product. the products were in form of songs as the result of internalization of islamic value through english teaching media. the phases of the hannafin and peck design model that were implemented in this research were as follows. internalization......................................... 161 the first phase was need analysis. the need analysis in this research was conducted by interviewing santris and teachers about the teaching materials considered difficult to learn (there were 10 santrisand 2 teachers interviewed). from the interview, specifically with the santris, it also revealed the sholawat songs which the santrislikedand had memorized. the next phase was product design. in general, the design of the songs was matched with the needs identified in the first phase. the process of designing the songs was conducted by combining and omitting some lyrics in the sholawat songs and adding them with english material based on santri’s needs. in this study there were two topics addressed, they were irregular verbs and uncountable nouns. the validation of the contents of the songs was done by an english expert. the last phase was implementing the teaching media for teaching irregular verbs and uncountable nouns to a group of santris(10 santris). the implementation was begun by showing the santristhe teaching material which was going to be taught. teachers listed all the english materials in the song and gave an example of how the students should sing the song. next, the teachers asked the santris to sing the same way. this phase was conducted to see the santris’ responses on the songs. the data collection was done by interviewing them to see whether they liked the songs or not and on which part of the songs they liked much and which parts they did not like.besides a test was conducted to assess their achievement of the words inserted in the songs (their pronunciation and remembrance). 3. finding and discussion one of simple ways to create an effective english learning is using songs. in pesantren, songs which the santris like much and memorize easily issholawat songs. sholawat songs in pesantren are usually combined by certain kinds of islamic musical instruments, called banjari, usually played by some people around 6 to 10 with 1 or 2 singers. in this research, the first phase in the hanaffin and peck’s design model, need analysis, was started by interviewing some santris and teachers about the english materials which were considered difficult for the santristo master. based on the interview, the english materials considered difficult maisarah maisarah.................................. maisarah maisarah.................................. internalization......................................... 162 were irregular verbs and uncountable nouns. the respondents were also asked about some sholawat songs which they liked the most and had been memorized. from the interview, it was known that every santri was fond of singing sholawat. in general they liked the following songs: maulayashol, yarasulallahsalamun ’alaik, and yabatrotim. therefore, those songs which could be modified as teaching media to teach irregular verbs and uncountable nouns were: maulayashol, yarasulallahsalamun ’alaik, and yabatrotim. the first song is entitled maulayashol. the english teaching material that was incorporated into the song was the irregular verbs. in general, irregular verbs are quite difficult to memorize since bahasa indonesia does not have such word changings. furthermore, the numbers of irregular verbs are so many. in daily conversation, efl students may confuse which form of irregular verbs that should be used in certain occasion and they are quite difficult to memorize in an ordinary way. by using sholawatsongs to learn irregular verbs, they have two advantages: memorizing the list of irregular verbs easily and reciting sholawat which generates pahala (god’s reward). the lyric that had been modified was as follows: maulayashol irregular verbs maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. yarobbisholi ‘alaik yarobbisholi ‘alaik yarobbisholi ‘alaik sholawatullahi ‘alaik…… see seen saw make made made know knew known find found found write wrote written think thought thought come came come go went gone eat ate eaten give gave given begin began begun draw drew drawn speak spoke spoken become became become internalization......................................... 163 maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. yarobbisholi ‘alaik yarobbisholi ‘alaik yarobbisholi ‘alaik sholawatullahi ‘alaik…… see saw seen make made made know knew known find found found write wrote written think thought thought come came come go went gone eat ate eaten give gave given begin began begun draw drew drawn speak spoke spoken become became become maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. maulayasholiwasalim da imanabadan ‘alahabibikakhoirilkholqikulihimi…. yarobbisholi ‘alaik yarobbisholi ‘alaik yarobbisholi ‘alaik sholawatullahi ‘alaik…… break broke broken freeze froze frozen give gave given understand understood understood bite bit bitten break broke broken freeze froze frozen give gave given understand understood understood bite bit bitten yarosulullah….. yahabiballah……. what we have mentioned is called irregular verbs link mp3: https://drive.google.com/open?id=1lohfmuzl85 frhnqkh1_fapwqvqqnivg in the song, there are 42 irregular verbs the santris can learn and memorize. those words are see, saw, seen, make, made, made, know, knew, known, find, found, found, write, wrote, written, think, thought, thought, some, same, come, go, went, gone, eat, ate, eaten, give, gave, given, begin, began, maisarah maisarah.................................. internalization......................................... 164 begun, draw, drew, drawn, speak, spoke, spoken, become, became, the second sholawatsong was yarasulallahsalamun ’alaik. the song was modified for teaching uncountable nouns. the following is the lyric of the modified song: yarasulallahsalamun’alaik uncountable noun art itulahartinyaseni there’s a lot of art that you can see beauty artinyakeindahan they enjoy the beauty of my land dust itulahartinyadebu there’s a lot of dust covering the room yarasulallahsalamunalaik yarofiassyani wad daroji ‘athfatayyajirotalalami yauhailalju di walkaromi joy artinyakebahagiaan my life is always full of joy knowledge artinyapengetahuan knowledge is important in our life rice itulahartinyanasi we always eat a plateful of rice yarasulallahsalamunalaik yarofiassyani wad daroji ‘athfatayyajirotalalami yauhailalju di walkaromi link mp3: https://drive.google.com/open?id=1edxup4izw kgkwts8htvhigj9-jc839_m the song was designed to enable the students to study and memorize easily the uncountable nouns. the song contains 6 uncountable nouns completed with an example of sentence for each word. the song is started by showing 3 examples of uncountable nouns followed by their translations and example in a sentence. in the next stanza, the lyric is the salvation to rasulullah, muhammad. and on the next lines, english material is the rest of 3 uncountable nouns. the 6 uncountable nouns to remember are art, beauty, dust, joy, knowledge, and rice. the salvation to rasulullah muhammad is also restated on the last line of the song. the third sholawatsong that was modified was yabatrotim. the song was modified to teach uncountable nouns. it is a combination between sholawat and english material (uncountable nouns). the song enables santris to memorize 22 uncountable nouns. the uncountable nouns that can be learned through this song are blood, water, sugar, rice, https://drive.google.com/open?id=1edxup4izwkgkwts8htvhigj9-jc839_m https://drive.google.com/open?id=1edxup4izwkgkwts8htvhigj9-jc839_m internalization......................................... 165 coffee, sand, corn, wheat, oil, gasoline, gold, paper, glass, cotton, hair, grass, bread, iron, cheese, milk, wood, dust, meat, flour, salt, and dirt. the lyric of the song is as follows: yabadrotim uncountable noun blood darah water air sugar gula rice nasi coffee kopi sand pasir corn jagung wheat gandum oil minyak gasoline bensin oil minyak gasoline bensin those are uncountable nouns yabadrotim ,yabadrotimminhazakullakamaalii yabadrotim ,yabadrotimminhazakullakamaalii madzayu’a, madzayu’a madzayu’a, biruan ‘ulaakamaqaalii gold emas paper kertas glass gelas cotton kapas gold emas paper kertas glass gelas cotton kapas hair rambut grass rumput bread roti iron besi hair rambut grass rumput bread roti iron besi yabadrotim ,yabadrotimminhazakullakamaalii yabadrotim ,yabadrotimminhazakullakamaalii madzayu’a, madzayu’a madzayu’a, biruan ‘ulaakamaqaalii cheese keju milk susu wood kayu dust debu cheese keju milk susu wood kayu dust debu meat daging flour tepung salt garam maisarah maisarah.................................. internalization......................................... 166 dirt kotoran meat daging flour tepung salt garam dirt kotoran yabadrotim ,yabadrotimminhazakullakamaalii yabadrotim ,yabadrotimminhazakullakamaalii madzayu’a, madzayu’a madzayu’a, biruan ‘ulaakamaqaalii link mp3: https://drive.google.com/open?id=1s43hbe22zie p29zheuxukqvjyashacvd the song contains 18 uncountable nouns as well as their translation in bahasa indonesia. by using the song’s rhythm which the santrisfamiliar about, it enables them to memorize and study the material excitingly. the santriscan also keep reciting sholawat through this song which were existed in the middle and the end of the song. the last phase in the hannfin and peck model is assessment. the assessment in this research was conducted to some groups of santris. firstly the santriswere asked to give their opinions on the songs. in general their responses were positive. they said that they liked the songs because the songs made them enjoy learning english. secondly the santris were tested for their vocabulary mastery after memorizing the songs. as result, they showed great achievement (97% of the words in the songs could be remembered by the santris). they could remember as well as pronounce wellmost of the english vocabularies inserted in the songs. 4. conclusion from the explanation above, it can be clearly seen that learning english in pesantren should consider the characteristics of its learners.arabic is dominantly taught and learned in pesantren since the language has rooted deeply in pesantren’s culture as well as symbolized islam. teaching english in pesantren was not an easy job since english is less important to learn rather than arabic. teaching english in pesantren should be internalized by islamic values to be easily accepted by santri, one of them is through modifying sholawat songs. the modification of sholawat songs for teaching english in pesantrenwould be an alternative way for stimulating the students to learn internalization......................................... 167 english. it was because most of santris liked such kind of song and therefore would be more ready to accept such kind of song in learning process. the sholawat songs that can be modified for teaching english based on the santris’ needs were mawlayashol(for teaching irregular verbs), yarasulallahsalamun ’alaikand yabatrotim(for teaching uncountable nouns). the songs were chosen because most of the santris had already been familiar with them. based on the third phase of this research (product assessment), it is suggested that teachers working in islamic schools or pesantren use such kind of songs (sholawat songs) in teaching english vocabulary because most of the santrisshowed positive responses on the songs. moreover, the students seemed to be able to pronounce and remember more easily the words being presented in the songs. 5. references dimyati. (2009). belajar dan pembelajaran. jakarta: rineka cipta . eken, d. k. (1996). ideas for using songs in the english language classroom. english teaching forum, 34(1), 46-47. fanani, a. (2015). using english to enhance the elementary school students’sense of nationalism. educate, 9-19. maisarah, m. (2018). modifikasi lagu sholawat untuk pembelajaran bahasa inggris di pesantren. jurnal darussalam: jurnal pendidikan, komunikasi dan pemikiran hukum islam, 294-304. nunan, d. (2003). practical english language teaching (practical english language teaching series) (elt pelts): pelt text (practical english language teaching). london: mcgraw hill elt. poerwadarminta. (2007). kamus umum bahasa indonesia. jakarta: pn balai. saricoban, a., & metin, e. (2000). songs, verse and games for teaching grammar. the internet tesl journal, vi(10), 1-7. schoepp, k. (2001). reasons for using songs in the esl/efl classroom. the internet tesl journal, vii(2), 1-4. zamzami, m. (2015). nilai sufistik pembudayaan musik shalawat emprak pesantren kaliopak yogyakarta. marâji: jurnal ilmu keislaman, 2(1), 44-66. maisarah maisarah.................................. kurniati.... 108 peer tutor in lesson study kurniati 1) , fitri wulandari 2) 1 english education program, stkip muhammadiyah pringsewu lampung kurniati@stkipmpringsewu_lpg.ac.id 2 english education program, stkip muhammdiyah pringsewu lampung fitriwulandari@stkipmpringsewu-lpg.ac.id abstract this study aims to describe process implementation of peer tutor in lesson study especially writing class. this research is qualitative research conducted on even semester students of the english study program at stkip muhammadiyah pringsewu, lampung. the data collection technique uses questionnaires and documentation. data analysis uses interactive model which consists of collection, reduction, display, and conclusion drawing data. the result research was students feel learning process given organized and not only process but also the tasks were given structure. it helps students in understanding and reached the purpose of learning easily. keywords: peer tutor, lesson study, chapter design. 1. introduction to improve the effectiveness of achieving these learning goals, lecturers need to prepare a learning design (lesson design). in a learning design contained learning objectives (derived from competencies and indicators of achievement of competencies or from the formulation of learning outcomes courses (cpmk or sub cpmk), teaching materials and learning media, steps of learning activities (reflecting the use of learning methods and strategies), as well as techniques and instruments for evaluating learning processes and outcomes. based on preliminary research found the problem that supervision teams in campus did not do the supervision directly or schedule. it happened because many supervision teams are not interesting to do it. instead of it, the lecture who will perform or will be supervision felt not ready and less confident. some lectures felt that supervision only found the weakness of lectures and did not giving feedback for solving. this makes the background of researchers using lesson study and peer tutors to improve the jurnal smart , volume 5, no 2 (2019), page. 108118 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.937.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. mailto:kurniati@stkipmpringsewu_lpg.ac.id mailto:fitriwulandari@stkipmpringsewu-lpg.ac.id peer tutor... 109 professionalism of lecturers. lesson study and peer tutors have chosen in this research to solve the problem and help the lectures in designing planning, more creative in teaching and also can make the student got good learning experience. it relevant with the previous research by fujii (2014). he conducted the research an title “implementing japanese lesson study in foreign countries: misconception revealed.” on of the result of this previous research was in malawi the continuity of lesson study was not evident. in japan, teaching is a professional occupation with lifelong goals to be accomplished. this is the reason why lesson study is a purpose – oriented and continuing life-long practice. fujii (2014). based on this previous study it can be conclude that, lesson study has adopted by other country as activity in improving the learning process. the other previous study has been investigated by chamisijatin et al (2015). they suggested that the application of lesson study as a vehicle to increase the carrying capacity of learning science is scientific. in addition, by applying learning, teachers can prepare lesson plans that reflect a scientific approach, can observe the implementation of learning, and can find problems in applying learning lessons and alternative solutions. this is because teachers are actively involved in learning, both as teacher models and as observers. based on this previous study, it means that lesson study can increase carrying capacity of learning science because lesson study improved teacher activity in teaching science. in this study, researchers also applied peer tutoring in lesson study. peer tutors have also been studied by previous researchers. nurainai (2018) applies peer tutors to improve english language communication in high school students. this study examines student responses in learning english by applying peer tutors. and the result is that students' responses to the peer tutoring method are positive. it can be concluded that the implementation of peer tutors can improve students' active english communication. the researcher use peer tutor in implementing lesson study because lesson study activity needed others person/ colleges to create the good lesson learning. james (2015) conducted the research with the title “distant peer-tutoring of clinical skills, using tablets with instructional videos and skype: a pilot study in the uk and malaysia” the objectives of that research was to assess the feasibility and impact of using low-cost android tablets to deliver video tutorials and remote online peer-tutoring for clinical skills between two countries. and the result was peer kurniati.... 110 learners reported an increased confidence in clinical examination of 8.4 (±1.0) on a 10-point scale and all nine said they would recommend the scheme to their peers. both peer-tutors and peer-learners were able to establish a strong rapport over video, rating it as 8.4 (±0.6) and 8.4 (±0.9), respectively. peer-learners’ rated the sound and video quality of the tablet as 7.0 (±1.1) but were less satisfied with the screen resolution of the tablet, rating this as 4.0 (±1.5). in conclusion: this preliminary pilot study presents an innovative, low cost approach to international medical education with significant potential for future development. it means that peer tutoring can apply using high technology not only face to face. previous research described the benefits and advantages of doing lesson study and peer tutoring. the study tries to examine how peer tutors are applied in lesson study activities in english writing courses. this is based on the implementation of lesson study and peer tutoring activities in each learning planning and learning implementation on the stkip muhammadiyah pringsewu campus in each semester. in the development of the implementation of lesson study in various parts of the world including various projects to develop teacher professionalism in indonesia, lesson study was designed in three stages: plan do see sumar ( 2006) with the following scheme: lesson study activities begin with the plan stage (planning) which aims to design learning that can teach students. lesson study activities are student-centered so that planning is related to how students can participate actively in learning activities. planning is carried out collaboratively by involving lecturers, related parties to enrich ideas. the second step in lesson study is do (implementation of learning), namely the application of learning design on the designated campus that is carried out by the lecturer model agreed upon in the planning. the purpose of this peer tutor... 111 activity is to test the effectiveness of the solutions (models) that have been designed. the task of other lecturers in the team is as a learning observer. in observations it is also usual to involve other lecturers who will later be assigned as activity guides. usually before the lesson begins a briefing is given to the observer to inform the learning activities carried out by the teacher and remind ethics during learning for an observer. each observer must equip himself with an observation sheet which is usually prepared in advance so that there are similarities in the observed aspects. the focus of observation during the activity takes place aimed at the interaction of students, student-learning material, student-teacher, student-environment. the third step in lesson study activities is see (reflection). after completing do activities, all teams left the class and occupied the discussion room. discussion activities are guided by other lecturers or people appointed to discuss ongoing learning. the discussion procedure is to provide the first opportunity for the lecturer to convey his impressions in implementing learning. furthermore, the opportunity for observers to take turns conveying learned lessons (lessons learned) from the learning process, especially those related to student activities. if there are criticisms and suggestions given by the observer, it must be conveyed wisely for the purpose of improving learning. the core of this activity is to pick things that are useful for lecturers to be applied to their learning. the three steps of lesson study (plan-do-see) seem to be widely adopted in the development of educators professionalism in indonesia. from the lesson study steps above, it is clear that lesson study activities are very good activities to be developed in indonesia. in this research the researcher also implemented peer tutoring in teaching writing. steps for peer tutor method according to silberman (2006: 185), step in the tutor method peer is as follows: (1) divide students become subgroups. make sub groups with the appropriate amount with the topic to be taught; (2) give each group some information, concepts, skills to be taught to other students. topics given to students must be related; (3) instruct each group to draw up ways in presenting or teach their topics to other students. suggest them to avoid ways teaching lecture system or reading report encourage them to make it learning experience as an experience active for students; and (4) give that time sufficient to plan and prepare it (both inside and outside class). kurniati.... 112 from step peer tutoring above, the students can discuss with their friends and enjoy in sharing or communication each other especially in writing class the students can crosscheck draft of writing each other and the solution together. this research also implemented lesson study in writing class because the researcher felt that writing class need peer tutoring in finishing students writing. learning to write in a second language is one of the most challenging aspects of second language learning (richard, 2003). writing has been identified as one of the most important process skills in the world in the form of text and numerical data, because writing is seen as the result of the writer's instructions regarding grammatical and lexical knowledge. in addition, the development of writing is considered as a result of imitating and manipulating the models given by the teacher. for many people who adopt this view, writing is seen as an extension of grammar a means of strengthening language patterns through habit formation and testing the ability of students to produce well-formed sentences. for others, writing is a complex structure that can only be learned by developing the ability to mimic lexical and grammatical abilities (richard, 2003: 3). the definition of writing ability can be formed depending on teachers' own experience as teachers and philosophy of writing, taken into consideration characteristics of learners and aims of pedagogy in a given context. it may also be formed according to pedagogical approaches to the teaching of writing which each teacher adopts. (yi, 2009). it means that writing ability can be formed depending teacher own experience, that ways the researcher tried to make implement tutor peer tutor in teaching writing through lesson study. 2. research method this research was a qualitative research. data were presented by descriptive analysis in context of peer tutoring through the lesson study in writing class. this study was conducted by the academic year in 20192020 in the study english muhammadiyah stkip lampung pringsewu located on jl the kh.gholib number 112, pringsewu. subject research are students in forth semester of english department stkip muhammadiyah pringsewu in the academic year 2019 -2020. to achieve the objectives of this study, data were collected by using several techniques, namely (1). an open questionnaire containing questions about implementation of peer peer tutor... 113 tutor in lesson study. the questionnaire was given to lecture as a model in lesson study, other lecture as observer in lesson study and also for the students of stkip muhammadiyah pringsewu lampung. sugiyono (2012.337-338 ) said that data analysis in the qualitative study, done at the time when data collection held, and after the data collecting in a particular period .at the time interview, researchers have an analysis of the answers were interviewed. if the answer who were interviewed after analyzed felt not satisfactory , then the researcher will continue again until a certain stage to obtained the data considered credible .in addition, activity in data analysis qualitative done interactive and place in a continuous until be completed, so that the data is saturated. steps data analysis to be demonstrated in this next picture: in the long term the , interactive models such as linking banks in the analysis of data can be a family which is shown the steps according to miles ( 2009: 16-21 ) , i e as follow: 1. the data reduction ( the reduction of the data ) as a the process of select ion , centralization of, attention, an improved formula, abstract, and transformation the data from the rough that arises from notes the field, so that the data was some kind of idea of the more visible about the outcome of observation, the objective of the interview, and documentation. 2. data display ( presentation of data), that is the collective information are composed give the possibility of the withdrawal of the conclusions and immediate action. presentation of data in the qualitative study is in the form of overview, the diagram to the left, table, a graph, pictogram, and the like. by presenting of that data, so unorganized data so that will be more easily understood. 3. conclusion drawing or verification, the researchers make inferences based on the data have been processed by the reduction of and display data. the conclusion put forward by temporary and will change if there no evidence the strong support at the data collection next. but when the conclusion put forward by the initial stages supported by evidence are valid and consistent when researchers back into the field to gather data and conclusions that are on offer is a conclusion that credible. kurniati.... 114 3. finding and discussion activities lesson study conducted in accordance with the lesson of the study by summar ( 2006 ). lesson that the study was carried out in 3 stages , plan do and see. implemented in every stage 3 meeting of open class i, ii and iii this research is held each meeting according to schedule. a. planning a. (plan) team lesson study researcher, kurniati as an observer, 1 lecturer fitri wulandari as lecture model, 1 lecture from the same program study seftika. the team now planning of learning courses writing together and followed the equal’s system collaborator and doing tutor peer activities. the team giving each other information and collaborated in designing learning writing. on each planning in designing chapter design 13, of instruction designed differently from open class planning i, ii and iii. table 1 draft chapter design open class i, ii and iii. open class i open class ii open class iii pre activity: lecturers provide video brainstorm in learning lecturers provide the opportunity to students to see other sources lecturers used the results of work students as the teaching material through what’s up group while activity: make group make an outline of expository text. determine 1 tutor each group and reviewed other groups draft of and expository text and presenting it. monitor each group and replace 1 tutor who have not collaborated in a group starting editing process with tutor and group members. post activity: giving assessment directly giving a task to review other group work out the class giving individual assignment by sharing the data via what’s up to edit based on the procedure in writing expository text. from the table above, the different design chapters in each chapter design that occur in the open class 2 and 3 are adjusted to the results of observation and reflection. this shows that observing and reflecting is very closely related to the design of the next open class design chapter. related to this also that colleagues are very needed in the planning of making chapter design in lesson study activities. colleagues in addition to their role in planning also act as observers and jointly reflect learning activities. therefore, the involvement of colleagues / peer tutors in joint planning and the activities of the study lesson is very effectively carried out in lectures. because learning planning is made based on the condition of students in the peer tutor... 115 class directly, so that the efforts of lecturers in making student learning can realize true learning experiences and the achievement of learning objectives well. b. implementation (do) the first open class was held on april 30, 2019 at 10.00-11.40, in room 8 of the language building. learning begins with the provision of motivation by the model lecturer as a way to cultivate a positive attitude. then the lecturer gives a brainstorm by playing a learning video that brings students to the topic that will be delivered namely about the procedure of writing expository texts. at this first meeting more focused on the ability to create an expository text outline. from the results of the implementation of the open class i, ii, there were 5 students who were not focused on learning during class because there were those who focused on their gadgets and some who were unable to collaborate with their groups. however, in the open class iii meeting all students can experience learning. this can be seen from the results of observation and reflection at the end of each open class. the lesson study team that designed the chapter design was adjusted to the conditions of the students. so that in every chapter design, there are lecturers' efforts in providing learning experiences for their students. in other words, good learning planning and done together and adapted to the conditions of students is very effective in implementing good learning activities. c. reflection (see) observations were made by 2 observers from the beginning to the end of learning. observation activities are guided with observation sheets and are more directed at student responses and activities in class. reflection was conducted after implemented open class cycles 1, 2 and 3. the first cycle planning chapter design carried out on april 26, 2019. and do the first open class and reflection on april 30, 2019. from the above observation results, the model lecturer can carry out learning in accordance with the design chapter that has been jointly designed. students can take part in learning with and experience the learning process. planning or making chapter design carried out on may 14, 2019. and do the second open class and reflection on may 15, 2019 and the result n the 2nd cycle of reflection, the lecturer feels the difference in teaching after following the structured steps in the design chapter that has been designed together. and lecturers also feel that it is very difficult to detect students who are not learning if without the help of an observer. kurniati.... 116 observer 1 and 2 find the same students in the first open class who lack focus in learning because of the gadget. so the observer gives suggestions for the next meeting to better monitor the use of the wrong gadget on students. in addition, the observer gave a suggestion that for the same students who were found unable to work in groups, for the next meeting the students were given separate tasks so that they could focus on experiencing the learning process with their groups. from the results of the second open class observations, there are several important notes that were found, namely: 1) finding 1 group that must be changed by the tutor because in the group the selected tutor has the same understanding ability as the other members. planning chapter design carried out on april 26, 2019 for the third cycle. from the results of the 3rd open class observations, students can already work together with their groups with the guidance and assistance of their peer tutors. the focus of students who became attention in the first and second open classes have shown good results. the student is used to putting himself in and doing his work in the group well to know the result of implementation peer tutor in lesson study also got the data from teacher model. from the questionnaire was given to lecture model it can be seen that lecture model was happy and enthusiastic in designing or make chapter design with a peer tutor in lesson study activity. lecture model has gotten lots of benefits in implementing peer tutor. such as learning process organized, and exploited critical idea. can stringed was model so tutor age in the good idea can adopt from lesson study activities were lecture model was feels assisted in digging was, from and get many of other information and listening in making chapter design the next meeting because chapter design organize from the observation and reflection result. the result of questionnaire an observer 2 the other lecture as observer feel excited because have the opportunity to give the evaluation and suggestions in making the next chapter design. and the observer to 2 also felt the benefits of the implementation of a tutor peer was planned in designing of chapter design to implement reflection with a maximum of learning that eases in designing next chapter design. the other benefits are collaborated with the team in anticipation the evidence that can happen during the lesson study. peer tutor... 117 the data result from students can be explained in the following: the first questionnaire result that college students felt that writing was interesting, and amazing. this was said by an students because they felt that learning process has given structurally. the next questionnaire result of it can be seen that any formal lecturer in making student learn by (1) make group in class and apply a peers tutoring (2). give a writing assignment structurally (3). give additional tasks for who do not understand the material. the next questionnaire result that the students can produce the final wring of expository text. it is relevant to previous study doing by nuraini (2008) who stated that student response to peer tutor method is positive. based on student learning outcomes, teacher observation to manage learning, observation of student activity following learning activity and student response. in current research, it shows clearly that the students doing work together with group and also tutor in a group can help the students finished the final writing of expository text. 4. conclusion the results of research to solve the problems of this research concluded: a. after implementing peer tutor in lesson study activities the lecturer model, and other lecturer as observers feel happy and enthusiastic in applying the peer tutor in the lesson study especially when compiling the chapter design i, ii and iii. lecture model and other lecture as observer got benefited in implementing peer tutor in the lesson study activities. i) can make the process of learning to be organized, and can be exploiting an critical idea which can be poured in making the chapter design and the learning process. ii) in planning of chapter design which is able to conduct a reflection of learning maximize to makes it easy in designing next chapter design. iii) other benefit were it rise collaborative in group in anticipate out of condition in learning process. b. the influence the peer tutor in lesson study activities were students feel the learning process given organized and not only process but also the tasks were given structured to help students in understand and reached the purpose of learning easily. kurniati.... 118 5. references chamisijatin, l, and siti zaenab, sukarsono. (2015). implementasi lesson study untuk meningkatkan pelaksanaan pendekatan scientific guru ipa smp muhammadiyah 6 kab. malang. jurnal inovasi pembelajaran. jinop. vol. i no. 1 hal. 47-60. fujii t (2014). implementing japan lesson study in foreign countries 4-1-1 nukuikita, koganei, tokyo, 184-8501 yi, jyi-yeon. (2009). defining writing ability for classroom writing assessment in high schools. journal of pan-pacific association of applied linguistics, vol vol. 13, no.1, p 53-69. james o’donovan. & mahiben maruthappu. (2015) distant peer-tutoring of clinical skills, using tablets with instructional videos and skype: a pilot study in the uk and malaysia, medical teacher, 37(5), p 463-469. miles, mattew b dan a. michael huberman. 2009. analisis data kualitatif, buku sumber tentang metode-metode baru. jakarta: ui press. nuraini, (2018). implementasi tutor sebaya dalam meningkatkan komunikasi aktif dalam bahasa inggris siswa kelas x sma negri 1syamtalira aron. jurnal media inovasi edukasi. vol. 04, no. 12. richard, j. c. (2003). second language writing. new york: cambridge universit y press. silberman, melvin l. (2006).“active learning: 101 cara belajar siswa aktif “. bandung: penerbit nusamedia. sugiono. (2012). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. sumar hendayana., et al. (2006). lesson study suatu strategi untuk meningkatkan keprofesionalan pendidik (pengalaman imstepjica). bandung: upi press. abstract 1. introduction to improve the effectiveness of achieving these learning goals, lecturers need to prepare a learning design (lesson design). in a learning design contained learning objectives (derived from competencies and indicators of achievement of competencies o... 2. research method (journal of english language teaching and applied linguistics) volume 8, no. 2, august 2022 page. 103-115 p-issn: 2356-2048 e-issn: 2356-203x 103 why do speakers use hesitation when producing the english language? siswoyo university of muhammadiyah pringsewu email correspondence: siswoyo@umpri.ac.id abstract it is often found that the speakers hesitate when they are speaking. this article is to investigate the speakers’ hesitation when they produce the english language. the investigations were: (1) forms of hesitation, (2) factors affecting hesitation, (3) implication of having hesitation in using english language. the current research used qualitative perspective in investigating the hesitation. the respondents were 23 students who experienced hesitation in producing english language. the results of the research revealed that they used (1) un-lexicalized filler, (2) repetition, (3) no sound before finding the intended words from the mental lexicon. hesitation is due to limited vocabulary and the speakers’ psychological factors. keywords: hesitation, language production, english language, mental lexicon introduction hesitation for language users is avoidable. the language users stop the utterances in the middle of their speaking and conversation. they cannot continue their communication when expressing their willingness from their mind. this hesitation happens when they produce a particular language. moreover, foreign language speakers use it as a means of communication. on this occasion, they use hesitation before finding specific words in the target language. they need more time to find the intended words. this hesitation involves repeating the same words, lexical pauses, un-lexical pauses, and body movement. the use of “what do you call this”, “ee”, “before before”, and “amm amm” are indicators of having hesitation when producing a certain language. hesitation often happens for english language learners who are asked to speak english. it is known that english is regarded as a foreign language in indonesia. therefore, having hesitation in producing speech, especially in english, is natural. mailto:siswoyo@umpri.ac.id why do speakers... 104 researchers have conducted research concerning hesitation in producing a particular language. researchers see that having hesitation during language production is not always problem. it can be as an indicator of the process of finding the target word. it means that searching for the target utterances is still in the middle of the process (merlo & barbosa, 2010). the speakers still have not found what they want to express in their minds. it needs more time to retrieve the intended utterances from the speakers’ mental lexicon. this hesitation is also to inform the interlocutors implicitly that the speakers are still in the process of continuing the conversation (clark & tree, 2002). consequently, the listeners should not leave the speakers during the use of hesitation. the research connected to hesitation also talks about the position of hesitation itself. hesitation can be in the front, middle, and final of utterances (boonsuk et al., 2019). the current research is to investigate hesitation from the point of view of (1) forms of hesitation, (2) factors affecting hesitation, and (3) implications of hesitation in using english language. this article departs from the argument that learning and using english language does not always make the language learners and speakers proud of english. it can create new issue during the teaching and learning process. the issue requires consideration from the language planners, language teachers, and language learners. research method the study of experiences with hesitation during english language production employs a qualitative approach, with data collected from students’ interviews. sources were collected randomly, based on the research theme: students' hesitation during english language production, including their use of hesitation, factors affecting hesitation, and implications of having hesitation in the brain during english language production. stories were also selected to highlight the direct experiences of students and cases that reflected their language hesitation. data collected from these observations were subsequently verified through consultations with students. participants were limited to the university students of english language study program who, despite limited prior experience with english mastery, had language conflict in the brain when asked to speak english. although some siswoyo... 105 participants had language conflict in the brain, and their english ability remained limited, they were required to use these skills to communicate with their friends in islamic boarding schools. ninety-three students were used for in-depth interviews. english language study program university students were chosen purposefully. students were selected based on their language conflict in the brain situation, which correlates with students' familiarity with english. students were selected from different levels the students of muhammadiyah university of pringsewu: semester 2 students, semester 4 students (illustrating the case of java), and semester 6 students. during the data collection process, interview questions were formulated per interview guidelines. questions used an open-ended design and sought to collect data on three elements. first, students' hesitation forms, a crucial factor in their involvement in communication. second, students' hesitation factors, which shows students' diverse abilities to access the mental lexicon. third, implications of hesitation to the use of english in communication. the research was conducted in 20th, july 2022 when they have finished their lecturing. participants were interviewed with permission and consent and asked using open and close question. students were interviewed online, using google meet and whatsapp. data collected were analyzed through three stages: restatement, description, and interpretation. the restatement was conducted with reference to interviews with students and used to obtain their perspectives. description, meanwhile, was conducted to identify patterns and tendencies in the data, including students' language conflict with english language production. interpretation, finally, was used to understand the individual, social, and institutional context of students' language conflict. this analysis enabled the researchers to draw conclusions through inference. results and discussion producing english as the foreign language for communication makes its speakers experience hesitation before finding the english words and grammar. it can be seen from the distribution result of questionnaire given to the students as the speakers who study why do speakers... 106 english language. the result of the questionnaire showed that the students experience hesitation when producing english language. it can be seen in the following figure (1). chart 1: speakers’ experience in having hesitation figure (1) above reveals that the students were asked to select the options related to their experiences in having hesitation during english speaking. the options answers are (a) ever, (b) often (c) sometimes, and (d) never. from the chart (1), it can be said most of the respondents experience hesitation during their english production. this research explores (1) the types of hesitation experienced by the speakers, (2) it is also to map the factors that cause hesitation and (3) to investigate the implication of hesitation towards the use of english language in their communication. forms of hesitation the speakers have various hesitation forms when producing the english language in spoken language. at this form, the students were asked to mention what types of hesitation experienced by the students when producing the english language. from the questionnaire distributed, the speakers expressed their hesitation forms by selecting the options available on the questionnaire. there were certain choices and open choices that the students could fill freely based on their own experiences during the english language production. the close options which were given to the students were: (a) unlexicalized fillers such as “e-e-e-e, e-e-em”, (b) repeating the previous words, (c) asking the questions such as “what do you call this?” and “what is it?”, and (d) silent pauses. siswoyo... 107 from the questionnaire given to the students, it can be got the answers that students used unlexicalized hesitation like “e-e-e-e, e-e-em” before finding the english words and english grammars. they also repeated the previous words before finding the intended english words and grammar. besides, the students kept silent without filling sounds before finding the target english words. the students also have another form that is not mention on the provided options. it can be seen in the chart (2) as follows. chart 2: forms of hesitation experienced by the students based on the chart (2) above, it can be revealed that some students used option “ee-e-e, e-e-em” when they found obstacles in finding the target english words. from the total respondents, 60.7 % used this “e-e-e-e, e-e-em” in handling the gap knowledge in selecting english words. the respondents chose to repeat the previous english words before reaching the intended english word from their mental lexicon or their brain. the total number of the speakers who used the repetition form is about 14.3 %. while, the speakers who kept silent without any sounds from their mouth were 21.4 %. the respondents used hesitation when producing the language is due to the gap between what the speakers think in mind and what best words they should say (warren, 2013). the speakers used unlexicalized fillers, repetition and silent pauses when they could not find the unintended words. this finding supports the research conducted by (afriyanti & andini, 2020; fatimah et al., 2017; fitriati et al., 2021; pamolango, 2015). the use of words repetition is different from unlexicalized fillers (fraundorf & watson, 2014). the use of hesitation is to show the listeners that the speakers were still in the why do speakers... 108 process of retrieving the words and structure from the mental lexicon (rahmatian et al., 2014; zulhemindra et al., 2022). they were still thinking the loss words and the unidentified words. speakers also use hesitation to tell that the speakers are in the middle of thinking. this is also in line with the result of the research conducted by (stevani et al., 2018). this hesitation is also due to the language competition between their first language and their second language before finding the intended words in the target language (marian & spivey, 2003). hesitation will appear more often when they communicate in their foreign language. factors affecting hesitation hesitation during spoken language can happen due to the following factors. based on the questionnaire, the students, as the respondents, experience hesitation because of the following situations. the question that was given to the respondents was “what are the factors that affect hesitation during english language production?”. the respondents freely answer the questions. the available options answers of the questionnaire are (a) forgetting of the english words and grammar, (b) anxiety/doubt, (c) afraid of being mistake, (d) lack of english vocabulary and grammar mastery. the respondents did not add optional answer though they were given slot to choose their personal choice. the factors affecting hesitation can be seen in the figure (3) that follows. chart 3: the factors of hesitation experienced by the students to forget is human. english in indonesia is regarded as the foreign language (rini, 2014). the indonesian people do not use english as the daily means of communication. siswoyo... 109 for their daily communication with other indonesian people, they have their tribal and national language. generally, the tribal language is used for communication with their family. they use national language when they have ceremonial activities and in public services like in the offices and other public services (kirkpatrick & liddicoat, 2017). therefore, they only use english for certain places and purposes such as at school and other english area (widodo, 2014). vocabularies or words which are not regularly used will make the language users hard to retrieve. to make the vocabulary retrieval easy, the language users have to repeat and practice vocabulary more and more (nakata, 2016). they can watch the english tv program to recall the vocabularies (peters & webb, 2018). it is also to avoid being forgetful from the vocabularies. although the speakers have more vocabularies, it will be hard to speak english if they do not use those vocabularies in conversation. psychological factors determine the performance of speaking fluency. although the speakers have high competence in speaking material, they will have hesitation with the psychological factors. these factors are fear of making mistakes, feeling hesitation, lack of confidence. the results of the current research support the research conducted by (ariyanti, 2016; haidara, 2016; jon et al., 2022; patanduk, 2019). lack of vocabulary mastery vocabulary mastery is very crucial to be able to communicate with other people. it supports hasan’s study that lack of vocabulary has effect towards the language skills such as reading, listening, speaking and writing (hasan, 2016) without having enough vocabulary, the communication will be nothing (min, 2013). vocabulary is like the petroleum for the machine. machine cannot work without the presence of petroleum. it is the same as communication. communication cannot run well without having enough vocabulary mastery (khan et al., 2019). the speakers have to learn more vocabulary if they want to communicate with other people e. one of the vocabulary mastery practice is to practice it in communication. practicing makes perfect. language is to practice and it is not enough by memorizing vocabularies without being practiced. the speakers have to add more vocabularies if they want to communicate. it is better for the speakers to add vocabulary in a context. they can add vocabularies by memorizing new vocabularies every day. the speakers can list some vocabularies every why do speakers... 110 day. then, they have to memorize those vocabularies in a context. memorizing vocabularies in isolation from the context is dangerous. the speakers will lose the use of the vocabularies in their appropriate use. besides, the speakers can read the english written text such as english magazines (suliyono, 2022), english newspaper (siahaan, 2022), english songs (hermida, 2019; kurnia, 2017). they can also listen to the english news broadcasted on the television. adding vocabularies can be done by various techniques based on the speakers’ willingness (patahuddin et al., 2017). implications of hesitation towards the use of english language having hesitation makes the speakers felt various responses. they felt that the presence of hesitation during speaking english caused them do some actions. the respondents can answer based on their own experience. the question is “what is the implication of having hesitation during english language production in spoken form?” there were given four close option completed with free option to express. the options are (a) trying to practice english more. (b) easy going to the hesitation. (c) avoiding the use of english language. (d) using gestures in english communication instead. the respondents only selected the provided options on the questioner without giving other own expression. from the results of the questionnaire, it can be found that the respondents tried to use english in communication around 77 %. the respondents who chose the easy-going behavior were about 5.6%. besides, the respondents who avoided the english conversation were around 11.1. while, those who used gesture and movement before finding the target english words were 5.6%. siswoyo... 111 chart 4: the impacts of hesitation experienced by the students hesitation has impact toward the use of english in communication. the presence of hesitation in producing english language make the students tried to practice english more. language learning success needs high motivation. it is high motivation from the students to enrich their english in communication. motivation is one of the important factors in language learning (al-tamimi & shuib, 2009; dörnyei, 1994; jianfeng et al., 2018; lamb, 2017; saleh & majeed, 2021; zareian & jodaei, 2015). it is known that there are two kinds of motivation. they are intrinsic and extrinsic motivation. intrinsic motivation is the motivation that comes from inside. while, the extrinsic motivation is the motivation that comes from outside (ng & ng, 2015). intrinsic motivation makes the students have high effort and struggle to reach what they dream. they will do everything to achieve their goal. they encourage themselves to become better performance. motivation and hard struggle are the key to be a successful english language learners (chengchiang chen & kent, 2020). the implication of hesitation also leads the students to avoid using english communication. they feel unconfident to communicate in english language. they have burden to communicate in english language. they chose to keep silent when there is english speech and conversation. speaking in english language makes them hard to understand. the english pronunciations are not the same as their spelling. their pronunciations are not always the same though they have the same phonemes. this is one of the hard problems in understanding and speaking english language. conclusion there were various responses towards hesitation phenomena effects in speaking. some students felt that they have to encourage themselves to study more but some of them were not confident to use english in communication. they kept silent and avoid english conversation with their environment. this factor is due to the limitation of the vocabulary mastery. they were afraid of being laughed by their friends. the current research is directed to the students who have hesitation in producing the english language. the further researcher should conduct the research with the more various participants. why do speakers... 112 references afriyanti, r., & andini, d. s. 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(2022). investigating filled pauses found in english students ’ conversation. ahmad dahlan journal of english studies, 9(1), 14–26. sa’duulloh..... 81 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. providing explicit strategy instruction to enhance students’ reading comprehension at english for islamic studies class 1sa’dulloh muzammil & 2suhono 1institut agama islam negeri pontianak 2insitut agama islam ma’arif nu metro lampung odwianna@gmail.com abstract the aim of research is to identify the effects and advantages of providing explicit strategy instruction to enhance students’ reading comprehension at english for islamic studies class of iain pontianak. this was a classroom action research, and its data were collected through reading comprehension test, observation, interview, and document review. then, the data were analysed though interactive model data analysis. the results showed that, after providing explicit instruction of comprehension strategy, students’ reading comprehension improved for they became more strategic and more metacognitive when reading after being introduced with reading comprehension strategy explicitly. . key words: explicit strategy instruction, students reading comprehension. 1. introduction the main goal of reading is to comprehend reading material, and to be good reader one should have good comprehension of what being read. according to snow (2002) comprehension is process of constructing and extracting meaning simultaneously through engagement and interaction with written language. meanwhile, in academic context, the role of reading is very essential for most of learning activities involve it, and lecturer or teacher has responsibility to help students comprehend texts or passages they read. to check students’ comprehension, lecturer or teacher may purpose questions. if students can answer the questions, it implies that they have already understood what they read, but if they cannot answer them, it means that they have difficulty in comprehending reading material. such problem may be caused by their unfamiliarity jurnal smart , volume 5, no 2 (2019), page. 8193 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.900.203x mailto:odwianna@gmail.com providing explicit strategy..... 82 with reading strategy. this can happens since lecturer does not introduce the strategy when teaching reading. he/she only tell students to read and then ask them to answer questions. whereas, teaching reading is intended to enable students comprehend reading texts by telling and showing them how to utilize reading strategy as what nunan (2003), says “monitoring comprehension is essential in to successful reading, since in many reading instruction programs, more emphasize and time may be placed on testing reading comprehension than on teaching readers how to comprehend reading materials and make use of their cognitive and metacognitive skills”. similar problem also occurs in english for islamic studies class in which most of its activity is reading text discussing islamic topics such as ‘marriage in islam’, ‘five ways to deal with the dilemma of riba’, ‘the face of islam nusantara’, and so forth. according to some students, during classroom reading activity they were told to read a passage and then answer questions without knowing what strategy to do so. the following table shows that students have some difficulties to deal with reading comprehension questions: table i. the percentage of students’ correct answer in preliminary research to overcome the problems, the lecturer needs to introduce reading comprehension strategy such as strategy to find main idea, understand explicit message, and make inference to acknowledge implicit information. in other words, students require explicit strategy instruction to comprehend reading passage (gough &hillinger, 1980; wren, 2002).besides, according to raphael (2014) “when students have difficulty answering questions, we often assume it is because they have not read carefully. however, it may actually be that they need to be taught how to analyze a question in order to find the correct answers”. in addition, findings of several researches show that explicit strategy element the percentage of students’ correct answer preliminary research finding explicit information 18 students (50 %) making inference 12 students (35 %) finding main idea 16 students (45 %) understanding communicative function 14 students (40 %) making prediction 11 students (30 %) sa’duulloh..... 83 instruction brings about positive effect on students’ reading comprehension (romansyah, 2013;hirade, 2016; iwai, 2016;al khaiyali, 2017). next, related to reading comprehension, deboer and dallman (1966), state that reading is an activitythat involves comprehension and interpretation of idea shown by written or printed language. simanjuntak (1988) affirms that reading is cognitive process in which brain does most of works when reading, and this incredible human’s device almost simultaneously takes information provided by eyes and then connects it with already known information related to subject in order to construct complete meaning of a text. further, according to haris and sipay (1980), reading is complex process in which acknowledgement and comprehension of written symbols are influenced by reader’s perceptual and decoding ability, experience, language background, way of thinking, reasoning skill to anticipate meaning based on what he/she has read. hence, it can be assumed that reading is perceptual process in which reader sees and interacts with text to understand, interpret, anddecode written symbols in the text. to do so reader should have good comprehension. meanwhile, hornby (1995) defines comprehension as strong activity of mind tounderstand, while reading comprehension is ability to comprehend what is read by involving reader’ experiences and knowledge. comprehension is the ultimate purpose of reading, and variation in comprehension is most probably originated from various background knowledge brought when reading (urgurhart& weir, 1998). nunan (1992) considers comprehension as active process to construct meaning of mental representation. it suggests that comprehension skill of students is different according to their knowledge, information, and experience. deboer and dallmann (1966) affirm that background experience, interest, and authentic intelligence play important role in determining high comprehension, and how much can be understood and missed by reader. it suggests that reading comprehension is ability to understand reading material by involving reader’s experience brought to texts that causes variation in comprehension, and it can be assumed that, based on the theories above, reading comprehension is complex process of interaction with texts to construct interpretation using prior knowledge. comprehension can be improved if prior knowledge is activated providing explicit strategy..... 82 through formulating purpose, questioning, making prediction, introducing structure of texts, and so on. then, to support comprehension, reading should have good reading comprehension skill such as ability to find main topic and idea, understand explicit meaning, interpret implicit information, and make prediction. strategic reading english in indonesia is the first foreign language. so, mastering english as a foreign language is not as simple as learning english as a national language. the teachers and the students must understand the strategy that will be used in english teaching and learning process since this can aid students understand english material well (sari & suhono, 2017). for instance strategy on reading comprehension. grabe and stoller (2001) mention the ultimate goal of teaching academic reading is development of strategic reading, and is not disconnected instruction of reading strategies. strategic reader knows the purpose of reading activity, possesses set of good practical reading strategies and implements them in efficient combination, monitors exact comprehension, and recognizes miscomprehension along with its effective solution. strategic reading uses wide strategic repertoire in combination instead of in isolated application. the following strategies are often used by strategic reader: a) previewing a passage b) making prediction/probability of next event will happen in the passage c) making summary or conclusion d) learning new vocabularies through analysis of affixes and word stems e) utilizing context to retain comprehension f) recognizing organization of the passage g) proposing questions about the passage h) clarifying meaning of the passage i) fixing miscommunication the development of strategic reading requires commitment of strategic instruction. introduction of reading strategy, its practice and usage must become part of every learning activity. it is easy to say about reading strategy if every class involves reading activity, focuses on text comprehension, and includes discussion about text and how it is comprehended. eventually, the goal of strategic reading is to develop a) routine sa’duulloh..... 85 strategywhich automatically works to solve general problems of reading comprehension and b) set of problem solver strategy that can be utilized when routine strategy does not work properly. general frame of reading strategy instruction mentioned by duke and pearson (2002) is as follows: a) choosing text that meets students’ reading task b) choosing or determining strategy that is relevant to comprehension of the text c) giving explicit instruction by telling students the strategy being used and its function d) modelling the strategyso that students can learn how, when, and where to make use of the strategy to comprehend the text. e) supporting students by cooperating with them in order that they can understand how to apply the strategy by themselves; involving them in discussion about how they implement the strategy; and providing feedback to them. f) asking students to implement strategy in next lesson or in next passage. (be ready to provide guided practice and extra modelling). the aim of reading strategy instruction is to make students become strategic readers according to their development. the strategy should be introduced gradually, and should be discussed, explained and modelled. as retention,it can be reintroduced regularly through discussion, wall chart, students’ explanation and students’ modelling. in other words the strategy must be taught explicitly in order that students are able to become independent skilful reader as irvin’s opinion in flood, et al. (2006), “the purpose of explicit strategy instruction is to facilitate independent learning. in order to become active, self-directed readers, students must have knowledge of themselves as readers, be cognizant of the strategies they use when deciphering texts, and select appropriate reading strategies and monitor the effectiveness of those strategies.”. moreover, according to the research finding of taylor, stevens & asher (2006), students who followed explicit reading strategy training (erst) comprehended second language texts better than those who did not. likewise, aghaie & zhang (2012) providing explicit strategy..... 82 conducted a research which proved that students’ reading comprehension and reading strategy transfer who were taught using explicit instruction were better than those of control class who did not get the same treatment. moreover, other researches also showed that explicit reading strategy instruction has positive effect on students’ reading comprehension and metacognitive awareness (ahmadi, ismail & abdullah, 2013; brevik, 2014; tavakoli, 2014; meniado, 2016) therefore, the aim of this research was to identify the effects and advantages of providing explicit strategy instruction to enhance students’ reading comprehension at english for islamic studies class since the students often have difficulties when answering reading comprehension questions which may happen because they did not know what to do when dealing with reading comprehension questions, so that they needed to be taught strategies to answer the questions. in other word, lecturer should explicitly expose them to comprehension strategy such as identifying main idea, understanding explicit meaning, drawing conclusion, making prediction, and forming judgment. 2. research method in order to assist students solve their reading comprehension problems, the lecturer conduncted a classroom action research on teaching reading strategy explicitly to enhance students’ reading comprehension score at department of akhwal syakhsiyyah, iain pontianak. this classroom action research involved two sorts of data: quantitative data and qualitative data. the quantitative data were gained from test: preand post-test, while qualitative data were collected from observation and interview which are explained as follows: the test was conducted to acknowledge the improvement of students’ reading comprehension. the test was administered before implementing the research (pre-test), and was also done after the treatment in cycle 1 and 2 (post-test); observation was carried out to monitor and observe students activities and the effect of the action by means of observation sheet; and interview aimed to gain information about students’ activities, teaching method and problem faced by both students and lecture during instructional process especially related to reading comprehension activity. the form of the interview was open ended interview. meanwhile the qualitative data were sa’duulloh..... 87 analysed through interactive model data analysis proposed by miles &huberman (1984), consisting of “data reduction, data display, and data verification”. 3. finding and discussion this classroom action research on teaching reading strategy explicitly to enhance students’ reading comprehension involvestwo cylces. each cylce consisted of five meeting, while the teaching reading covered: 1) lecturer’s modeling the strategy, 2) students’ working in group, and 3) lecturer’s supporting student practice. lecturer’s modeling the stategy was aimed to help students learn how, when, and where to use the reading stategy. next, grouping the students was done considering the reading comprehension involves higher-level questions. according to aebersold& field (1997)“higher-level questions can be frustrating for some students. lecturers should plan their use carefully. students benefit greatly from the thoughts, experience, and knowledge of their classmates, and small group discussions of higher-level questions may be last threatening and most helpful way to introduce this level of work”. meanwhile, supporting student paractice was through lecturer’s cooperating with students and helping them figure out when and how to use the strategy by themselves. enggaging them in discussion about how they should applythe reading strategy and if necessary, lecturer should provide corrective feedback. further, the lecturer observes students’ activity during reading instructional process in order to know the effects of teaching reading strategy explicitly to enhance students’ reading comprehension and find out its strong and weak points. he also interviewedseveral students in the end of each meeting. then, to evaluate students’ comprehension and to find out the effect of the treatment, he purposed some questions. table 2.the improvement percentage of students’ correct answer of reading comprehension questions in cycle 1 element the percentage of students’ correct answer preliminary research cycle 1 finding explicit information 18 students (50 %) 25 students (72 %) making inference 12 students (35 %) 18 students (50 %) providing explicit strategy..... 82 finding main idea 16 students (45 %) 23 students (70 %) understanding communicative function 14 students (40 %) 19 students (55 %) making prediction 11 students (30 %) 18 students (50 %) according to the findings in the first cycle, the lecturer examined the strong and weak points as reflection of the treatment. the weak points were useful to make recommendation to plan next cycle. the strong points of the treatment in the first cycle were the students felt that the lecturer’s providing the steps, such as key words when identifying explicit information was helpful.besides, they were more interested and motivated to read especially when the lecturer, in pre-reading, proposed a question e.g. “what you do already know according to the title?” this question was intended to activate students’ schemata. and the following question: “what might the text be about?” also encouraged the students to read the passage as they were curious whether or not their prediction of the next event or information was correct. then, when students had difficulty in answering such questions, the lecturer told them that the answer was in their minds and it might be different from one student to another. meanwhile, the weak pointsof the reading comprehension instruction in cycle one was 50 % of students had difficulty when dealing with question of making inference/implicit information. it might because they had difficulty to make simple summary, so they required more training and explanation. hence, they needed more explaining and guiding to prosper when dealing with such questions. the condition got worse, especially when,in the instructional process, the students worked in group of 6-7. this made some students did not participate actively. referring to the weak points found in the first cycle, the lecturer considered that the students need reintroducingthe strategy of making inference to deal with questions of implicit information. then, to make the students more participate actively and more easily to control, the number of students in group needed to be reduced into 3 to 4 students. vermette (1998) affirms that “a group larger than four is problematic because members tend to play a reduced role and it is difficult to account for everyone’s opinion during discussion”. he further suggests that “an ideal team size should be in the range of three to four as each group can have a balance of interests, personalities, strengths sa’duulloh..... 89 and talents for sparking creativity”. moreover, abrami, et al. (1995) asserted that “the larger the group, the more complex communication becomes, and the more difficult it is to promote equal participation, interpersonal skill development, and, possibly, learning”. besides, in cycle 2, for example, in one of classroom reading activities, the lecturer remodelled reading strategies before classroom reading activity, and he told students to notice his explanation. then, in pre-reading, lecturer questioned students about topic or title of reading passage that students would read that day. then, lecturer told students to read the passage silently and afterward he randomly pointed some students and told them to generate questions pertaining to the passage that they read. according to some reseaches students’ generating question is beneficial for their reading comprehension (alfassi, 2004; mostow& chen, 2009; spörer, brunstein, &kieschke, 2009; weinstein, mcdermott, & roediger iii, 2010). the questions were, for example, “what is the main idea of the passage?” “what is meant by mahr?” “who are the guards of muslim virgin girl?” and “why is proposing widow easier than virgin girl?” the lecturer then asked other students to answer to questions and mention the strategy to answer the questions. some students were able to answer the questions and mention the strategy they use to answer the questions: s12: “the main idea of the passage is marriage in islam, to find the main idea, we need to read every fist sentence of every paragraph and also the last sentence of the last paragraph and those sentences will tell us what mainly discussed by the passage”; s1: “mahr is a gift from groom to his bride, it is literal question and i can easily find the answer by using keyword in this case the key word is mahr so i scan the passage in order to find the keyword for the answer in line 15”; s10: “the guards of muslim virgin girl are her father,brother, and uncle or father’s brothers. it is also literal question and to answer it we need to find the keyword and then check it in reading passage”; and s21: “the answer of the question can be found in line 20 and line 25 and we should make conclusion based on information we get in line 20 and line 25, and the answer is that the widow is easier to be purposed than muslim virgin girl since the suitor need not the approval of guard but her only consent, while the suitor of muslim girl must get both her consent and approval from her guard”. such effort to tell students to generate questions and mention reading strategy was providing explicit strategy..... 82 aimed to retain the strategy in their mind so that they can automatically use the strategy when having reading activity. after some revisions based on the weak and strong points, the lecturer conducted the next cycle. and according to post-test in cycle two, the percentage of students’ correct answer increased as shown by following table: table 3.the improvement of percentage of students’ correct answer after treatment in cycle 2 element the percentage of students’ correct answer preliminary research cycle 1 cycle 2 finding explicit information 18 students (50 %) 25 students (72 %) 32 students (90 %) making inference 12 students (35 %) 18 students (50 %) 22 students (63 %) finding main idea 16 students (45 %) 23 students (70 %) 28 students (80 %) understanding communicative function 14 students (40 %) 19 students (55 %) 25 students (70 %) making prediction 11 students (30 %) 18 students (50 %) 25students (70 %) chart 1.the improvement in students’ score from preliminary research to cycle 2 the above chart displays the increasing score of students’ reading comprehension; and it suggests that explicit instruction of reading strategy is beneficial to improve 0 5 10 15 20 25 30 35 preliminary research cycle 1 cycle 2 sa’duulloh..... 91 students’ reading performance. moreover, according to interview with some students, they think that lecturer’s teaching reading strategy explicitly is helpful for students to answer questions of reading comprehension: s12 “after paying attention to the explanation and example of finding mind idea of a passage, now i know that i must read every first sentence of every paragraph and last sentence of the last paragraph. then, based on those sentences i can conclude what is mainly discussed by the passage”; s3 “now i have understood how to answer question by using scanning strategy. i only need to find the key word in the passage and then i can get the answer”; s25 “alhamdulillah, i know how touse skimming strategy even sometimes i still have difficulty to make conclusion when answering question, for example ‘it can be inferred from the passage that blah blahblah’.” 4. conclussion referring to students’ reading comprehension score, it indicates that teaching reading strategy explicitly is helpful and beneficial. after the treatment, students are more familiar with the strategy to find explicit information, make inference, find mind idea, understand communicative function, and make prediction when reading. in other words, the improvement of students’ reading comprehension might because the students became more strategic or more metacognitive in their reading after being introduced reading strategy, and assisting them to become metacognitive whenreading can promote their academic performance. 5. references ahmadi, m. r., ismail, h. n., & abdullah, m. k. k. 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(journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 53-64 p-issn: 2356-2048 e-issn: 2356-203x 53 the case of indonesian subtitle on we bare bear season 1 ryza wahyu muslimah faculty of humanities, universitas airlangga email correspondence: ryzaawm@gmail.com abstract the existence of audiovisual translation is quite new in translation studies, especially subtitles. therefore, this paper is aimed to find the problem of audiovisual translation strategies which focuses on indonesian subtitles on we bare bears season 1. the first three episodes or videos are selected as the object of this study. the selected episodes are our stuff, viral video, and food truck. the object of this study is treated by a qualitative approach. baker theory, non-equivalency in word-level is also used since some problems are found, as such translation by a more general word, the source and target languages make the different distinction in meaning, differences in physical or interpersonal perspective, cultural substitution, and use the more general word. keywords: audiovisual translation strategies, indonesian subtitles introduction the translation is transferring a text from the source language (sl) to the target language (tl) (mariam & vonti, 2020). the process of transferring the text is not as easy as we know, because the language of the source text and target text are different. so, they provide different forms, contexts, and content. besides, we need to make sure about the use of appropriate content on target text from source text since they build from a different form. as the translator, we need to consider the small part of the language of a source text to the target text. catford (1965, 1) delivers the definition of translation as the replacement content in a language (source text) by equivalent content in another language (target text). based on the definition, the translator needs to have a deeper knowledge of source text and target text and understand the construction of them as well. then, munday (2009, 7) defines the explanation of translation as transferring the source text into target text by the translator in a specific socio-cultural context, the product that has been translated in which the function is the socio-cultural context of the target language and the cognitive, linguistic, visual and ideological phenomena which are related to the previous explanation. the case of indonesian … 54 while translating a text, the translator must pay attention to the use of terms from the source language to the target language on the text. it means that the reader will not face some difficulties when reading the target text or even feel that the translation seems to have a biased meaning. then, duff (1998) on sudirman (2016) mention the underlying principles of translating a text. first, the equivalence content in the term of language form should reflect the ordering words, ideas and match the target text as closely as possible. second, the result of translating the source text should reflect the meaning of the source text accurately. the highlight of the principles is we can develop our translation by putting an effort into the purpose of equivalences of the source text and target text, as such readability, clarity, and accuracy. audiovisual translation (avt) is quite new among other translation topics. its appearance is the proof cultural dynamic of translation studies (munday 2016, 275–76). cited from munday (2016, 276), avt has risen the establishing of translation type in which focusing on multi-channel and multi-code area. they are verbal, proxemic kinetic, and cinematic. in summary, avt embraces all types of translation for any kind of production or post-production in any media format and others media accessibility (orero, 2004, p. 21). in current times, researchers need to be critical to acknowledge the issue in translation studies. the attention is not only dealing with translation practices but also the processes and marketing strategies of audiovisual translation. (pérez-gonzález, 2018, p. 15). cintas and rempel (2014, 8–26) mention some studies related to translation issues in audiovisual translation, which are subtitling and subtitling, dubbing, voice-over, broadcasting interpreting, audio description, fansub (munday, 2016, p. 286), and teaching screen translation. pérez-gonzález (2018, 145) adds game localization as one of the discussions on translation study. to put the concern on this study, this research will focus on translation issues that are found on subtitle television series. the subtitle is one of the translation practices that present a written text under the screen to display the dialogue of the speaker, the information of images, and soundtrack information (cintas & remael, 2014, p. 8). gambier (2006) describes subtitle as the written form version of what the viewer heard from the screen. it appears one of two-line under the screen to respect the cinematography. cintas and remael (2014, 9) mention subtitling as interlingual translation. this is one of the audiovisual translation types in which the ryza wahyu… 55 translation does not replace the source text. both subtitle and source text are synchronized one each other, meaning that the viewer can select which subtitle they want to use (munday, 2016, p. 278). on another side, munday (2016, 278) adds other translation categories on subtitling. they are bilingual subtitling, intralingual subtitling, and subtitling. the bilingual translation appears in two languages at once. besides, intralingual subtitling is the translation whose function is for hard hearing. then subtitling is the projected subtitle above the stage on theater. cintas and rempel (2014, 13–15) differ in the types of subtitling. they are intralingual subtitles, interlingual subtitles, and bilingual subtitles. the purpose of intralingual subtitles is for the deaf and hard-hearing (sdh), for language learning purposes, for karaoke effect, for dialects of the same language, and notices and announcements. besides, the purpose of interlingual subtitles is for the hearer and the deaf, and the hard-of-hearing (sdh). certainly, sdh is one of the ways of audiovisual communication. thanks to the progress achieved by pressure groups lobbying for the rights of this segment of the audience, which is developing most at present. the fruit of their work is obvious from the announcement in many countries of new legislation obliging television channels to broadcast a certain percentage of their programs with subtitles of this kind. the 2003 european year of people with disabilities greatly helped to raise awareness of the issue of accessibility to audiovisual media, especially in those countries that have been lagging. the history of audiovisual translation has also been explored at length, including dubbing. dubbed dialogue is a 'combination of linguistic features found in both spoken and written texts,' but it can be used more precisely as a spontaneous speech simulation as it mimics speech using 'job tension' such as false starts, repetitions, ellipsis, pauses, and interruption (bosseaux, 2015, pp. 64–65). some previous studies were conducted to examine translation problems in translation. translation often meets with the problem related to equivalency during translating. this case brings nova-reyes, muñoz-leiva, and luque-martínez (2020) to research issues of culturespecific item translation in subtitling. this paper applies culturally specific items designed by pedersen (2011) in translating from english into lithuanian. the object of this paper is the australian tv reality show, my kitchen rules subtitles. the significance of the study shows that not all culture-specific items are translated into the target language. the nature of the subtitle is vulnerable. it means that they need to be evaluated by a professional translator. as the one who cares about the development of translation especially on subtitle issues, we can the case of indonesian … 56 give our criticism as the evaluation of the concern. here, abdelaal (2019) does his research to find the quality of the american pies subtitle. his research has similarity design to examine the data by using pedersen’s (2011) design. the differences are this research focuses on typology and quality assessment model. the result of his study shows that the american pie subtitles use all of the pedersen design. it also applies other subtitles strategies. the strategies which are used as such euphemistic expressions and using formal language to maintain the informal language. besides, the quality assessment shows that most of the subtitles are good quality even some trouble left on the screen. other previous studies lead by micola et al (2019). the researchers believe that subtitles give a positive impact on english proficiency scores. the object of this study is broadcast, dubbed television which includes an original subtitle. therefore, they suggest the government promote subtitling as one of the media to improve english proficiency. moreover, almeida and costa (2014) add the role of subtitles for english proficiency. they consist of rich context for foreign language acquisition, the viewers will be motivated to understand the subtitles which are appeared on the screen and have a positive attitude to respect international language as one of pride language in the world. to avoid problems when trying to make subtitles, we need to consider the strategies of translation based on the theory of the scholars. cited from gambier (2006), when subtitlers want to interpret the dialog into subtitles, they need to obey some strategies of subtitle, do the avt elements, and the equivalency of source language to the target language. the strategies are condensing, elimination, and omitting. condensing is reducing unnecessary sentences or oral. this strategy gives a priority to compress the features that are not needed on the subtitles. then, the use of numbers in figures prefers to be used rather than using letters, applying fewer words in a sentence, and doing paraphrasing is allowed. elimination is cutting verse scenes or fast speech especially for the part which serves avt information. last, omitting is avoiding repetitions, reiterations, tautologies, and terms of address. on the other hand, gambier also adds more subtitles strategies, they are simplifying the syntax, simplifying the vocabulary summarizing, expansion, and adaptation. simplifying the syntax is embedding the complex sentence with some prepositions into two or three sentences, while simplifying the vocabulary is using hyperonym, shifting in the ryza wahyu… 57 lexical register, the substitution of a brand name by generic name. summarizing is merging two or three dialogs into a single line. expansion is adding more information to explain a term of meaning. last, adaptation or dynamic equivalence is condensation or naturalization. based on the theory and related previous study, it is interesting to watch over the development of subtitles and other current studies of audiovisual translation since their existence is quite new. there is much consideration to find the problems and solve the issue as the evaluation of this study. then, to support the growth of subtitles in audiovisual translation study, this paper is aimed to find, classify the problem based on subtitles strategies by gambier. it is possible if as time goes on other possible strategies of subtitle in audiovisual translation. this study is concerned with the use of subtitles of 3 episodes of the we bare bear tv series by concerning indonesian subtitles and comparing them with english and indonesian dubbing. research method this study is applying a qualitative approach, which the approach is used to explore and understand the connected phenomenon between social and humans (creswell & creswell, 2018, p. 254). then, the object of this study is video. it is not only an appearance of visual studies, but also widening the common issues, such as the social sciences, engineering, medicine, and more traditional fields such as art history (harris, 2018, p. 16). the final result of this research is reporting descriptively about the exact condition based on the research problem about trying to find, classify the problem based on subtitles strategies by gambier. it is possible if as time goes on other possible strategies of subtitle in audiovisual translation. this study is concerned with the use of subtitles of 3 episodes of the we bare bears tv series. the selected video is taken from the first three episodes of the first season by title our stuff, viral video and food truck. all of the videos can be watched by the netflix application. cited from we bare bears wikipedia, we bare bears is an american enlivened tv arrangement made by daniel chong for cartoon network. the show follows three bear siblings, grizzly, panda, and ice bear (individually voiced by eric edelstein, bobby moynihan, and demetri martin), and their off-kilter endeavors at incorporating with the human world in the san francisco bay area. the arrangement depends on chong's webcomic the three bare bears, and the pilot scene makes its reality debut at the klik! the case of indonesian … 58 amsterdam animation festival, where it won in the "youthful amsterdam audience" class. the show debuted on july 27, 2015, and finished on june 30, 2020, with the arrival of we bare bears: the movie and had four seasons and 140 scenes. we bare bears follows three assenting sibling bears: grizzly (regularly called grizz), panda (frequently called pan-pan), and ice bear. the bears endeavor to incorporate with human culture, for example, by buying food, making human buddies, or attempting to get well known on the internet, even though these endeavors see the bears battle to do as such because of the enlightened idea of people and their creative instincts. however, eventually, they sort out that they have each other for help. the technique and instrument which are used to conduct this paper is document analysis in the form of conversation transcription based on the related videos. this study is adapted from wilkinson and silverman's (2004, 272–79) step in analyzing a video. the steps are selecting the first three videos from the we bare bears on netflix application and watching all of them by observing the whole issue. then, we need to put the whole attention to the whole case and jut down the finding problem of the video. the next step is transcribing the needed subtitle on the provided table below. the next steps are analyzing the video transcription carefully, grouping the result into the related strategies of subtitles, and evaluating the material process about the theory. findings and discussion munday (2009, 7) defined translation as the process of a translator converting a source text into a target text in a specific socio-cultural context, the translated product whose function was the target language's socio-cultural context, and the cognitive, linguistic, visual, and ideological phenomena that were related to the previous explanation. the essential concepts on translating a text were highlighted by duff (1998) on sudirman (2016). first, the equivalency content in terms of the linguistic form should reflect the ordering of words, ideas, and as closely as possible match the target text. second, the translation result should appropriately reflect the meaning of the source text. the principles' emphasis was that we might improve our translation by focusing on the goal of equivalences between source and destination material, such as readability, clarity, and accuracy. according to gambier (2006), when subtitles wished to translate the dialog into subtitles, they had to ryza wahyu… 59 follow some subtitle strategies, as well as the avt elements and the equivalence of source and destination languages. condensing, eliminating, and omitting were the tactics used. based on kay (1999) cited from munday (2016, 279), the differences between subtitles and written translation were space and time constraints. subtitles were made based on the time accuracy of speakers on the screen. even the speakers spoke in long duration, the subtitlers needed to consider the length, of each sub. here, munday (2016, 279) defined the rules of making subtitles. the length of it was a two-line title in maximum. the font for the subtitles was 38 roman characters or 13-15 chinese or japanese characters. hence, all of the rules must be customized by the time and duration of the medium. therefore, the limit duration of each subtitle was 6 seconds. the making of subtitles was a kind of complex matter. we could not do the subtitles carelessly des the length of dialogue waste hard to follow. therefore, the images, soundtrack, and cinematography were part of the screen which we need to respect before laying down the subtitles. condensing problem table 1. condensing strategy duration english dubbing indonesian dubbing indonesian subtitles title 06:1 8-06:20 phone finder! i’ll tract where my phone is penemu telepon! itu akan melacak dimana teleponku pelacak ponsel! akan kulacak lokasi ponselku our stuff 01:50-01:58 it’s spongy ini sangat lembut seperti spons food truck a good movie or series on the screen or television sometimes did not provide good subtitles as well as the screen we watched. this study found a gap towards the first three videos of we bare bears on its first season. there was a mismatch between its indonesian subtitles and indonesian dubbing. if we did not close to the indonesian subtitles and indonesian dubbing, we might not see any problem left. but, there was something that happened to them. the length of indonesian subtitles was fit subtitles theory. the theory did the condensing or compressing unnecessary words. then, the indonesian subtitle compressed the length of the oral features from 7 words into 6 words in the form of subtitles. the indonesian subtitle tended to choose ponsel rather than keep to apply telepon as the appearance of subtitles. the choice of words of the indonesian subtitle in word ponsel was suitable with gambier’s subtitles strategy for condensing. ponsel was the synonim of telepon. the case of indonesian … 60 the matter that every translator needed to consider was non-equivalency. according to baker (1992, 18), non-equivalency at the word level means that was no direct equivalency of the word from the target language which occurs in the source text. hence, she mentioned some problems of non-equivalency of word level. one of them was differences in physical or interpersonal perspective. it occurred in this case in which the interpersonal perspective of the subject on dialog from indonesian dubbing and english dubbing. because we bare bears was an american tv series, the nature of the source text was english. the subject of dialogue on english dubbing, “phone finder! i’ll tract where my phone is” and the subject of dialogue on indonesian dubbing, “penemu telepon! itu akan melacak dimana telephone” were different. the subject of the english dubbing dialogue version was i. besides, the subject of the indonesian dubbing dialogue version was itu (it). it meant the subject representation of both dialogues was different. this case could be possible about the inconsistency interpersonal perspective which was used by both english dubbing and indonesian dubbing. indeed, the case would influence the indonesian subtitle. it was mostly close to english dubbing rather than indonesian subtitle even though using the english subtitle on this series was the transcription of english dubbing itself. during 01:50-01:58 on scene episode, food truck, the indonesian subtitle did condemn or compr strategy. the length of this subtitle was shorter than the dubbing version. the subtitle version explicitly referred to the tase of the cake was like a sponge. but, the dubbing version tended to describe the taste by using the adjective as the representation of how fluffy the sponge was. the indonesian subtitle was too close to the source language of the english dubbing dialogue version. this matter made the indonesian subtitle looked like visibly translated because it was different in form of the english dubbing dialogue version. this case could be affected by there being no equivalent form in the target language for a particular form in the source language (baker, 2018, p. 21). in the english dubbing version, the dialogue was “it’s spongy”, while the indonesian subtitles picked “seperti spons” whereas the indonesian dubbing dialogue version selected “ini sangat lembut”. moreover, the translation form in indonesian subtitle used cultural substitution by baker. this strategy included replacing the culture-specific expression which did not have the same propositional meaning in the target language. adaptation or dynamic equivalent strategy ryza wahyu… 61 table 2. adaptation strategy baker (2018, 23–47) mentioned some strategies that are commonly used by professional translators. one of them was a translation by cultural substitution. this strategy was used to replace the cultural-specific items with a target language that did not have the same propositional meaning as the source language. it occurred during 00:33-00:39 on viral videos. the dialogue on indonesian dubbing used loan word of english dubbing, selfie, to count on the word as the representation of taking picture activity. then, the indonesian subtitle put an adaptation of this word into swafoto, which has the same meaning as a selfie in english. therefore, this case was suitable with one of the baker strategies to use more general words. instead, they use of sea foto was kind of the representation of subtitle strategy, adaptation. swafoto was a kind of adaptation form of indonesian subtitle. other strategies table 3. translation by a more general word we bare bears frequently used other strategies from baker on its indonesian subtitles. one of them occurred on 11:09 – 11:11. the use of petugas on indonesian subtitles had a different meaning with pak polisi which its meaning was the police. the indonesian subtitle preferred to pick petugas which sounded more general rather than the dubbing version, pak polisi. it belonged to a translation by a more general word, which the structure of the semantic field is not language-specific. table 4. the source and target languages make different distinction in meaning duration english dubbing indonesian dubbing indonesian subtitles title 00:33-00:39 hi, you, guys, taking selfie over here? hai, kalian sedang selfie di sini? hei, kalian sedang swafoto di sini? viral video duration english dubbing indonesian dubbing indonesian subtitles title 11:09-11:11 thank you, officer terimakasih, pak polisi terimakasih, petugas food truck duration english dubbing indonesian dubbing indonesian subtitles title 06:32 – 06:40 gluten cat? balancing lizard? kucing manis? kadal akrobat? kucing gluten? kadal penyeimbang? viral video the case of indonesian … 62 the indonesian subtitler of we bare bears needed to be careful to use diction. this matter was found on the indonesian subtitle during 06:32-06:40. the form of indonesian subtitles was too rigid rather than the dubbing version. both english dubbing and indonesian dubbing selected the fluid word, but the indonesian subtitle was on contrary. the word choice also seemed like to use different words with different meanings in purpose. it quite matched with one of baker’s theories of the common problem of non-equivalence on word level, the source, and target language made a different distinction in meaning. conclusion the subtitle is one of the translation practices that present a written text under the screen to display the dialogue of the speaker, the information of images, and soundtrack information (cintas & remael, 2014). cintas and remael (2014) differ in the types of subtitling. they are intralingual subtitles, interlingual subtitles, and bilingual subtitles. the purpose of intralingual subtitles is for the deaf and hard-hearing (sdh), for language learning purposes, for karaoke effect, for dialects of the same language, and notices and announcements. besides, the purpose of interlingual subtitles is for the hearer and the deaf and the hard-of-hearing (sdh) it is interesting to watch over the development of subtitles and other current studies of audiovisual translation since their existence is quite new. to support the growth of subtitles in audiovisual translation study, this paper is aimed to find problems based on subtitles strategies by gambier as such condensing problem, and adaptation strategy. besides, the findings involve other strategies by baker. the condensing problems showed that there is an inconsistent interpersonal perspective which is used by both english dubbing and indonesian dubbing. this might influence the indonesian subtitle. another case shows about the dialogue on indonesian dubbing use loan words of english. lastly, both the english and indonesian dubbings choose the fluid word, although the indonesian subtitle does not. the word choice also appears to be a deliberate attempt to employ multiple words with diverse meanings for the same aim. it closely resembles baker's idea of the widespread problem of non-equivalence on the word level, in which the source and destination languages make different meaning distinctions. ryza wahyu… 63 references abdelaal, n. m. 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(2016). current issues in english-indonesian translation equivalences. international journal of science and research, 5(2), 1694. wilkinson, s., & silverman, d. (2004). qualitative research: theory, method, less roach practice. focus group research, in d. silverman (ed.), thousand oaks, ca: sage, 177–199. (journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 100-113 p-issn: 2356-2048 e-issn: 2356-203x 100 assessing students’ ability about 16 active voice tenses using quizizz application susi purwaningsih1, tengsoe tjahjono2, pratiwi retnaningdyah3, syafi’ul anam4 1,2,3,4 surabaya state university, postgraduate of language and literature education email correspondence: susi.19022@mhs.unesa.ac.id abstract assessing students’ ability about 16 active voice tenses and giving a treatment about 16 active voice tenses are two main points for this study. this study is conducted to know-how is the effectiveness of using the top grammar method in improving students’ understanding of the 16 active voice tenses, and how is the result of the students’ ability when assessed by using the quizizz application. the research was used quantitative analysis. after analyzing the data, the researcher found that there was a significant improvement in students' understanding of the 16 active voice tenses, and the students’ score was also improved in the post-test. keywords: assessment, active voice tenses, quizizz application introduction tenses play a vital role in language teaching and learning english. not only for understanding the formula of the tenses, but also to know when and how the event happens in a conversation. it is because tense is one of the features in the grammatical roles that change the verb to express the time of action in oral and verbal communication. generally, tense is divided into three types of time: present, past, future. and over time, the past future also includes the types of time for expressing an event that filed planning (unreal condition). as those types of times, it is very important for students in mastering the form and role of the tense. according to (arifin, 2016) students have to be able to use tense accurately and correctly. it is because without having adequate knowledge about tenses, learners may find any difficulties in constructing a sentence in english. this research is conducted to combine a method in learning tense and a way to measure students’ understanding of the tense before and after the treatment of the method. in language teaching history, some innovative methods were played to make assessing... 101 teaching and learning english effective. innovation and change in language education have been a subject of interest for both teachers and researchers since the early days of english language teaching(ken, hyland; wong, 2013) those innovations are such as the grammar-translation method, direct method, communicative language teaching, etc. and even now, english teachers always try to innovate their teaching to find a model or method in learning english, so the teaching and learning english will get more effective. according to (rusdi, m., & hafid, 2016) there are many methods have been developed such as using games, cards, songs, movies, and other methods in teaching english. furthermore, we realize that each of those methods has its strength and weakness. but still, teachers should always innovate the way in teaching, especially teaching english. in this research, the writer tried to implement the method that is used in the top grammar textbook in helping students improve their abilities in understanding the 16 active voice tenses. the writer used a quantitative method that is pre-experimental research with a single group pre-test and post-test in analyzing the result. the pre-test and post-test were given to assess students’ ability before and after giving the treatment of the method taken from the top grammar textbook. in assessing students’ ability, the writer used the quizizz application as the pre-test and post-test. quizizz is an online assessment tool that allows teachers and students to create and use one another’s quizizz. according to(permana & permatawati, 2020) quizizz is a gamebased online testing tool that enables fun classroom activities. with this application, students can interactively work on the given questions through their gadgets. quizizz is chosen because it is not only providing tests, it is also giving feedback since the learner finishes their work. besides that, quizizz is a free tool. quizizz can be accessed on every device such as web browser, android, chrome apps, ios as cited in https://www.teachersfirst.com. there are some reasons for the writer to write this research, first, the writer wants to combine the methodology in teaching tenses and doing innovation to assess students’ tenses ability using the quizizz. second, it refers to the statement of (setiyadi, 2006), susi... 102 because the indonesian language has no tense such as english has, therefore it seems difficult for indonesian learners to learn the tenses. in indonesia, there is no specific change in the verb when people take a conversation, tell the past story, or even talk about the planning they want to do in the future, they will only add a time signal to know when the event is happening. while in english, they have a verb in a sentence that can tell when the event is happening with or without the time signal. so, the writer tries to overcome the difficulties by teaching tense using a method available in the top grammar textbook. the third reason is to know-how is the improvement of learners’ ability after getting the treatment of the method. to know the improvement, the writer tries to use a new model of assessment. it is quizizz. some previous studies have been conducted about the use of quizizz application in assessing the students’ ability. most of those studies said that the quizizz application has effectiveness when used as a measurement tool. therefore the writer tried to figure out the effectiveness of the quizizz application by doing this research. the writer finds some articles relevant to this study. (rusdi, m., & hafid, 2016) the research discussed the effectiveness of using the crossing formulas of tenses table in learning english 16 tenses. the research used a quantitative approach, a quasi-experimental design with pre-test and post-test design. the researchers found that the students’ ability in tenses improved after applying the crossing formula of tenses table. “teaching tense through modified song lyrics”. (karlina, raja, & suka, n.d.) the research aims to find out whether there was a statistically significant improvement in students’ scores on the tenses after they get the treatment of modified song lyrics or not. the research used the quantitative research design. and from the data, it was known that students’ understanding of tenses is significantly improved after modifying the song lyrics. the other study that is relevant to this article is from (permana & permatawati, 2020)“using quizizz as a formative assessment tool in german classrooms”. the study aims to know the effectiveness of using quizizz application in formative assessment in the germans’ grammar and vocabulary mastery. the study was used a quantitative descriptive approach with a quasi-experimental technique pre-test assessing... 103 and post-test design. and from the data, it was known that the result of the study shows that the quizizz application was effective to use as a formative test tool in learning german. this study aims to know-how is the effectiveness of using the top grammar method in improving students’ understanding of the 16 active voice tenses, and how is the result of the students’ ability when assessed by using the quizizz application before and after the treatment. therefore some things need to deal with in this study. grammar grammar is one important thing that needs to be understood basically in learning a language especially english, according to (linda, gerot; wignell, 1995), grammar is a theory of the english language, the role of how language can be put together, and how the language works. more particularly, it is the study of wording. the statement above shows that in understanding the language concept, people should know about grammar for constructing sentences. tenses according to (siu & annie, 2011) a country that english is a second or foreign language, should study tenses appropriately. by studying tenses appropriately, people are expected to be able to create a sentence correctly and effectively. a tense is a verb form or a series of verb forms in the sentence used to indicate the time of an action(horby, 1995) from hornby’s statement, we know that tense is very related to the time of an action. it is like using a correct verb to indicate the time of an event. verbs in english are divided into two: regular verbs and irregular verbs (arief, 2016) the free dictionary explained that a regular verb is a verb that has both past form and past participle form constructed by adding the suffix “d” or “ed” at the end of the word. while irregular verb is defined as a verb that does not have spelling rules that can be followed to create the past form and the participle form. it is sported by the statement of (hariyono, r; carthy, 2008) that regular verb is a verb that has a general rule in forming the past form, the general role of the regular verb is the past form are followed by attaching [-d] or [-ed] for an example is the verb (need, the past form of it is needed). susi... 104 while the irregular verb is a group of verbs that has no specific rule in forming the past verb for example is the verb (teach, the past form it is taught). it means that the irregular verb doesn’t have a specific rule in constructing the past and past particle form of the verb. there are some forms of a verb that need to be understood to construct a sentence based on the time of an event or action: bare infinitive, additional infinitive, past form, past participle, present participle. those are the types of verbs that can indicate a time of an event. there are four types of time in the tenses, those are present, past, future, and past future. the present is used to express nowadays time, the past is used to express the past or last time, the future is used to express planning in the next time, and the past-future is used to express the field planning (unreal condition). while in the event, there are four types of events in the tense, those are: simple, continuous, perfect, and perfect continuous. table 1: tenses event/ time present past future past future simple simple present simple past simple future simple past future continuous present continuous past continuous past future past future continuous perfect present perfect past perfect future perfect past future perfect perfect continuous present perfect continuous past perfect continuous future perfect continuous past future perfect continuous in constructing a sentence in english, besides the tenses, there is another thing that needs to be understood. the thing is subject-verb agreement. subject-verb agreement is following and subject of the sentence and its verb (suherman, 2013). in constructing a sentence, tenses have characteristics. the characteristic of the tenses are: table 2: grammar tenses characteristic of tenses present v1 (-s/-es) past v2 future will/ shall + v1 perfect have + v3 continuous be + v-ing nominal be + 3 complements (adjective, adverb, noun assessing... 105 quizizz since learning english is considered difficult, english teacher always looks for the best way of learning english so the students can learn effectively. the teacher should innovate the way in teaching, but the innovation should also follow the teacher’s competency. the teacher competency here means the competency in assessing students’ abilities. the teacher’s creativity in assessing students’ ability, expected can improve the quality of teaching and learning english. by assessing students’ ability, the teacher knows which part of the lesson students need to re-explain. (boston, 2002) stated that teachers should consider how classroom activities, task submission, and tests support the learning outcomes, and also enable students to communicate what they have understood, and then use that information to improve their learning quality. the assessment that is used to assess students’ ability here is the quizizz application. according to (made, puspitayani, adi, putra, & santosa, 2020) quizizz is one of the online platforms that can be used to develop teachers ‘ quizzes to assess students’ competency. (permana & permatawati, 2020) also state that quizizz is a game-based online testing tool that enables fun classroom activities. with this application, students can interactively work on the given questions through their gadgets. by developing this kind of assessment, students are expected to get a better learning experience. as game-based online testing, quizizz also teaches students to compete with their classmates. quizizz also gives feedback directly after the test is over, so students can know their ranking after the test is finished. method the research is quantitative. the research used a quasi-experimental design with a single group pre-test and post-test design. the quasi-experimental approach has ever been conducted in the use of quizizz application research such as (setiyani, fitriyani, & sagita, 2020). the method is used to see the effectiveness of using the top grammar textbook method in improving students’ competency in understanding tenses before and susi... 106 after the treatment of the method. the effectiveness of the top grammar method can be seen by comparing the pre-test and the post-test score. the study was conducted in sma islam brawijaya full day class, in the academic year 2020-2021 with 12 participants/ samples. there are seven boys and five girl students. the population of the study was 20 students’ from x grade ststudentsduring the pandemic, a class was divided into two classes for following the role of health protocol. therefore the subjects of the study are only 12 students. the sample of this study was selected using cluster random sampling which means the sample selecting of a group that already exists (latief, mohammad, 2014) the study was conducted from 26 to 29 november 2020. the data of this study were tests. the test was used to determine the effectiveness of the method in teaching 16 active voice tenses. the test is divided into two types: pre-test and post-test. both the tests were taken from the quizizz application. the researcher selected a quiz in the quizizz application that has relevancy with the 16 active voice tenses for both pre-test and post-test. after getting the students’ scores pre-test and posttest, the researcher analyzed the data by using the following steps. 1. scoring students correct answers in the pre-test and the post-test. this research is conducted with two variables. the variable is the independent variable and the dependent variable. the independent variable of this research is the method of 16 active voice tenses from the top grammar textbook. and the dependent variable in the research is the result of learning 16 active voice tenses through a method from the top grammar textbook. the instrument of this research is pre-test and post-test. the pre-test was given before the students got the treatment of the method, the pre-test aimed to know the students’ ability in assessing the quizizz. and the post-test was given at the end of the section (after the treatment of the method). the post-test aimed to check students’ understanding after getting the treatment of the method. the test consisted of 30 question items. those all question items are taken from the quizizz application. all the question items are multiple choices. assessing... 107 2. classifying the score of the students in the pre-test and post-test. table 3: scoring system score classification score 85 – 100 very good score 65 – 84 good score 55 – 65 fair score 35 – 54 very poor score 0 – 34 poor 3. calculating the mean score and the standard deviation of the students in the pretest and post-test using the spss application. 4. find out the test of normality of the pre-test and post-test using the spss application. 5. paired sample of t-test to compare the pre-test and post-test using the spss application. finding and discussion finding the finding of this result is to deal with the score of the students in the pre-test and post-test in the experimental class. the frequency, the rate percentage of students score, and also the main score of the pre-test and post-test of the experimental class are described as follow: 1. the effectiveness of using the top grammar method in improving students’ understanding of 16 active voice tenses. a. the classification and the rate percentage of the pre-test and the post-test in the experimental design are followed bellow by: table 4: classification and rate percentage of the pre-test in the experimental design classification score frequency percentage very good good fair poor very poor 85 100 65 – 84 55 – 65 35 – 54 0 34 2 6 4 16 % 50 % 34 % susi... 108 in table 3 above, it shows the frequency and the percentage of the students’ score pretest in the experimental class: no one of the students got a very good score. two students got a good score, and the percentage of a good score in the pre-test is 16%, six students got a fair score in the pre-test and the percentage of it is 50%, while four students got a poor score with the percentage of 44%. and no one of the students got a very poor score in the pre-test. from those all the descriptions, we can see that in the pre-test the students’ score is not very good, which means that students’ understanding of the tenses is not very good. table 5: classification and rate percentage of the post-test in the experimental design classification score frequency percentage very good good fair poor very poor 85 100 65 – 84 55 – 65 35 – 54 0 34 5 7 42% 58% in the table above, it shows the frequency and the percentage of the students’ scores in the post-test in experimental class, after getting the treatment of the method students’ scores are known as five students got the very good score with the percentage of 42%, and the rest of the students got the good score with the percentage 58%. after getting the treatment, all the students got a better score for the post-test. no one of the students got a very poor, poor, or even fair score in the post-test. so the percentage of the very poor, poor, and fair score is 0. from the data above, and for this research, it can be seen that students’ understanding of the 16 active tenses is increased. here is the data for the minimum, maximum main score, and the standard deviation in the pre-test and the post-test. assessing... 109 table 6 the, minimum, maximum mean score, and standard deviation of the experimental class descriptive statistics n minimum maximum mean std. deviation pre-test 12 44 68 55.00 8.023 post-test 12 72 94 85.50 6.216 valid n 12 the data above shows that the minimum score of the students in the pre-test is 44 score, while in the post-test the minimum score of the students is 72. and for the post-test, the students’ maximum score is 68 while the post-test is 94. the mean score for the students in the pre-test is 55.00 and the mean score for the students in the post-test is 85.50. the data above shows that students’ score in the post-test is significantly improved than in the pre-test. and the standard deviation in the data above shows 8.023 for the pre-test and 6.216 for the post-test. table 7 data for the test of normality tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre-test .165 12 .200* .922 12 .305 post-test .156 12 .200* .939 12 .484 *. this is a lower bound of the true significance. a. lilliefors significance correction the test of the normality above is to determine the distribution of normality, and the criterion of the test is: if sig. > 0.05 means the data is not a normal distribution. and from the data above in the pre-test and post-test, the significance is .305 for the pre-test and .484 for the post-test. it can be seen that the data in the pre-test and post-test are normal distribution because both of the data got significantly more than > 0,05. and for the next data is the data for the paired sample of the t-test. a paired sample of the t-test is used to compare the two data of the pre-test and post-test that got from the same sample (single group). the significance of the t-test is determined as if the significance value in the (sig 2-tailed)> 0,05 level of significance, it means that the data doesn’t have a significant effect. meanwhile, if the significance value in the (sig susi... 110 2_tailed) is <0,05 level of significance, it means that the data shows a significant effect. and for the data of t-test in this research is followed as bellow: table 8 data of sample paired sample test paired samples test paired differences t df sig. (2tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pai r 1 pretest – posttest 30.50 0 4.101 1.184 -33.106 -27.894 25.76 3 11 .000 above is the analysis data for the paired sample t-test for the pre-test and the posttest. from the data above it can be seen that the paired sample of t-test, the sig. (2tailed) is 000 and less than 0,05 or the sig-tailed is 0,00< 0,05. it means that there was a significant effect of using the top grammar method in improving students’ understanding of the 16 active voice tenses. 2. the extent to which the effectiveness of using the top grammar method when assessed by using quizizz application before and after the treatment. table 9 the mean score and the standard deviation of the pre-test and post-test mean score standard deviation pre-test 55.00 8.023 post-test 85.00 6.216 from the mean score in the pre-test and post-test, it can be seen that the score is 55.00 and 85.00 while the standard deviation for the pre-test is 8.023 and the post-test 6.216. it means that the mean score in the post-test is better than in the pre-test. and also there was a significant effect of using the top grammar method in improving students’ scores when assessed by using the quizizz application. assessing... 111 discussion 1. the effectiveness of using the top grammar method in improving students’ understanding of 16 active voice tenses assessed by using quizizz application. the result of the data above showed that there is a significant difference between the pre-test and post-test scores. in the post-test, the students’ score was better than the pretest. students’ understanding of the 16 active voice tenses also gets better after the treatment. it is also supported by the data in the finding that the paired sample of t-test, the sig. (2tailed) is 000 and less than 0,05 or the sig-tailed is 0,00< 0,05. it shows that there was a significant difference between the pre-test and post-test. therefore, using the top grammar method in improving students’ understanding of the 16 active voice tenses is effective. once previous related research, (rusdi & hafid, 2016) that also researched about teaching tenses using crossing formula of tenses table that has the similar method with the method that available in the top grammar, they said that crossing formula of tenses table was effective in increasing students’ understanding of the tenses. and also (karlina et al., n.d.) the researchers found that the use of modified song lyrics as the method in increasing students’ understanding of the tenses is fulfilled. 2. the extent to which the effectiveness of using the top grammar method when assessed by using quizizz application before and after the treatment. based on the previous findings, the writer showed that the students’ understanding of 16 active voice tenses, when assessed by using the quizizz application in the pre-test, was poor. only two of 12 students got a good score and the percentage of it is 16 %. six of each student got a fair score with a percentage of 50 %. and the rest got a poor score with a percentage of 34%. it shows that the student’s ability in understanding the 16 active voice tenses was poor before the treatment. after giving the treatment, the researcher found that the students’ score was better. five of the 12 students got a very good score, with a percentage of 42% and seven of the rest students got a good score with a percentage of 58%. no one of the students’ got a fair, poor, and very poor score in the post-test. from those findings, the susi... 112 researcher can conclude that teachers can improve students’ understanding of tenses when teachers apply and modify some methods, especially a method taken from the top grammar applied in this study. in similar studies, (witchukriangkrai, 2011) and (rusdi, m., & hafid, 2016) said that the english teacher should be more creative in teaching english grammar, especially teaching tenses. it is because students will be more motivating when the teacher is more creative. not only in teaching, but also in assessing students’ ability, the teachers should be more creative and innovative. (permana & permatawati, 2020) said that most of the students respond positively to the new medium of assessing their ability. conclusion based on the finding and discussion of the research above, the writer can be concluded that: the methodology of the top grammar textbook is effective to improve students’ ability in understanding the 16 active voice tenses. it is proven by the score in the pre-test and post-test. and also there is a significant difference between students’ ability about the 16 active voice tenses before and after giving the treatment of the top grammar textbook when assessed in the pre-test and post-test by using the quizizz application. references arief, a. y. (2016). questioning the terms: “regular and irregular verbs” in english. journal of linguistics and education. arifin, s. (2016). deductive and inductive methods of teaching tenses. journal of elt. hariyono, r; carthy, m. (2008). abc plus english grammar. gitamedia press. horby, a. . (1995). oxford advanced learners dictionary of current english. oxford: oxford university press. karlina, h., raja, p., & suka, r. g. (n.d.). teaching tense through modified song lyrics for junior high school. (2). assessing... 113 ken, hyland; wong, l. l. c. (2013). innovation and change in english language education. 711 third avenue, new york, ny 10017: routledge. latief, mohammad, a. (2014). research methods on language learning an introduction. malang: um press. linda, gerot; wignell, p. (1995). making sense of functional grammar. antipodean educational enterprise (aee). made, d., puspitayani, a., adi, i. n., putra, j., & santosa, m. h. (2020). developing online formative assessment using quizizz for assessing reading competency of the tenth grade students in buleleng regency. 4(april), 36–47. permana, p., & permatawati, i. (2020). using quizizz as a formative assessment tool in german classrooms. 424(icollite 2019), 155–159. rusdi, m., & hafid, a. g. (2016). the effectiveness of using crossing formulas of tenses table in learning english 16 tenses at xii. 96–109. setiyadi, b. (2006). teaching english as a foreign language. graha ilmu. setiyani, s., fitriyani, n., & sagita, l. (2020). improving students’ s mathematical problem-solving skills through quizizz. 5(3), 276–288. https://doi.org/10.23917/jramathedu.v5i3.10696 siu, t., & annie, y. (2011). learning english tenses through the theory of variation. 8(2), 145–167. suherman. (2013). top grammar a guide to write english. kediri: pustaka ilmu. witchukriangkrai, t. (2011). teaching tense through texts and drills : comparison of test scores. (december). ilham.. 13 evaluation on tefl 1 syllabus of english department: a rationalbased model ilham english education department, muhammadiyah university of mataram, indonesia e-mail: ilham.ummataram@gmail.com abstract the objective of this study is to depict the academic english language curriculum/syllabus of tefl 1 course in english department um mataram. the present study analyzes the coherence, consistency, and relevance of the curriculum objectives, content, learning activities, and assessment; institution vision and mission, law, and the nature of the subject matter. tyler’s rationale model is utilized in analyzing the documents. the result of this study can be used as some considerations in reconstructing the syllabus so that learning experiences will be relevant and consistent with the learning objectives stated in the syllabus. keywords: curriculum, syllabus, tefl, tyler’s rationale-based model. 1. introduction curriculum is a set of plan that guides the process of teaching and learning. it provides scope and sequence of the subject matter, sets of learning opportunities for leaners and direction to achieve the intended goals (ornstein&hukins, 2009, posner, 1992). goodson in wen su (2012) describes a curriculum as a multifaceted concept, constructed, negotiated and renegotiated at a variety of levels and in a variety of arenas. based on the observation at english education study program of muhammadiyah university of mataram, it was found that students entered the department with low english proficiency. their skills were categorized low in four english language skills. most of them were not active in class and had weak motivation since they were bored with the essence of the material. english department have the purpose improving students knowledge in english language teaching subject, all students merely take two classes, they were tefl 1 and tefl 2 course. however, the course of tefl does not help students to overcome jurnal smart , volume 5, no 1 (2019), page. 1324 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.788.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. mailto:ilham.ummataram@gmail.com evaluation of tefl.... 14 the language difficulties. this is because the instructional materials of the subject have not designed based on students need. several factors such as information about the leaners’ background, language proficiency level, learning context, students’ characteristics, culture and experience are important to be foundations for designing appropriate learning processes (oxford, 2003, graves, 2016). therefore, a study on need analysis for developing appropriate tefl subject is strongly expected to help the english department of muhammadiyah university of mataram. this study attempts to analyze the syllabus english course in terms of its objectives, learning experiences, organizations and assessment. the study figures out the coherence, consistency and relevance of the curriculum objectives, content, learning activities, and assessment as well as institution vision and mission, law, and the nature of the subject matter. tyler’s rationale model is used to frame this study for some reasons: first, it provides clear direction and guides to analyze the components of curriculum; second, it provides a fixed guide that makes the process of evaluation simple and easy to conduct and thirdly, it provides logical sequence of curriculum element making it easy to see the coherence, consistency, and relevance of the elements. to develop coherent and consistent curriculum, there should be theories that is essential to discuss as direction in the process of designing it. those theories are definitions of curriculum, purposes of developing curriculum and characteristics of curriculum evaluation. regarding to definition of curriculum. plat and weber in richards (2001) define curriculum as an educational program which states (a) the educational purpose of the program, (b) the content, the teaching procedures and the learning experiences which will be necessary to achieve this purpose, and (c) some means for assessing whether or not the educational ends have been achieved. this definition implies a broader concept of curriculum and it is dynamic in terms of its planning and implementation. this developing curriculum focuses on processes regarding needs analysis, situational analysis, planning learning outcomes, course organization, selecting and preparing teaching materials, effective teaching and evaluation. in the same vein, tanner and tanner (1980) traced the history of curriculum definitions showing that curriculum has ilham.. 15 been variously defined as : (1) the cumulative tradition of organized knowledge; (2) modes of thought; (3) race experience; (4) guided experience; (5) a planned learning environment;(6) cognitive/affective content and process; (7) an instructional plan; (8) instructional outcomes; and (9) a technological system of production. in contrast, rodgers (1989) specifically identifies curriculum as activities in which learners engage and cover what they learn, how they learn, how teachers help through supporting materials, styles and methods of assessment, and what kinds of facilities. similarly, brown (2000) outlines that curriculum is the design to carry out a particular language program, including subject-matter objectives, sequencing and constructing materials to meet the needs of a designated group of learners in a defined context. it reveals important components that guide teachers to perform what and how to teach, including assessment for each subject-matter. in conclusion, there are three important natures of curriculum: curriculum as the expected ends of education, curriculum as the expected means of education, and curriculum as plans for educational events (posner, 1992, p.4). the former dealt with intended learning outcomes to be achieved by students upon completion of the program. curriculum as expected means deals with modes of delivering material and instructional plans to achieve the expected goals. it suggests that curriculum is a blue print made for guiding learning in schools to attain educational goals (saylor, et.al, 1981; glatthorn, 1987). the above definition also indicates that curriculum covers three important activities: planning, delivering, and evaluating. different definitions of curriculum evaluation are found in the existing literature about the topic. it can be defined as a systematic process for collecting and analyzing all relevant information for the purpose of judging and assessing the effectiveness of the curriculum to promote improvement (brown, 1995 and richards, 2001). in addition, oliva (1988) defines curriculum evaluation as the process of delineating, obtaining, and providing useful information for judging decision alternatives. the primary decision alternatives to consider based upon the evaluation results are: to maintain the curriculum as is; to modify the curriculum; or to eliminate the curriculum. the other definition is from gay (1985) who evaluation of tefl.... 16 argues that the aim of curriculum evaluation is to identify its weaknesses and strengths as well as problems encountered in implementation; to improve the curriculum development process; to determine the effectiveness of the curriculum and the returns on finance allocated. furthermore, mcneil (2006) also states “curriculum evaluation is an attempt to throw light on two questions: do planned learning opportunities, programs, courses, and activities as developed and organised actually produce desired results? how can the curriculum offerings best be improved?” (p.134). worthen and sanders (1988) also define curriculum evaluation as “the formal determination of the quality, effectiveness, or value of a programm, product, project, process, objective, or curriculum” (p.22-23). then, &hunkins (2009) define curriculum evaluation as “a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate somethingthe curriculum in general or an educational textbook in particular” (p.320). based on the definitions above, it can be synthesized that curriculum evaluation is the assessment process of the merit and worth of a program of studies which covers the four aspects of curriculum: purposes, process, content, and assessment. regarding to the purpose of curriculum. posner (1992) states that most curriculum evaluators claim that the main reason to conduct curriculum evaluation is to provide information for making decisions about either individuals or the curriculum. decisions about individuals are necessary for six purposes: diagnosis, instructional feedback, placement, promotion, credentialing, and selection. another purpose of evaluation is to inform decisions about curriculum. posner (1992) explains that there are two types of curriculum evaluation decisions: 1) decision as to how to improve the curriculum which requires formative evaluation, and 2) decision as to whether to continue to use the curriculum, which requires summative evaluation. evaluation plays a formative role when it occurs during the ongoing curriculum development process, while evaluation plays a summative role when it enables administrators to decide whether or not a curriculum is good enough to warrant institutional support. ilham.. 17 moreover, there are some common characteristics of different types of curriculum evaluation. it starts with need analysis which is on-going as it never finishes (brown, 1995). this shows that there is a need for curriculum evaluation within any curriculum system and within any teaching and learning process. generally, curriculum evaluation helps to connect all other elements of curriculum and also to highlight positive and negative issues related to these elements, such as aims, goals and purpose of different subjects, guidelines for course design, teaching and learning principles. based on the background, identification and delimitation of the study, and theories of curriculum. analysis of tefl 1 course should be carried out to figure out the coherence and consistency of the elements of tefl 1 syllabus in english department of muhammadiyah university of mataram. 2. research method the writer uses qualitative research design to describe the result of syllabus evaluation. it is appropriate for a study that requires exploration and a detailed understanding of a central phenomenon (creswell, 2009). this study belongs to case study research design. this study belongs to a case study because it focuses on a particular phenomenon, situation or event within its real life context (merriam, 1998:29; yin, 2003; heigham and croker, 2009:68) and concerns on “a small scale and a single case” (bogdan and biklen, 1998). a single case of this study refers to the analysis english language syllabus for english department. second, the study will be conducted in natural setting where there is a little control over behavior, organization, and events. it describes unique examples of real people in real situations, enabling readers to understand ideas more clearly (yin, 2003, p.13). another important characteristic of this study that represents case study is its unity (merriam, 1998). this study employed a techniques of data collection, namely document analysis. document analysis was conducted on the english language syllabus for english department. it was done to gain the information on the coherence and consistency of syllabus components: objectives, learning experiences, organizations, and evaluation. the analysis adopted the framework of tyler’s model arising from criteria suggested by the work of tyler evaluation of tefl.... 18 (1949) regarding the components of syllabus goals, learning experiences, organization, and evaluation. 3. findings and discussion the analysis of goals or objectives the objectives of tefl 1 syllabus are formulated in terms of aims and objectives. the objectives indicate that the main objective of learning tefl 1 are the students are expected to be able to explain the varieties of approaches, methods and techniques in tefl; explain new trends of method in tefl; plan an english lesson based on appropriate method; and demonstrate an appropriate method of tefl to teach a certain skill of english. the following is the course outline/syllabus of tefl 1 course. table 1 the course outline/syllabus of tefl 1 course wee k topic objectives 1 introduction to tefl the students are able to define what tefl is 2 differences between mother tongue (l1) learning and foreign language (l2) learning the students are able to mention points that make foreign language learning different from mother tongue learning 3 approaches, methods, techniques in language teaching gtm, direct method the students are able to differentiate approach, method, and technique in teaching english by giving examples 4 methods in foreign language teaching 1, audio lingual, silent way, desuggestopedia, the students are able to tell the background of the emergence of methods in efl, procedures of the teaching methods discussed. 5 and 6 methods in foreign language teaching 2 cll (community language learning), content-based aproach, task-based approach the students are able to tell the background of the emergence of methods in efl, procedures of the teaching methods discussed. 7 methods in foreign language teaching 3 participatory approach, comunicative aproach (comunicative language teaching) the students are able to tell the background of the emergence of methods in efl, procedures of the teaching methods discussed. mid-term test 8 and 9 cognitive principles of teaching the students are able to explain the cognitive principles of teaching and mention the appropriate activities. 10 students’ practice on cognitive principles of teaching the students are able to perform teaching practice applying the cognitive principles. 11 affective principles of teaching the students are able to explain the cognitive principles of teaching and mention the appropriate activities. 12 students’ practice on affective principles of teaching the students are able to explain the affective principles of teaching and mention the appropriate activities. 13 linguistic principles of teaching the students are able to explain the cognitive principles of teaching and mention the appropriate ilham.. 19 activities. 14 students’ practice on linguistic principles of teaching the students are able to explain the linguistic principles of teaching and mention the appropriate activities. final-term test the table below provides findings of objective analysis based on tyler’s framework of the syllabus above. table 2 findings of objective analysis based on tyler’s framework of the syllabus guided questions for analysis result of analysis a. the source of the objective b. the coherence and relevance of objectives with the kinds of learners c. the attainability of objectives by the students without great strain d. comprehensibility of the objectives. e. the objectives state clearly, precisely, and operationally, that is, in terms of the behavior responses of students. f. the formulation of the objectives indicate cover both behavior and content aspects. g. the objectives consistent (not in conflict with each other) with each other. h. the learning objectives consistent and congruent with the curriculum maker's philosophy and theory of learning. the goals and objectives are clearly mentioned and comprehensible. the objectives include knowledge, affective, and linguistic aspects. it mentions contexts in which english will be used by learners. that is in efl class. the formulation of the objectives indicate covering both behavior and content aspects. the objectives seem to be consistent one to another that is providing learners with basic concept and principles. in terms of attainability, there is great possibility that learners will not have difficulties to achieve the stated learning objectives. the analysis of learning experiences the data on learning experiences are gained from the syllabus and instructional planning. the syllabus mentions that teacher mixes the way of teaching namely teacher-centered and student centered approach during the teaching learning process as it is clearly mentioned in the instructional planning. the leaners perform teaching practice applying the cognitive principles. the table below portrays the result of analysis. table 3 the result of analysis guided questions for analysis result of analysis a. do the learning experiences provide students appropriate practice of the kind of behavior implied by the objectives? b. are the learning experiences consistent with the assessments? c. do the learning experiences provide students satisfaction in carrying on the kind out behavior implied by the objectives? d. are they of interest to the students?  the syllabus is not all relevant with instructional planning. the activities after midterm are not stated in aims and objectives.  the learning experiences do not provide completely appropriate practice for the students the kind of behavior implied by the objectives.  learning experience is inconsistent with evaluation of tefl.... 20 e. are the learning experiences within the range of possibility for the students involved? f. are there multiple learning experiences used to attain the same educational objectives? g. will a learning experience bring about several learning outcomes? h. is there an economy of operation? assessment.  lack of multiple learning experiences.  doesn’t provide appropriate practice.  less possibility of bringing about learning out comes. the result of the analysis showed that the syllabus does not describe the learning experiences comprehensively. the concepts of learning experiences in the syllabus are not completely explicated in the description in instructional planning. regarding to the classroom practice, the analysis on instructional planning documents reveals that the classrooms activities are dominated by the activities in which the students are able to tell the background of the emergence of methods in efl and procedures of the discussed teaching methods. students are lack of group discussion in understanding and analyzing theories of tefl and the way to implement in the class. another concern in learning experience is its consistency with assessment. the learning experience is not all consistent with the assessments. the questions given during the mid-term test emphasis on the students’ ability to differentiate approach, method, and technique in teaching english; and to explain the strength and weaknesses of method in efl teaching such as audiolingulism, suggestopodia and community language learning. in the same case, the final test questions are mostly about on students familiarity with recent approaches to language teaching, disadvantage of using only foreign language in the classroom, geographical origin of audiolingual method, defining language device, comparing mentalist and audio lingual, classifying the procedure of the method and principles of lexical approach which shares with grammar translation method, audio lingual method, natural approach, silent way and clt that are not quite relevant with classroom activities and the objectives. to sum up, learning experiences designed in the syllabus and instructional planning (sap) have not accommodated multiple activities. as a result, there is less possibility that the learning experiences can bridge learners to achieve learning objectives stated in the syllabus. the analysis of organization in terms the organization, the syllabus for tefl 1 is content-based syllabus in which the primary purpose of the instruction is to teach some contents or ilham.. 21 information by using the language that the students are also learning. (krahnke, 1987). the table below presents the analysis of syllabus organization. table 4 the analysis of syllabus organization guided questions for analysis result of analysis a. are the learning experiences organized to provide students a continuity or reiteration of learning either vertically or horizontally? b. are the learning experiences organized to reinforce each other? c. are the learning experiences organized for a progressive development of student understanding, skill, or attitude? d. do successive learning experiences build upon the preceding ones, but go more broadly and deeply? e. do the learning experiences encourage and build upon an interdisciplinary learning? (do they integrate with other disciplines? f. do the learning experiences unify student behavior in relation to other subject matter? (is there the possibility of the transfer of learning?  the learning experiences provide continuity.  there is reinforcement between the learning experiences.  learning experiences are separated one to another.  learning experiences are organized for a progressive development of student understanding, skill, or attitude.  learning experiences unify learners’ behavior. the organization of learning experiences and materials in the syllabus seems quite well designed enough. the learning experiences and material provide continuity either vertically or horizontally. the concept of one material is built upon the preceding ones. for example, the students demonstrate an appropriate method of tefl to teach a certain skill of english after learning theory types of methods in teaching english. the analysis of evaluation/assessment the information from syllabus indicates that there are five format of assessment: attendance (10%), individual assignments (10%), group assignments (10%), mid-term test (30%), final-term test (40%). the table below provides the result of evaluation analysis. table 5 the result of evaluation analysis guided questions for analysis result of analysis a. do students have opportunities to practice the assessment? b. are multiple forms or kinds of appraisal used? are there multiple ways of getting evidence about behavior changes? c. is student learning appraised more than once? is there more than one type of appraisal? are there multiple opportunities to be assessed? d. is the degree to which changes in student behavior take place measured? e. are there assessments for student transfer of learning outside the classroom or from one grade level to another grade level?  the format is not clearly described  the description method of assessment is not clearly stated.  the indicators to determine the change of students’  behavior change is not clearly stated.  no assessments for student transfer of learning outside the classroom or from one grade level to another grade level evaluation of tefl.... 22 the information from syllabus seems to indicate that the assessment of the learning relies on written test performed in the middle of the term and at the final of the term. the syllabus indicates that individual assignments (10%) and group assignments (10%) will be assessed but there are no clear format and indicators for the assessment. for the purposes of analysis, the writer uses final exam paper of tefl 1 course. here is the summary: table 6 the summary of final test final test subject : tefl 1 semester/class : v c& d regular class lecturer : irwandi, m.pd direction: choose and elaborate your answer from 7 of 10 questions below as clear as possible! 1. are you familiar with any recent approaches to language teaching? can you briefly characterize them? which approach to language teaching do you think is predominant at present in general foreign language classrooms? 2. the most expensive textbook is the guarantee for a method to work. do you agree with this statement? are there other materials as effective as textbooks? 3. what are the disadvantages of using only the fl in the classroom? 4. what are the geographical origins of the audiongual method? 5. define the language acquisition device. 6. compare mentalist and audiolingual classroom techniques. have you experimented either of the two as a learner? 7. identify the syllabus type(s) and language teaching method(s) they follow and commentcritically on their assets and drawbacks. which do you think is the most adequate for the teaching of english as a foreign language in the secondary school classroom? justify your answer. 8. classify the procedures of the method into two groups: traditional and innovative techniques. and differentiate the teaching methodologies (approach, method, and technique) briefly. 9. specify which principle(s) the lexical approach shares with each of the following methods or approaches to language teaching: grammar-translation audiolingualism the natural approach the silent way communicative language teaching 10. what is the mode by which the teacher is teaching? what materials is the teacher using? how is it possible to tell whether one lesson is in some way ‘better’ than another? the questions designed in written tests above do not reflect much the items that have to be assessed based on the objectives stated in the syllabus. there are lack of coherence, consistency, and relevance between test items and stated objectives. 4. conclusion the result of the analysis on the syllabus using tyler’s framework can be concluded that the goals of english learning are not precise in the sense that there are inconsistencies among learning experiences, objectives, and assessment. in ilham.. 23 terms of organization, the result of analysis concludes that there is no continuation of the materials. in addition, the assessment for english syllabus of tefl 1 is not consistent with the objectives. considering the fact mentioned in the conclusions, the following actions can be taken into consideration to reconstruct the syllabus: 1. the objectives of english syllabus of tefl 1 should be reformulated by considering the result institution’s vision and mission, and the nature of the subject matter. 2. the learning experiences should be consistent and relevant with the objectives and accommodate multiple models of learning experience. 3. the materials should be organized by considering continuation and the building up of both knowledge and skills from one material to another. the material should also provide opportunity for interdisciplinary integration. 4. the assessment should be able to measure the stated objectives. therefore, the assessment should be designed in multiple techniques and accompanied by clear and precise indicators. 5. references bogdan, r.c. and biklen, s.k. (1998). qualitative research for education: an introduction to theory and methods. boston: allyn and bacon. brown, j.,d. (1995). the element of language curriculum: a systematic approach to program development. boston: heinle & heinle publisher. brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy. california: longman. creswell, j. w. (2009). research design: qualitative, quantitative and mixed method approach. 3rd edition. thousand oaks, california: sage. gay, l.,r. (1985). educational research competencies for analysis and application. new jersey: imprint of prentice hall. glatthorn, a. (1987). curriculum leadership. illinois: scott. graves, k. ( 2016). language curriculum design: possibilities and realities. the routledge handbook of english language teaching edited by hall (2016). new york: routledge: evaluation of tefl.... 24 krahnke, k .(1987). approaches to syllabus design for foreign language teaching. new jersey: prentice hall. mcneil, j. d. (2006). contemporary curriculum in thought and action. hoboken, nj: john wiley & sons, inc. merriam, s.,b. (1998). case study research in education. san fransisco: joseybass. oliva, pf (1988). developing the curriculum (2nd ed.). boston: scott, foresman. ornstein, a.,c., & hunkins, f.,p. (2009). curriculum: foundations, principles, and issues. boston; pearson education inc. oxford, r.l. (2003). language learning styles and strategies: an overview. oxford: gala. posner, j., g. (1992). analyzing the curriculum. new york: mcgraw-hill, inc. richard , j. c. (2001). curriculum development in language teaching. united states:cambridge. university press. rodgers, t. (1989). syllabus design, curriculum development and policy determination. new york: cambridge university press. saylor, j.,g., alexander, w., & lewis,a.,j. (1981). curriculum planning for better teaching and learning. new york: holt rinehart & winston. tanner, d., & tanner, l. (1980). curriculum development: theory into practice. columbus, ohio: pearson merrill prentice hall. tyler, r. w. (1949). basic principles of curriculum and instruction. chicago: the university of chicago press. yin, r., k. (2003). case study research: designs and methods. thousand oaks, ca: sage. wen su, s. (2012). the various concept of curriculum and the factors involved in curricula making. jornal of english language teaching and research vol. 3 no 1. worthen, r., & sanders, r. (1988). educational evaluation: alternative approaches and practical guidelines. new york: long. paper title in capital, font size 14, single space, bold, center, not more than 15 words optimalizing you tube....................................... 40 optimalizing you tube videos to improve students’ translation skill humaira 1) , ilham 2) , & rudi arrahman 3) , 1 english education department, fkip-universitas muhammadiyah mataram, indonesia mairamoe@yahoo.com 2 english education department, fkip-universitas muhammadiyah mataram , indonesia ilham_sila@yahoo.co.id 3 fkip-universitas muhammadiyah mataram, indonesia abstract this study attempts to formulate the issues of youtube in teaching translation courses of improving students’ skill. this research used classroom action research. the study was conducted at the viii semester students in english education program fkip-um mataram with total respondents were 25 students. the results showed a significant improvement related to the ability of students’ translation. it can be seen from the increase of the average value obtained by students at each stage. in try out, their average score is 5.6, then in cycle 1 increased to 6.75 and in cycle 2, the average student score increased to 7.3. key words: you tube, translation, skill 1. introduction today, the skill of being a translator is considered very important remembering about need analysis toward translation. translation process has been known well by people of greek since 1st bc, it was firstly introduced by cicero and st. jerome (munday, j, 2008). st. jerome translated the holy bible from greek to the latin, and then affected the translation process all over the world. we realize that the transformation of science, knowledge and technology becomes so massive done by the professional translators, as well as sophisticated technological tools that serve as human translators. this is become a big challenge for english students to have skill to become a translator, not only for job-seeking skills, but the main thing is to help students themselves in solving lecturing problems. it is indicating the central role of translation in spreading out the knowledge by translating many books from one source language to the target language (bassnett, 2002). this phenomena supported translation subject creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 1 (2018), page. 4051 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/js.576.203x mailto:mairamoe@yahoo.com mailto:ilham_sila@yahoo.co.id https://doi.org/10.26638/js.576.203x optimalizing you tube....................................... 41 into applied linguistics and become a professional skill learnt intensively in university level (newmark, 1988). these facts appeared many experts in defining translation formally. those experts formulated many theories in terms with their background and knowledge; they formulated the translation terms not only in theories but also practice-applicative as a new branch of knowledge. the definition of translation stated by nida & taber (1982) that the translation process is an effort to express the meaning from source language to the target language. another definition comes from newmark (1991) stated that translation is “rendering the meaning of a text into another language in the way that the author intended the text”. the same terms also expressed by hatim, b & munday, j (2004). they analogized the translation as key words to understand the writer, author and other culture and language without meet the directly. those definitions showed the strong position of translation in the development of knowledge nowadays. mostly, textbooks and learning materials of english students generally use books english-based. thus, their ability to translate texts is also a measurement in assessing the level of english proficiency. the better the quality of translation results is done, the higher the level of student fluency in understanding the english language (humaira, 2015). however, the translation process is not as easy as we imagine. during teaching courses translation i or ii, the authors observed that students found considerable difficulties. not only caused by the differences of grammar structure between bahasa indonesia and the target language (english), cultural differences are also play very difficult constraint in finding the equivalent words for the intended meaning, especially the translation process from indonesian to english. it’s proved by several studies have been conducted by some researchers; e.i mulyanto, h (2015) and humaira (2015) related to the students’ skill in translating text which is placed low categories. in related with this study, there was also research done published by turner, j.m & mathieu, s (2007) entitled, “world library and information congress”. this writing focused on how students opened and gathering information access through media and audiovisual in teaching and learning translation course, humaira.............................................. optimalizing you tube....................................... 42 as well as what this research have been done. the next, the problem is also very important is about techniques of teaching translation which has been so monotonous. in general, the author realizes that the space is narrow to create innovation in terms of technique development and methods of teaching translation. recently, the teaching of translation course commonly related to the translating text only without any other attractive activities to attract students for developing their skills. even thought, group discussion sometimes implemented. that’s make the translation subjects are bored because students assume that this course is not interesting and there was not kinds of activities carried out in the class. therefore, as a lecturer, writers are required to have creativity and innovation that must always be dynamic and continuo as an effort to improve the quality of teaching, both the quality of lecturers' knowledge, and the quality of the students as the object of teaching. so, this research tries to offer one of the new variations of technique, namely teaching translation using youtube. generally, the use of youtube techniques will look strange as a text translation medium. because youtube is usually a medium commonly applied to teaching listening or sometimes in speaking courses. this is because youtube always displays verbal visualizations that are easier to use to listen as well as to learn to speak. however, we can see youtube today displays a variety of topics, and it possible to be used as an effort to develop other skills including in teaching translation course. teaching model through youtube in translation is done by asking students to download youtube videos (in english version) that they most like, they can decide what type of video genre they want; it can be a cooking demonstration, an host of event, political news or even make-up tutorials or other topics. they are then asked to directly interpret/translate what is described by the model on youtube. therefore, this research becomes important by noting that the process of interpretation as explains above is expected to make students more enthusiastic in learning translation, because they can see the visuals directly. so, if they have trouble in finding the meaning of the spoken word, they can guess by looking at what the model does in youtube (without having to open the dictionary, or even open google translate). it will make them easier to optimalizing you tube....................................... 43 understand and translate the verbal language used by the model, adding to their vocabulary, as well as their insights in new, interesting, and much more colorful ways. this technique becomes possible to do because remembering students at the eighth semester who are considered to have good english language skills. they will also become more creative in choosing videos with topics that they master, without having to be tied to the type of text the lecturers give at each meeting. 2. research methods this research conducted at faculty of teacher training and education (fkip) um-mataram, english education program at the eighth semester students in academic year 2016-2017. respondents in this study were 25 students in class a. it’s because researcher only able to assess 1 class intensively. this research was classroom action research (car). classroom action research is a study focuses on the practical reflection of an issue arises in the teaching and learning process, the classroom action research requires teachers/lecturers/ practitioners who become researchers as a means to solve the problems found in the classroom (arikunto, 2010: 128). stages of classroom action research can be seen in the chart adapted from kemmis & mctaggart (1988) as cited in (burns, a: 2010: 09) below: the stages of the chart can be concluded in four steps, they are: a) planning, b) action, c) observation, and d) reflection. (kemmis & mctaggart, (1988) as cited in burns, a: 2010: 09). in an effort to collect the data appropriately and systematically, there were several instruments that have been used. data collection tools focus on observation, recording and also triangulation. triangulation, not only mean to find the truth, but also to improve the understanding of lecturers or teachers to the problems that still exist (sugiyono: 2009). triangulation applied to the source of data derived from the results of the translation of students, then evaluated in each cycle, transcripts of the recording will be given a score in accordance with the standard assessment of translation rules. this research done in qualitative descriptive approach, and assessment humaira.............................................. optimalizing you tube....................................... 44 models of students' verbal translation results were measured according to the adapted translation assessment standards of some models. the measurement standard is as follows: table 3.1 assessment standard standard of assessment description accuracy 3 (match) 2 (lack of match) 1 (not match) readability 3 (easy) 2 (sufficie nt) 1 (difficul t) acceptabilit y 3 (accept able) 2 (less accepta ble) 1 (unacce ptable) adapted from nababan (2004) these three standards are commonly used to measure the level of accuracy in translating texts that tend to be written text. however, since in principle the translation model is equally well written or verbal, the measuring instruments used are also standardized by means of measuring instruments for written text. the measuring tools of these three aspects will be described as follows: 1) accuracy rating instrument this instrument is commonly used to measure the equivalence level of translation products based on the theory of nagao, nakamura (1998) cited in nababan et al, 2012), while the scale can be explained as follows: table 3.2 modification of rating accuracy instrument s c a le c a te g o ry indicator 3 m a tc h in g  the message is suited exactly in the target language (bsa)  there’s no deviations/ distortion meaning  there’s no addition, omission, alteration of information  choosing and the terms usage of each unit of translation 2 l a c k o f m a tc h in g  the message is less suited exactly in the target language (bsa)  there a few deviations/ distortion meaning  there a few addition, omission, alteration of alteration information  there a few mistaken in choosing and the terms usage of each unit of translation 1 n o t m a tc h in g  the message is not convoyed exactly in the target language (bsa)  there deviations/distortion meaning  there addition, omission, alteration of information  there mistaken in choosing and the terms usage of each unit of translation (nababan et al, 2012) 2) acceptability rating instrument to measure the level of acceptability of the results of students’ translation from english to indonesian have been tested using the approach of machali (2000: 119-120). the categories are as follows: optimalizing you tube....................................... 45 table 3.3 the traffic assessment of translation s c a le c a te g o ry indicator 3 a c c e p ta b le  the translation is natural, genuine, flexible and rigid  it doesn’t like the translation result  the translation is reflect to commonly communication in the context of target language (bsa)  used grammar and style of common language of the speaker of the target language  it is not relate with the source language 2 l e ss a c c e p ta b le  the translation is seemed rigid thus it is kind of the result of translation  the translation is less usual because of there are grammar and the style of language who didn’t find in the target language  it is relate to the structure of the source language (bsu) 1 u n a c c e p ta b le  the translation is not natural and sense rigid  it sensed as translation result  there are style of language and grammar who didn’t find on the target language (bsa)  it’s related to source language (bsu) (machali, 2000: 119-120) 3) readability rating instrument the measurement model for legibility in translation results based on the adapting the approach taken by nababan (2004: 62). the assessment model is as described in the table below: table 3.4 modification of readability of rating instrument s c a le c r it e r ia indicator 3 e a sy the translation is easy to understand and the meaning is understandable. the translator have particular knowledge of the terms in translating 2 s u ff ic ie n t the translation is easy to understand and the meaning is understandable however there 1-2 terms who don’t know by the translator 1 d if fi c u lt the translation is a bit can be understood and known by the translator because there usage of the terms who didn’t understand and know by translator. nababan (2004) to measure the overall component, calculations will be made using the average standard as in the table. table 3.5 computation standard per items the mean accuracy acceptable readability 9 x 3= 27 9x2= 18 9x1= 9 adopted from hartono r (2009) as for calculating the overall percentage of score in each item will be used the following formula: where, p = percentage f = score students and n = number of respondents. from the overall result of the students' assessment, it will be accumulated using the following assessment standards: humaira.............................................. optimalizing you tube....................................... 46 table 3.6 individual classification score score classification 1. 9,6-10 excellent 2. 8,6-9,5 very good 3. 7,6-8,5 good 4. 6,6-7,5 fairly good 5. 5,6-6,5 fair 6. 3,6-5,5 poor 7. 0-3,5 very poor (heaton’s, 1975: 100) 3. findings and discussion condition on pre-cycle as the classroom action research tradition, try out is done to find out the student's ability to translate the text. students were observed directly during courses translation takes place. students used to not really enthusiastic in translating texts were often given by lecturers. although basically, translating text is easier and gives more space for students to think and look up the meaning of difficult words. so, in the try out the researchers asked the students in turns to translate the video without text displayed through the lcd screen and loudspeakers. 1 student translated several line sentences to determine their capability. and almost can be said, most students can not translate the sentences that they hear correctly. from the try out results, the average score of students based on the standard assessment translation as described in chapter iii is; table 4.1 student’s score in precycle n o name score total d a a r 1 m 16 14 6 6 fg 2 mt 12 12 5 4,8 p 3 ma. 14 10 6 5 p 4 ns 15 12 6 5,5 p 5 ps 14 10 4 4,7 p 6 pi 12 12 6 5 p 7 qe 14 12 6 5,3 p 8 rm 15 14 6 5,8 f 9 rb 15 16 9 6,67 fg 10 rn 15 10 4 4, 84 p 11 ra 18 12 8 6,34 f 12 sh 18 10 7 5, 34 p 13 s 12 8 5 4,5 p 14 s 21 14 8 7, 16 fg 15 t 18 12 8 6, 34 f 16 u 18 16 8 7 fg 17 w 16 12 5 5,5 p 18 ws 16 12 6 5,7 f 19 yw 15 12 6 5,5 p 20 ts 18 12 8 6,34 f 21 mu 16 14 7 6,17 f 22 ah 16 12 5 5,5 p 23 as 14 10 6 5 p 24 cs 12 12 5 4,8 poor 25 ht 18 15 6 6,5 fair total (f) 388 305 156 5,6 fair p 15,5 2% 12,2 % 6,24 % category from result try out above, can be presented in the following table: optimalizing you tube....................................... 47 table 4.2 result of tryout score no. score k p c 1. 9,6 10 e 2. 8,6 9,5 vg 3. 7,6 8,5 good 4. 6,6 7,5 4 students 16 % fair enou gh 5. 5,6 6,5 7 students 28 % fair 6. 3,6 5,5 14 students 56 % poor 7. 0 3,5 total 25 students 100% 1.1 findings in cycle 1 (first) 1.1.1 planning from findings of try out results and also based on the identification of previous problems, the researcher designs the action plan done in the research process (teaching and learning process). the research was intense on the first, second, third and fourth weeks of may 2016. 1.2.2 action the results of the assessment for the first cycle can be seen in the table below: table 4.3 students’ score in first cycle no name score total d a a r 1 m 18 15 7 6,67 fg 2 mt 16 14 7 6,5 fg 3 ma. 18 16 7 6,8 fg 4 ns 20 17 6 7,17 fg 5 ps 18 15 7 6,67 fg 6 pi 16 14 7 6,17 fg 7 qe 18 16 9 7,17 fg 8 rm 18 14 7 6,5 f 9 rb 20 17 8 7,5 fg 10 rn 18 16 8 7 fg 11 ra 16 15 7 6,3 f 12 sh 21 16 9 7,67 g 13 s 21 16 8 7,5 fg 14 s 21 18 8 7,8 g 15 t 16 15 7 6,3 f 16 u 18 16 7 6,83 fg 17 w 18 16 8 7 fg 18 ws 18 16 8 7 fg 19 yw 18 15 8 6,83 fg 20 ts 16 15 6 6,17 f 21 mu 18 16 7 6,83 fg 22 ah 16 14 6 6 f 23 as 20 16 7 7,17 fg 24 cs 18 15 7 6,67 fg 25 ht 20 17 8 7,5 fg total (f) 457 395 185 6,75 fair p 18,2 8 % 15,8 % 7,4 % the categories of the above cycle 1 results can be presented in the following table: table 4.4 results of cycle 1 score k p c 1. 9,6 – 10 e 2. 8,6 9,5 vg 3. 7,6 8,5 2 orang 8% g 4. 6,6 7,5 18 orang 72 % fg 5. 5,6 6,5 5 orang 20 % f 6. 3,6 5,5 p 7. 0 3,5 vp total 25 orang 100% humaira.............................................. optimalizing you tube....................................... 48 1.2.3 reflection from the results of try out and also the assessment process during cycle 1, there were some notes that become important to be cared by the researchers. the first reflection lies on the average student scores that still have not been satisfactory. in the try out, the average score of students is still at 5.6 points, while the value in cycle 1 increases at 6.75, which has not fulfilled the standard of minimum gpa is 70 (b). in general, it can be said that learning process is still not successful for research in cycle 1. the improvement achieved is not satisfactory, so it needs revision and improvement to be done, not only in teaching method, but also in overall class management and also the material used in learning process. 1.3 findings in cycle 2 (second) the second cycle is done in june from the first, second, third and fourth week. so, the meeting is held for 4 times as in the first cycle with the same duration. 1.3.1 revising the plan based on some actions performed as an improvement effort done by the researcher were; (1) before the show, students are given time to study and/or listen to the video they want to translate while explaining the evaluation results and notes of the weaknesses and shortcomings of each student when performing in front of the class, (2) the researcher interacted more actively with the students , researchers provided stimulation by delivering constructive questions in order to get feedback and to understand the students’ expectations of what the interesting materials they want to translate, (3) in addition is revising the teaching model, researchers also change the pattern and learning materials, students who find the difficulties to understand the videos that they downloaded, are given the freedom to change their videos with new easier videos and by considering the video’s speed. thus, students who lack the ability to grasp the speaker's intentions can be more easily resolved. 1.3.2 action the results of the assessment for the second cycle can be seen in the table below: table 4.3 students score in cycle 2 no name score total d a a r 1 m 20 18 9 7,83 g 2 mt 18 16 7 6,8 fg optimalizing you tube....................................... 49 3 ma. 21 18 8 7,8 g 4 ns 20 17 8 7,5 fg 5 ps 18 16 8 7 fg 6 pi 21 17 9 7,83 g 7 qe 18 17 8 7,17 fg 8 rm 16 16 7 6,5 f 9 rb 20 18 9 7,83 g 10 rn 18 16 7 6,83 fg 11 ra 21 17 8 7,67 g 12 sh 18 16 8 7 fg 13 s 20 17 8 7,5 fg 14 s 21 17 9 7,83 g 15 t 21 17 8 7,67 g 16 u 21 18 9 8 g 17 w 18 17 8 7,17 fg 18 ws 20 18 8 7,67 g 19 yw 18 17 8 7,17 fg 20 ts 20 17 8 7,5 fg 21 mu 20 18 8 7,67 g 22 ah 18 17 8 7,17 fg 23 as 18 16 7 6,83 fg 24 cs 16 15 7 6,3 f 25 ht 20 17 8 7,5 fg total (f) 480 423 20 0 7,3 f p 19,2 % 16,9 2 % 8 % the categories of the above cycle 2 results can be presented in the following table: table 4.4 student categories in cycle 2 score k p c 1. 9,6 – 10 e 2. 8,6 9,5 vg 3. 7,6 8,5 10 students 40% g 4. 6,6 7,5 13 students 52% fg 5. 5,6 6,5 2 students 8% f 6. 3,6 5,5 p 7. 0 3,5 vp total 25 students 25 students 100% 1.3.3 reflection from two cycles have been done previously, it needs some reflections comprehensively. the first reflection is to translate video directly is not an easy thing, not only because of the language factor, but also listening ability is supporting someone to be able to translate well and precisely. however, students habitual and routines will help to be more responsive in interpreting or translating native speaker video. the second reflection is that the lecturer did not have to worry about continuing to innovate and develop the teaching technique, because the change started from the willingness and followed up by the real action. it does not matter how long that moves give a change, whether significant or not. generally, the activities undertaken by the lecturer will affect the pattern of mindset and student learning patterns. by always trying to be innovative, the students will participate creatively in the classroom. it can be humaira.............................................. optimalizing you tube....................................... 50 seen from the many interesting videos displayed by students, who unknowingly provide many new lessons and knowledge not only for students itself but also for lecturers. the third reflection is that, as instructors, researchers also realize that each child (student) has different talents and passion, the teaching task is to provide support for their talents and direct them in a positive context. therefore, in this case the researcher cannot impose that the student must be able to translate video with a fairly fast speed is perfect and professional. at least, students have other alternatives techniques to learn. because if you expect students as much as native speakers’ like and also be a very professional translator, is certainly impossible. it’s because the absence of native speakers who cannot be asked to become a student learning partner. students can further explore other more difficult videos to challenge their ability to translate even though not necessarily in the classroom. they can do this while lying in the room or while hanging out with friends. upgrades at each stage can be seen in the following graph: graph 4.1 student translation values from three stages of test from this graph can be concluded that the use of the technique of "optimalizing you tube videos to improve students’ translation skill at the 8th semester students of english education program, fkip um mataram has met the criteria of success or it can be said that this techniques is success. 4. conclusion the results showed a significant improvement related to the ability of students’ translation. it can be seen from the graph of the increase in the average value obtained by students at each stage. in try out, their average score is 5.6, then in cycle 1 increased to 6.75 and in cycle 2, the average student score increased to 7.3. 5. references arikunto, s. (2010). prosedur penelitian: suatu pendekatan praktek. jakarta: pt rineka cipta. poor 0% 20% 40% 60% 80% categories poor fair fairly good good optimalizing you tube....................................... 51 bassnett, s. (2002). translation studies. new york: rountledge. burns, a. (2010). doing action research in english language teaching. new york: rountlegde, madison eve. hartono, r. (2009). teori penerjemahan (a handbook for translators). semarang: cv cipta prima nusantara semarang hatim, b & munday, j. (2004). translation: an advanced resourse book. new york: rountledge. humaira, (2015). analisis kemampuan mahasiswa semester v dalam menterjemahkan teks berbasis budaya lokal. mataram: umm heaton, j.b. (1975). english language test. new york: longman. machali. (2000). pedoman bagi penerjemah: panduan lengkap bagi anda yang ingin menjadi penerjemah profesional. jakarta: pt. grasindo. mulyanto, h. (2015). a thesis: indonesia’s interferences in translating text into english text. um mataram: unpublished. munday, j. (2008). introducing translation studies: theories and practice. new york: rountledge. nababan., m. r. (2004). strategi penilaian kualitas. jurnal linguistic bahasa, university of surakarta,vol. 2.no. 1. nababan, et. al. (2012). pengembangan model penilaian kualitas terjemahan. journal of translation in university of sebelas maret, vol. 24, no. 1, june 2012. newmark, p. (1988). a textbook translation. shanghai: foreign language education press. newmark, p. (1991). about translation. britain: cromwell press ltd nida, e.a & taber, c.r. (1982). the theori and practice of translation. leiden: the united bible societies. sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. turner, j.m & mathieu, s. (2007). world library and information congress: 73rd ifla general conference and council. 1923 august, 1-11. humaira.............................................. 1 investigating the impact of microteaching lesson study to the prospective english teachers’ self-efficacy wahyu kyestiati sumarno universitas islam darul ulum, lamongan kyestiatisumarno@unisda.ac.id abstract this study aims to investigate the english pre-service teachers’ self-efficacy after experiencing a three-week microteaching lesson study project. there were thirty-nine pre-service teachers participated in this study. in a group of five persons, they were assigned to do three times of thirty-minutes-microteaching practices. microteaching lesson study model was used in this research. a questionnaire and an interview were distributed after the project was completed. the questionnaire measured the students’ self-efficacy while the interview explored the student-teachers’ perceptions toward the project. results indicated that the microteaching lesson study has a good impact on the self-efficacy of the prospective english teachers. keywords: lesson study, microteaching, pre-service teacher, self-efficacy. 1. introduction producing a professional teacher requires not only good pedagogical skills and mastery of materials possessed by a teacher. yet, an exemplary teacher must have a good confidence. the confidence of a teacher will encourage him to try his best to well -delivered the instruction and find solution for every obstacles in order to achieve the learning goals. this teacher's confidence to succeed is what is referred to teacher'sense of selfefficacy. lunenburg (2011) states that self-efficacy is a person’s confidence that he is able to perform tasks successfully. self-efficacy is also known as a person's belief in his ability to organize and carry out a series of actions needed to produce certain achievements. woolfolk, et al. (2009) argues that self-efficacy is a person’s belief in his competence or effectiveness in a particular field. according to alwisol (2010), self-efficacy is self-perception about how well a person can function in certain situations. self-efficacy is related to the belief that he has the ability of the expected action. self-efficacy is also a self-assessment, whether it can take action or not in doing something according to what is required. based on these opinions, jurnal smart , volume 5, no 1 (2019), page. 112 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.820.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. mailto:kyestiatisumarno@unisda.ac.id investigating the impact of... 2 self-efficacy can be defined as a person's belief in his ability to carry out a series of actions in a certain situation. according to bandura (1997), self-efficacy affects learning and action in three ways. first, self-efficacy influences the goals that a person chooses for himself. if someone has low self-efficacy, that person tends to has low accomplishments. conversely, someone with high self-efficacy usually has high achievements for he has set a high standard as well. second, self-efficacy influences learning and the effort that people exert on the job. a person with high self-efficacy will work hard and learn to do new tasks because he is sure that his jobwill succeed. whereas a person with low self-efficacy may not try to learn and do complex tasks because he is not sure his efforts will bring success. third, self-efficacy influences the persistence in completing new and difficult tasks. work with high self-efficacy will convince someone that he can learn and do certain tasks well. as such, he tends to persist in hi s efforts even when problems arise. in contrast, work with low self-efficacy makes a person believe that he is unable to learn and do difficult tasks and tend to give up when problems arise. according to cervone and pervin (2013), level of self-efficacy also affects a person’s way in overcoming disappointment and pressure in achieving his life goals. schwarzer (1992) states that human function is facilitated by a personal control and self-efficacy represents one of those personal controls. meanwhile, to make the students-teachers confident of their skill of teaching as well as mastery of knowledge, a sequence practice of teaching is necessary. type of teaching practice in this case is called microteaching. in microteaching, the students are asked to perform a mini teaching practice in front of their friends who act as the students. microteaching course is commonly given for a semester to the students of educational major, including english education students. this study tried to examine a microteaching project which complements the compulsory microteaching course. the microteaching project was done as long as three weeks before the field practice begin. combination of microteaching and lesson study were used in this study.microteaching lesson study is one of models which aim to improve prospective teacher quality by incorporating several elements of microteaching and lesson study (utami, mashuri, &nafi’ah, 2016). this model gives the preservice teachers opportunity to transform their subject matter knowledge and pedagogical content knowledge into practice. through this activity, they can see and improve their weaknesses of teaching skills such as lesson planning, organization of group work, classroom management, etc. besides, it is also believed that microteaching lesson study willinfluence the quality of performanceof prospective teachers by reflecting the previous and others’ wahyu kyestiati sumarno 3 performance, offer the sensation of vicarious experience, verbal persuasion, and good emotional cues. by doing so, the self-efficacy of the pre-service teachers will increase. studies on microteaching and self-efficacy have been a concern in some countries. arsal’s research in 2014 examined the effect of microteaching on pre-service teachers’ sense of self-efficacy. he found that microteaching had a positive impact on developing pre-service teachers’ sense of self-efficacy in teaching. troop at al. (2015) also state that teaching practice (microteaching) increases self-efficacy, facilitation, and assessment of learnercentered lectures, and is a vital component to teacher development program. however, this kind of study still got very few attention from researchers in indonesia. this study concerns on the implementation of microteaching lesson study project to the prospective english teachersin a private university in east java province. this research was conducted after considering the researcher’s observation which noted that the pre -service teachers’ self-efficacy was mostly still low even nothing before their field practice. even though they have got microteaching course in the previous semester, yet an intensive microteaching project which is conducted right before the field practice is seen very necessary to prepare them. therefore, the purpose of this study is to investigate the extent to which the self-efficacy of prospective english teachers improves after experiencing the microteaching lesson study. many studies reveal the predictors of teachers' sense of selfefficacy, but in this study, predictors are intended to be limited to effi cacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management. 2. research methods this study is a descriptive qualitative study with the focus on investigating the impact of microteaching lesson study project to the improvement of thirty-nine english studentteachers’ sense of self-efficacy. this research was conducted at the english department of teacher training and education faculty, darul ‘ulum islamic university. in three meetings, once a week, the student-teachers were assigned to perform teaching practices within thirty minutes with the other four students each group. the lecturer served as a supervisor as well as an observer in this study. this microteaching lesson study project was carried out before students do actual teaching practice or field practice at some schools. microteaching lesson study model which was used in this study consisted of three stages, namely plan, do, and see. in the “plan” stage, the pre-service teachers prepared three lesson plans for the three meetings with different topics and materials. they must set the goal, teaching method, content lesson, media and investigating the impact of... 4 assessment in the lesson plan. the output of this activity was written lesson plans which they had to hand in before each performance. in the “do” stage, every student-teacher was given the opportunity to carry out teaching practice based on the lesson plan that had been made for 30 minutes in front of the small groups had been created. through this teaching practice, the pre-service teachers could perform their teaching skill, tried to implement the instructional strategies they had chosen and conduct classroom management. during their performance, they were observed by the researcher who acted as the observer and the other pre -service teachers who acted as the students. the observers noted every detail of the teaching practice, such as how students reacted when the pre-service teacher explained the lesson, using the media, asking questions, etc. they also observed students' gesture and mimic when teaching. then, in the “see” stage, everyone joined the discussion to evaluate each performance. the positive and negative points had been noted were conveyed and clarified. the group also discussed the obstacles experienced and the solutions to these problems. the purpose of this activity is to provide input and find solutions for future practices. to investigate the pre-service teachers’ self-efficacy after finishing the microteaching lesson study, a questionnaire was distributed. the questionnaires used in this study have been validated by tschannen-moran & hoy, a. w. (2001) with 24 items and alpha value 0.90. the questionnaires contained questions about self-efficacy in the students’ engagement (items 1, 2, 4, 6, 9, 12, 14, 22), efficacy in the instructional strategies performed (items 7, 10, 11, 17, 18, 20, 23, 24), and efficacy in the classroom management (items 3, 5, 8, 13, 15, 16, 19, 21) . the pre-service teachers responded the questionnaire by giving “check” symbol to the 1 -9 scale provided for each item. furthermore, to strengthen the analysis, an interview was conducted to the prospective teachers. they were asked their feelings and opinion after joining the microteaching lesson study project. 3. findings and discussion results of the questionnaire analysis showing the pre-service teachers’ sense of selfefficacy after the microteaching performance were presented in table 1, 2, and 3 as follows. wahyu kyestiati sumarno 5 efficacy in student engagement table 1: frequencies of pre-service teachers' responses to efficacy in student engagementquestionnaire teachers' beliefs (n = 39) how much can you do? n o t h i n g v er y l it tl e so m e q ui te a bi t gr eat (1) (2) (3) (4) (5) (6) (7) (8) (9) efficacy in student engagement 1. how much can you do to get through to the most difficult students? 0% 0% 0% 18% 43% 18% 18% 0% 5% 2. how much can you do to help your students think critically? 0% 0% 3% 8% 43% 23% 20% 3% 3% 4. how much can you do to motivate students who show low interest in school? 0% 0% 5% 3% 28% 18% 25% 10% 13% 6. how much can you do for students to believe they can do well in school work? 0% 0% 0% 3% 23% 25% 28% 18% 5% 9. how much can you do to help your students to value learning? 0% 0% 3% 0% 18% 28% 33% 18% 3% 12. how much can you do to foster student creativity? 0% 0% 3% 10% 35% 18% 13% 15% 8% 14. how much can you do to improve the understanding of a student who is failing? 0% 0% 3% 5% 30% 23% 33% 8% 0% 22. how can you help families in motivating their children do well in school? 3% 0% 5% 20% 23% 20% 13% 10% 8% table 1 presented the students’ responses when being asked about their confidence in making their students engage during the learning activities after doing the microteaching lesson study. these questions were administered acknowledging that engagement is an indispensable part of learning (peng, 2017) and that student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement (parsons, at al., 2014). therefore, the ability and conviction of a teacher to make the students engage during the learning process is important. it can be seen that for all the questions, students answered mostly on ‘some’ to ‘quite a bit’. there were still very few students answered ‘nothing’ or very little’ and ‘great’ to the questions. it can be interpreted that after the microteaching lesson study, the pre-service teachers have a moderate confidence in making the students get involve or engage to the teaching and learning process. highest percentage for ‘great’ level (13%) occurred when the pre-service teachers were asked whether they are confident to motivate the low interested students in the school. it investigating the impact of... 6 means that they are confident that they can motivate uninterested students in their classroom later on. some of the pre-service teachers also felt confident to foster the students’ creativity (8%) and help families in motivating their children do well in school (8%). meanwhile, 33% of the pre-service teachers claimed that they are almost(quite a bit) certain in helping their students to value learning and improving the understanding of a student who is failing. to get through to the most difficult students and help the students think critically, 43% of the pre-service teachers are moderately confident. there were no preservice teachers answered ‘nothing’ for the questions, except 3% of students who did not sure whether they can help family to motivate their children. efficacy in instructional strategies table 2: frequencies of pre-service teachers’responses to efficacy in instructional strategiesquestionnaire teachers' beliefs (n = 39) how much can you do? n o t h i n g v e r y l it tl e s o m e q ui te a b it a g r e a t (1) (2) (3) (4) (5) (6) (7) (8) (9) efficacy in instructional strategies 7. how well can you respond to difficult questions from your students? 0% 0% 0% 5% 40% 23% 25% 5% 3% 10. how much can you measure student comprehension of what you have taught? 0% 0% 0% 5% 35% 20% 25% 13% 3% 11. to what extent can you craft good questions for your students? 0% 0% 3% 15% 38% 23% 15% 5% 3% 17. how much can you do to adjust your lessons to the proper level for individual students? 0% 0% 5% 8% 40% 18% 18% 13% 0% 18. how can you use a variety of assessment strategies? 0% 3% 10% 18% 33% 28% 5% 5% 0% 20. to what extent can you provide alternative when their students are confused? 0% 0% 3% 8% 13% 13% 45% 15% 5% 23. how can you implement alternative strategies in your classroom? 0% 0% 3% 15% 30% 30% 5% 10% 8% 24. how can you provide appropriate challenges for very capable students? 0% 0% 3% 3% 25% 18% 35% 10% 8% wahyu kyestiati sumarno 7 instructional strategies questions were raised to make sure that the pre-service teachers are able to implement appropriate teaching strategies in the classroom. in other words, they will not teach their students without any theory of good instruction. regarding the instructional strategies performed by the pre-service teachers in the three meetings of microteaching lesson study, most of the students also felt moderately certain that they are able to implement appropriate teaching method in the classroom activities. table 2 showed that only almost 4% of the pre-service teachers fully sure that they are able to do perfect instructional strategies. while 45% of the prospective teachers answered that they were quite certain (‘quite a bit’ level) to be able toprovide alternative when their students are confused. the rest, in which most of them were only partly certain (‘some’ level) that they are able to respond to difficult questions from their students (40%), adjust their lessons to the proper level for individual students (40%), and craft good questions for their students (38%). yet, there was no student who was completely not confident about his capability to apply instructional strategies well. efficacy in classroom management table 3: frequencies of pre-service teachers’ responses to efficacy in classroom management questionnaire teachers' beliefs (n = 39) how much can you do? n o t h i n g v er y l it tl e so m e q ui te a bi t a g re at (1) (2) (3) (4) (5) (6) (7) (8) (9) efficacy in classroom management 3. how much can you do to control disruptive behavior in the classroom? 0% 0% 0% 0% 28% 28% 30% 10% 5% 5. to what extent can you make your expectations clear about student behavior? 0% 0% 5% 5% 35% 30% 13% 10% 3% 8. how do you establish your routines to keep activities running smoothly? 0% 0% 8% 10% 28% 18% 18% 18% 3% 13. how much can you do to get children to follow classroom rules? 0% 0% 3% 8% 23% 25% 23% 18% 3% 15. how can you do to calm a student who is disruptive or noisy? 0% 3% 5% 3% 23% 25% 23% 8% 13% 16. how can you establish a classroom management system with each group of students? 0% 0% 8% 8% 33% 33% 8% 5% 8% 19. how well do you keep a few students form ruining an entire lesson? 0% 0% 3% 3% 35% 18% 33% 5% 5% 21. how well can you respond to defiant students? 0% 0% 5% 5% 18% 35% 20% 13% 5% investigating the impact of... 8 in managing the classroom, there were only 13% of the pre-service teachers that confident they can calm a student who is disruptive or noisy. 26% of them were just moderate to quite certain that they can control disruptive behavior in the classroom, keep a few students form ruining an entire lesson, get children to follow classroom rules, keep activities running smoothly and respond to defiant students. it can be concluded that the students still have moderate to quite confidence level in managing the classroom. more practices are necessary. furthermore, the interview session which was given to the pre-service teachers highlighted that all of them got advantage of the microteaching lesson study project. one of them said: “dengan adanya microteaching(simulasi) yang awalnya mengajar dengan cara yang biasa, disini kita dituntut untuk memberikan hal-hal yang menarik juga dalam memberikan materi pengajaran kepada siswa. dalam microteaching tersebut, secara tidak langsung kita juga mendapatkan ilmu dari rekan-rekan yang melakukan microteaching dengan cara yang menarik, sehingga kita bias meniru cara mengajar dari rekan-rekan yang dirasa menarik dalam pengajaran microteaching(simulasi) kita berikutnya, serta memperbaiki cara mengajar yang dirasa kurang sebelumnya. (through microteaching lesson study, i learned interesting ways of teaching. hence, my former way of teaching which is very common and not special is improved. besides, i can also see my fellow pre-service teachers' performances, in which i can reflect on to improve my future teaching performance.)” another student also said: “ya, micro teaching memberi saya kesempatan untuk mengoreksi dan dikoresi dalam proses pembelajaran baik dari perspektif siswa maupun pendidik. (yes, microteaching gives me an opportunity to make corrections on my teaching practice and be evaluated by my other friends and lecturer.)" however, some of the pre-service teachers who have already had experience of teaching commented: “tidak, karena kemampuan mengajar tidak didapat dari microteaching, melainkan dari pengalaman mengajar secara real .mengajar kelas di indonesia, umumnya kelas dengan jumlah siswa yang banyak, sehingga permasalahan yang muncul tidak dapat diwakilkan dengan microteaching.(no, because the skill of teaching is not gotten from microteaching but the real experience of teaching.most of the indonesian classrooms are big classes, thus microteaching with an only small group of students does not represent the actual condition.)" regarding the classroom management, some students argued: “yang awalnya managerial dan keterampilan mengajar yang dirasa sangat sederhana dan kurang persuasive juga, disini saya bias mempelajari ttg wahyu kyestiati sumarno 9 classroom management yang menarik dalam artian persuasif,dan juga menambah keterampilan dalam mengajar yang asik. (i learned about persuasive and fun ways of teaching to make my students interested in learning.)” “ya, saat microteaching kita dibimbing untuk bias menggunakan media belajar agar kita bias menyampaikan bahan ajar kita dengan maksimal dan menarik dan diajarkan pula cara mengatur alokasi waktu serta cara menguasai kelas dan materi, jadi kita bias lebih trampil dan disiplin. (while doing the microteaching lesson study project, we are taught to use media in teaching to make our teaching effective and interesting. besides, we are also trained to manage the time and classroom well as well as comprehend the materials to teach. it makes us more skillful and discipline.)” “ya, micro teaching member saya kesempatan belajar mengatur kelas dalam simulasi yang merefleksikan sebagian keadaan dan suasana kelas yang sesungguhnya. (yes, microteaching gives me opportunity to learn how to manage the classroom because it represents the actual classrooms.)” based on the interview, it can be noted that the pre-service teachers significantly took advantage of the microteaching lesson study project. even though the questionnaire indicated that their self-efficacy level was still medium, it was still better than their efficacy before the microteaching lesson study project. based on the researcher’s observation note before the research, the pre-service teachers’ self-efficacy was mostly low or nothing. it is predicted that it happens because to make their self fully sure, the pre-service teachers still need to do actual field practice (in which is also part of teaching practice in the real classroom). assessing their self-efficacy after the field practice is then necessary to see the improvement of their teaching confidence as a teacher graduate. to conclude, it can be said that the implementation of the microteaching lesson study provides a good impact on the english prospective teachers’ self-efficacy. it can be seen from the responses of the pre-service teachers to the questionnaire and the interview session. this finding is similar to the study of arsal (2014) which noted that microteaching has a positive impact on developing pre-service teachers’ sense of selfefficacy.troop at al. (2015) also state that teaching practice (microteaching) increases self-efficacy, facilitation, and assessment of learner-centered lectures, and is a vital component to the teacher development program. investigating the impact of... 10 the level of self-efficacy indicated in this study may be resulted by some factors as follows. according to bandura (1997), there are four sources of self-efficacy, namelyprevious performance, vicarious experience, verbal persuasion, and emotional cues.previous performance is the most influential self-efficacy information source. the “do” stage during the three meetings of teaching performances gave the pre-service teachers opportunity to reflect on their previous teaching to make an improvement on their next performance. it is expected that their third performance of implementinginstructional strategies and conducting classroom management is the best of all. in addition, the reflection is also done through the “see" stage, in which after each performance, the lecturer, as well as the other pre-service teachers, evaluate the practice. the progress will automatically improve the quality of the "plan" stage, in this case, is the quality of the lesson plan. in summary, it can be said that if the failure in various previous experiences can be overcome, it can trigger the self-efficacy to be better and make the individual able to overcome future obstacles. secondly, the vicarious experience is a way to improve self-efficacy by the inspiration ofother’s success. the process of "see" in the microteaching lesson study is the source of this efficacy. in the "see" process, pre-service teachers and observer discuss the appearance of each pre-service teacher. during this activity, they commented and explained his positive and negative notes toward the performance. by doing so, the pre-service teachers learn from his own experience and experience of the other pre-service teachers. the role of vicarious experience on one's self-efficacy is strongly influenced by the individual's self-perception of himself. the more a person feels similar to the model; the success and failure of the model will increasingly influence self-efficacy. conversely, if individuals feel more different from the model, then self-efficacy becomes increasingly unaffected by the behavior of the model. someone will try to find a model that has competencies or abilities that are in accordance with their wishes. when looking at other people with the same ability to succeed in a task through diligent effort, the individual will feel confident that he can also succeed with the same effort. conversely, self-efficacy can go down when people who are observed fail despite trying hard. thirdly, verbal persuasion is widely used to persuade someone that has the ability to achieve the expected goals. in the “see” process, through discussion between observers and pre-service teachers, observers have a wide opportunity to provide verbal wahyu kyestiati sumarno 11 persuasive actions in improving the teaching competence. people who get verbal persuasion and thenare given the chance to complete the tasks will exert greater effort than the people who are not persuaded. the last source is emotional cues, which happens when someone believes that some psychological factors produce information in assessing their abilities. conditions of stress and anxiety are seen by individuals as a sign that threatens self-disability. when someone faces a task, whether anxious or worried (low self-efficacy) or interested (high self-efficacy) can provide information about the person's self-efficacy. in assessing a person's ability is influenced by information about his physical condition to face certain situations by paying attention to his physiological state. in this case, the three stages in the microteaching lesson study, namely “plan”, “do”, and “see” also take part in training theemotional cuesof the pre-service teachers. in the "plan" stage, challenges when making the lesson plan, which includes setting the goals, teaching method, lesson content, media, and assessment techniques, will provide a psychological burden. the “do” and “see’ stages which commonly make the pre-service students nervous cannot be ignored as giving psychological burden as well.by doing this microteaching lesson study project, the pre-service teachers learned how to deal with those psychological challenges, so that they got accustomed to and can handle them easily. 4. conclusion this study shows that the microteaching lesson study has a good impact on the self-efficacy of the prospective english teachers into the medium level. this medium level of self-efficacy is showing their confidence in making their students engage during the learning process, their ability to implement appropriate teaching strategies and their capability to manage the classroom environment when teaching. it is argued that the pre-service students still reached the medium level of self-efficacy because they still need and eager to do actual field practice (in which is also part of teaching practice in the real classroom) before finally graduated and be an english teacher. assessing their self-efficacy after the field practice is necessary to see the improvement of their teaching confidence. 5. references alwisol.(2010). psikologikepribadian. malang: umm press. investigating the impact of... 12 arsal, z. (2014).microteaching and pre-service teachers' sense of self-efficacy in teaching.european journal of teacher education, 37 (4): 453-464. bandura, a. (1997). self-efficacy: the exercise of control. new york, ny: w.h. freeman. lunenburg, f.c. (2011). self-efficacy in the workplace: implications for motivation and performance. international journal of management, business, and administration, 14(1), 1-6. parsons, sa, nuland, lr, parsons, aw (2014). the abcs of student engagement. phi delta kappan, 95 (8): 23-27. peng, w. (2017).research on model of student engagement in online learning.eurasia journal of mathematics science and technology education, 13 (7): 2869-2882. cervone, d., &pervin, l. (2013). personality: theory and research. new york: wiley and sons. schwarzer, r. (1992). self-efficacy: thought control of action. washington, dc: hemisphere. troop, m., wallar, l. &aspenlieder, e. (2015). developing graduate students' selfefficacy with learner-center lecturing.canadian journal of higher education, 45 (3): 15 33. tschannen-moran, m., & hoy, a. (2001). teacher efficacy: capturing an elusive construct. teaching and teacher education, 17, 783-805. utami, i.w.p, mashuri, &nafi’ah, u. (2016).a model of learning lesson study implementation in the prospective history teacher education. journal of education and practice, 7(27), 10-14. woolfolk, a., winne, p. h., & perry, n. e. (2009).teachers, teaching, and educational psychology.in educational psychology (4th ed., pp. 1 -19). toronto: pearson canada inc. bambang.... 94 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. indonesian islamic junior high school students’ speaking english and arabic anxiety: a comparison bambang irfani uin radenintan lampung bambangirfani@radenintan.ac.id abstract this article reveals the phenomenon of speaking anxiety in two foreign languages, arabic and english, simultaneously studied by students of islamic junior high school in indonesia. it is aimed at analyzing the differences of level, causes as well as coping strategies of speaking anxiety in arabic and english faced by the respondents.a survey inquiry was conducted by employing questionnaires to gather the data of respondents’level, causes and coping strategies of speaking anxiety. the analysis indicates a similarity of speaking anxiety level of the two languages, yet some major differences regarding the prominent causes occur. keywords: speaking anxiety; arabic; english; indonesian students 1. introduction most foreign language learners highly expect to acquire the speaking skills in order that they can use the target language (tl) as a means of communication. nevertheless, it is unlikely easy to achieve the goal due to the complexity of speaking skill which require them to produce the language orally and to interact with others using the tl (carter & nunan, 2001). one of the biggest hurdles is the spontaneous nature of the spoken language. this means that with very limited time, utterances are processed and produced by the speakers. as a result, of the four language skills, they think speaking is the most stressful one (öztürk & gürbüz, 2013). they do not feel convenient to express their ideas using the tl. moreover, they may feel tense and feel anxious. such phenomenon is called foreign language speaking anxiety (flsa) that is outlined as feelings of worry, fears or nervousness during oral communication activities experienced by learners in a foreign language setting (he, 2018). jurnal smart , volume 5, no 2 (2019), page. 94107 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.903.203x bambang.... 95 in fact, anxiety significantly affects the performance of language learners, especially in speaking activities (salehi & marefat, 2014). they may not be able to perform as well as they should be due to the psychological pressure they undergo. the emergence of anxious feelings in second or foreign language learning is caused by various reasons. the case of one individual student may differ from the others. it may even be different for one particular student in different situations. on one occasion, this particular student can be anxious due to a certain reason, but at another time anxiety arises because of another reason. in general, these reasons can be classified as internal and external causes. some reasons can be related to their personality traits, their learning circumstances, the teachers, or the teaching and learning practices. it is also possible that it emerges because of the types or level of difficulties of the oral activities. in particular, these reasons include gender, lack of self-confidence, competitiveness, negative attitudes towards tl, badprevious experience, not wanting to be laughed at, incompetence, limited exposure, difficult task and lack of preparation (occhipinti, 2009; sadighi & dastpak, 2017; yami, 2015). researchers from many countries have conducted investigations of flsa from various perspectives. some of the previously conducted studies of speaking anxiety were carried out by employing quantitative methods to reveal the contribution or correlation of such factors as gender, proficiency level, earlier training, type of school (gopang, bughio, umrani, & lohar, 2015; karatas, alci, bademcioglu, & ergin, 2016; mahmoodzadeh, 2012). more studies were using qualitative methodology to disclose the manifestation, extent, causes, impacts and coping strategies of speaking anxiety (akkakoson, 2016; anandari, 2015; çağatay, 2015; chowdhury, 2014; indrianty, 2016; mukminin et al., 2015; occhipinti, 2009; rafieyan, 2016; suleimenova, 2013; timina, 2015; wang & roopchund, 2015; zhiping & paramasivan, 2013). mixed methods study was also utilized to address this issue. woodrowinvestigated the relation of speaking anxiety and oral performance, the extent of speaking anxiety inside and outside the class, and speaking anxiety sources(woodrow, 2006). regarding the foreign language involved in the study, most research was conducted focusing on english as a foreign language (efl), and a great number of the inquiries have been reported(çağatay, 2015; gopang et al., 2015; mukminin et al., 2015; rafieyan, 2016; suleimenova, 2013). conversely, until bambang.... 96 now very limited research has been accomplished involving other foreign languages. among others are spanish(horwitz et al., 1986), french(fiadzawoo, 2015), chinese (luo, 2014)as well as arabic(goukh, 2013). the literature review reveals that previous investigations of flsa were concentrated on exploring a sole foreign language which is learned by a group of subjects in a particular country. the present study is examining two foreign languages that are obliged to take by all students of islamic junior high school in indonesia. according to the state regulations, they have to take both english and arabic subjects form the first up to the third year of study(kma, 2014; permendikbud, 2014). as a matter of fact, these two subjects are presented proportionately, yet they may cause the varied extent of obstacles to the pupils. in addition, it is true that some of the students might have learned english and arabic before either by taking an additional lesson in or out of school, yet many (if not most) of them are first introduced to the subjectsin the 7th grade, the very 1styear of studying at junior high school. it means that these early teenagers are apt to be exposed to the provoking-anxiety lessons while within themselves from the early stage of adolescence is already enduring certain psychological problems including anxiety (nicolson & ayers, 2004). apparently, efl teenagers in indonesia, especially in islamic junior high school, are facing a psychologically tough situation for having simultaneously two different dimensional pressures, internal and external aspects. as such, a particular study to explore the speaking anxiety experienced by the students who have to learn english and arabic simultaneously is necessarily carried out. this research is, then, intended to disclose the answers to the questions below. 1. to what extent dostudents of islamic junior high school feel anxious to use english and arabic for oral communication? 2. why do they feel anxious about using english and arabic orally? 2. research methods the current study is a survey inquiry which is employed to gather data that can be used to ascertain the typical characteristics of the subject(fraenkel & wallen, 1993). further, in this sort of study, the researcher attempts to discover the subjects’ beliefs, opinions, characteristics and behavior (ary, jacobs, & bambang.... 97 sorensen, 2010). in short, disclosing the phenomenon being investigated is the main concern of the study. there are three kinds of data collected from the respondents: level of anxious feelings in using english and arabic orally, causes of the anxious feelings, and ways to overcomingthe anxious feelings of using the two foreign languages orally.400 respondents took a part in this research. they were the 7th graders from four different state-owned islamic junior high schools in the province of lampung including mtsn 2 bandar lampung (group 1), mtsn 1 lampung tengah (group 2), mtsn 1 way kanan (group 3),as well asmtsn 1 lampung barat (group 4). some 100 students from each school were randomly selected to be the respondents. all data were collectedusing questionnaires. the flcas questionnaire(horwitz et al., 1986) was modified and adjusted to the purpose and context of the study by picking only the questions related to speaking anxiety and translating them into indonesian. there were 18 out of the 33 original items were included in the instrument. it is in the form of likert scale with a fivepoint format: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 =strongly agree. the score ranges from 18 to 90. a low score means low anxiety level and vice versa. the level of anxiety is classified with the following category: score of 18 to 53 means low anxiety; a score of 54 to 71 means moderate anxiety; and for a score higher than 71, it means high anxiety. to explore the anxiety of speaking english and arabic, two questionnaires were utilized in the study, one for english anxiety and the other one for arabic anxiety. besides, two additional questions were inserted to reveal the alternative causes of the anxiety as well as the possible ways to alleviating it. 3. findings and discussion findings level of speaking english and arabic anxiety a. speaking english anxiety the mean score indicating the degree of the anxious feelings of using english orallysuffered by eachgroup of the subjects is presented in the following table. bambang.... 98 table 1.level of speaking english anxiety group of respondent mean score degree group 1 69 moderate group 2 76 high group 3 77 high group 4 75 high ave. 74 high this table displays that with the mean score of 69, respondents from group 1 (mtsn 2 bandar lampung) suffer moderate anxiety of speaking english. compared to the other groups, it is the lowest one. the highest mean score belongs to the respondents from group 3 (mtsn 1 way kanan) with a mean score of 77, which falls into the category of a high speaking anxiety level. the other two groups of respondents, group 2 (mtsn 1 lampung tengah) and group 4 (mtsn 1 lampung barat), also highly feel anxious about using the tl orally. on a whole, respondents of the study suffer a high degree of anxious feelings of using english for oral communication, and the average of the mean score of the anxiety is amounting 74. it is slightly above the criteria ofa high anxiety ≥ 72. b. speaking arabic anxiety the mean score indicating the degree of the anxious feelings using arabic for oral communication suffered by each group of the subjects is presented in table 2 below. table 2.level ofspeaking arabic anxiety group of respondent mean score degree group 1 73 high group 2 79 high group 3 78 high group 4 79 high ave. 77 high on a whole, all groups of respondents are likely to feel very anxious about using arabic for oral communications. the average mean score of 77 is far above the criteria of high anxiety, ≥ 72. when analyzed individually, respondents of group 1 (mtsn 2 bandar lampung) got the lowest score (73), whereas group 2 bambang.... 99 (mtsn 1 lampung tengah) and group 4 (mtsn 1 lampung barat) obtained the highest one (79). still, with the high level of anxiety, the rate achieved by group 3 (mtsn 1 way kanan) is 78. causes of speaking english and arabic anxiety a. speaking english anxiety contributing factors table 3 below displays the contributing factors of the respondents’ anxious feelings of orally using english as a foreign language. table 3. causes ofanxiety in speaking english causes group 1 (%) group 2 (%) group 3 (%) group 4 (%) ave. (%) gender 45 57 59 58 54b lack of self-confidence 90 94 93 85 91c competitiveness 32 14 20 22 22a attitudes toward tl 25 18 14 16 19a bad experience 82 76 88 87 83c fear of being laughed at 93 85 96 91 91c lack of competences 95 95 92 97 95c lack of exposures 63 55 35 63 54b difficult tasks 58 51 47 39 49b lack of preparations 86 87 85 86 86c note: alower contributor bmedium contributor chigher contributor the research participants mostly picked five items of possible causes of speaking english anxiety. bad experience, unpreparedness, reticence, worry aboutridicule, and incompetence were selected by 83%, 86%, 91%, 91%, and 94% of participants respectively. these five items are, then, classified as higher contributors to anxiety in speaking english. another category is the medium contributor to anxiety in speaking english which goes to such factors as difficult tasks, lack of exposures, and gender. these items were chosen by as much as 49%, 54% and 54% of the participants bambang.... 100 respectively. to add, 19% and 22% of the participants decided to choose attitude toward tl which belong to lower contributor to anxiety in speaking english. b. speaking arabic anxiety contributing factors table 4 below exposessome alternative causes of anxious feelings of using arabic orally chosen by the respondents. table 4.causes of anxiety in speaking arabic causes group 1 (%) group 2 (%) group 3 (%) group 4 (%) ave. (%) gender 24 18 33 45 30 a lack of self-confidence 95 96 94 89 94 c competitiveness 20 30 16 22 22 a attitudes toward tl 20 24 9 17 18 a bad experience 37 40 30 28 34 a fear of being laughed at 95 93 95 94 94 c lack of competences 92 94 94 93 93 c lack of exposures 36 56 67 56 54 b difficult tasks 64 72 60 63 65 b lack of preparations 51 65 68 54 60 b note: alower contributor bmedium contributor chigher contributor obviously, such aspects as incompetence, reticence, and worry about ridicule were mostly picked by the respondents. 93%, 94% and also 94% of the respondents respectively chose these items which make them fall into the category of a higher contributor to anxiety in speaking arabic. then, lack of exposures, lack of preparations, and difficult tasks which were chosen by 54%, 60% and 65% of the respondents respectively can be categorized as the medium contributor of anxiety in speaking arabic. the last category, lower contributor to anxiety in speaking arabic, is occupied by bad experiences, gender, competitiveness, and attitude towardstl. these four items were selected by 34%, 30%, 22% and 18% of the participants respectively. bambang.... 101 discussion the comparison of anxiety level of speaking english and arabic table 7 below presents participants’ degree of anxious feelings of using english and arabic for oral communications. it compares the mean score indicating the level of anxiety achieved by each group of the research subjects. table 5.comparison of speaking english and arabic anxiety level respondents mean and degree english degree arabic degree group 1 69 moderate 73 high group 2 76 high 79 high group 3 77 high 78 high group 4 75 high 79 high ave. 74 high 77 high it is clearly noticeable that, on a whole, the respondents of the study feel anxious in speaking both english and arabic. moreover, despite the fact that there is a slight difference of the mean score between the two foreign languages (english = 74 and arabic = 77), the level of their speaking anxiety is considered high.in addition, it can be disclosed that there is a regular pattern of both foreign language speaking anxiety. the respondents overtly tend to feel more anxious to speak arabic compared to speaking english. this occurs consistently to all groups of the respondents. interestingly, all of the mean scores of both english and arabic anxiety obtained by all groups of the respondents fall into the category of high level, except the speaking english anxiety at group 1 (mtsn 2 bandar lampung) which belongs to the moderate level. after conducting a deeper analysis, especially the supplementary data of the respondents’ experiences of learning english and arabic before they entered the junior high school level, it was found out that generally there are more participants who have previously learned english than arabic. let us take group 1 (mtsn 2 bandar lampung) as an example, 64% compared to 40% of the participants from this group have learned english and arabic during their primary school period. other groups of respondents also indicate similar facts: 10% compared to 6% in group 2 (mtsn 1 lampung tengah), 7% to 6% in group 3 (mtsn 1 way kanan), and 7% to 5% in group 4 (mtsn 1 lampung barat) who bambang.... 102 own prior experiences of learning english and arabic. this may explain why the rate of speaking english anxiety is lower than that of speaking arabic. it can be inferred that respondents who own prior learning experiences of english and arabic are likely to be more proficient and, thus, have lower anxiety level. there are inconsistencies of previous research findings related to this matter. this particular result of the study seems to be dissimilar to several earlier investigations (balemir, 2009; çağatay, 2015; luo, 2014) reporting that level of speaking anxiety is unlikely to be affected by language competency levels. it is even in contrast to the finding of another study mentioning that participants with better proficiency feel more anxious (mahmoodzadeh, 2012). nevertheless, some previous inquiries reveal that participants who have fewer experiences of tl tend to have a higher level of speaking anxiety (karatas et al., 2016; tianjian, 2010). additionally, the learners’ speaking performance can be affected by their anxious feelings (woodrow, 2006). therefore, if they have a high level of anxiety, they will not be actively involved in the speaking exercises and tasks carried out in the classroom. they will take the position of being quiet to calm down their stressful feelings. this may end up with their failure to attain the objectives of the speaking lesson. as a matter of fact, indonesian students find it hard to communicate orally using the tl(irfani, meisuri, & rohmatillah, 2018). causes of anxiety in speaking english and arabic table 8 below describes the alternative contributing factors of anxious feelings in speaking english and arabic. table 6.comparison of causes of speaking english and arabic anxiety causes ave. (%) english arabic gender 54b 30 a lack of self-confidence 91c 94 c competitiveness 22a 22 a attitudes toward tl 19a 18 a bad experience 83c 34 a fear of being laughed at 91c 94 c bambang.... 103 lack of competences 95c 93 c lack of exposures 54b 54 b difficult tasks 49b 65 b lack of preparations 86c 60 b note: alower contributor bmedium contributor chigher contributor in general, ‘lack of self-confidence’, ‘fear of being laughed at’, and ‘lack of competences’ become the prominent causes (higher contributors) of anxiety in speaking english and arabic. besides, for speaking english anxiety, two more major causes can be added to the list including ‘bad experience’ and ‘lack of preparations’. conversely, the aspects of ‘competitiveness’ and ‘attitudes toward tl’ contribute very little to the respondents’ anxiety to speak english and arabic, and another lowly contributing factor for speaking arabic anxiety is ‘bad experience’. other factors are considered medium contributors of either speaking english or speaking arabic anxiety. in particular, ‘lack of competences’ is seemingly the most influential aspect to cause the anxiety in speaking english, while ‘lack of self-confidence’ and ‘fear of being laughed at’ are the most significant causes of anxiety in speaking arabic. in spite of the dissimilarities regarding the highest rate of the causes and also the number of the items belonging to higher contributor category, there are three similar factors which mostly provoke anxiety in speaking both english and arabic. they include ‘lack of confidence’, ‘fear of being laughed at’, and ‘lack of competences’. results of previous studies investigating the aspects which cause students to feel anxious in speaking are quite varied. the diversity of findings is attributed to the different nature of the subjects as well as the learning circumstances. the factor of ‘lack of competences' which includes such aspects as lexis, grammars, enunciations as well as oral skill is also reported by previous authors as a major cause of speaking anxiety. it is mentioned that lack of vocabularies (akkakoson, 2016; sadighi & dastpak, 2017), low mastery of grammars and vocabularies(mukminin et al., 2015), and also poor language mastery (melouah, bambang.... 104 2013)contribute a lot to the emergence of anxiety in using the tl for oral communication. 4. conclusion in conclusion, the respondents' speaking anxiety of english and arabic is quite similar. apparently, they feel highly anxious to perform orally using both foreign languages, english and arabic. prominent causes of speaking english anxiety include ‘lack of competences', ‘lack of self-confidence', ‘fear of being laughed at', ‘lack of preparations, as well as ‘bad experience'; while ‘lack of competences’, ‘lack of self-confidence’, and ‘fear of being laughed at’ become the major contributing factors of speaking arabic anxiety. to cope with the anxious feelings of using english orally, four strategies are recommended by the respondents including ‘support each other’ (peer action), ‘create less stressful atmosphere’ and ‘give student more chance to practice’ (teacher action), as well as ‘practice more’ (self-action); whereas ‘support each other’ (peer action) and ‘create less stressful atmosphere’ (teacher action) are the two most recommended ways to overcome anxiety in speaking arabic. 5. references akkakoson, s. 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(journal of english language teaching and applied linguistics) volume 7, no. 2, august 2021 page. 114-129 p-issn: 2356-2048 e-issn: 2356-203x 114 students’ perception of language politeness in an online learning erna megawati universitas indraprasta pgri 45megawatie@gmail.com abstract this research aims to describe students’ perception of language politeness in online learning. the method used in this research was qualitative descriptive. the population of the research was all undergraduate students of general english subject in a private university in east jakarta. the sample was taken using purposive sampling which focuses on first semester students, in this case,116 respondents. data collection was taken by giving a questionnaire through google forms. the questionnaire was made using verbal indicators such as language style, deixis, punctuation, and six maxims of politeness by leech and non-verbal features such as attire and paralinguistic aspects. the result shows if in general, the student’s perception of politeness in online learning dominantly shows positive perception. keywords: politeness, students’ perception, online learning introduction pandemic which strokes our world since 2019 is not the only reason why online becomes the most ideal optional mode in most human activities. it is the 4.0 industrial revolution that holds the most important role to start this change and then the pandemic that forces it. the idea of the internet of things has been disrupted in many aspects such as economic, science, and technology, and this idea also affects education life (maemunah, 2018). the disruption has made education transform into various modes of learning. learning mode is no longer dominated by physical meetings or face-to-face meetings. the learners are now introduced to online learning and forced to get used to it. online learning is a learning process that is based on computers. (thorne, 2003). in the beginning, the computer which is integrated with the internet functions as computer-based learning or cbl. mailto:45megawatie@gmail.com megawati… 115 after some development, the computer has been replaced by the smartphone. it has made the learning process becomes more flexible and can be easily accessed. space is no longer an obstacle in this situation. the learners can conduct the learning process synchronously or asynchronously (isman, 2016). the online course has some characteristics such as constructivism, social constructivism, a community of learners, website usage, interactions, independence, accessibility, and enrichment (dirjen, 2016). these characteristics have brought some impacts to all users. all members of education are forced to adjust to the changes such as the changing of media, the material, or even the language is used during the learning process. several platforms can be used in an online course from written interaction such as whatsapp or google classroom, audio-visual presentations such as powerpoint, and audiovisual interaction which involves the third party such as zoom, webex or google meet. the members of education are suggested to agree with the platform that is going to be used. based on the questionnaire made by the writer to 116 undergraduate students in a private university, it is seen if whatsapp becomes the first choice which shown by 73.5%, then google meets 13%, and zoom 8.6%. each choice of online mode of learning has its regulations that should be noticed by the user, named politeness. politeness is defined by rahadi (2005) as a speech act that is marked by some politeness expressions such as help, please, go ahead, come on, let’s go, hop, sorry, and thank you. in this case, politeness requires an expression to be applied. markham dan sabardila (2009) mentions that politeness is a language used by the speaker in communication in such a way so that the hearer will not be offended or oppressed. while leech (2011) formulates politeness into six maxims which are tact, generosity, approbation, modesty, agreement, and sympathy. each of the maxims has its principles. principles for tact maxim are formed by making the least damage and the most benefit for someone else. generosity maxims are formed by making the least benefit and most loss for ourselves. both tact and generosity maxims use a pragmatic scale which is profit and loss. approbation maxim has principles such as least criticizing and most praising someone else. modesty maxim is formed by least praising and most criticizing ourselves. this maxim is expressed by speech act expressive and assertive. the agreement maxim is formed by making students’ perception of… 116 agreements as much as possible between the speaker and the hearer. the last maxim is sympathy which is formed by maximizing sympathy and minimizing antipathy to the hearer. other features that determine in developing politeness are language style, deixis, punctuation. language style consists of different levels of formality which are informal, less formal, formal, extremely formal (sheikha & inkpen, 2011). online learning is assumed to be a formal situation therefore it demands formal style, formal deixis, and right punctuation. politeness seems cannot avoid the impact of disruption since the modes of interacts are also changing. there are some features in the language that now come up as rules, such as emoticons and capitalization. it is now very common to use emoticons during written interactions. emoticons in written interaction such as whatsapp can be classified as a sign which is used to represent the sender’s emotion (purnomo & muhibbin, 2018). in the beginning, the word of emoticons is a fusion of emotion and icon which are used to represent the emotion of the speaker. nowadays, emoticons go far beyond emotion and become pragmatics markers (skovholt, grønning, & kankaanranta, 2014). the usage of emoticons can also cause misunderstanding during the interaction if it is not used in the right condition. besides written interaction, audiovisual interaction has also caused changes in considering politeness. language is no longer the only feature of politeness since culture and also paralinguistic features have determined politeness in communication. casual attire and body language are now considered important items during communication. it is considered unpolite to turn off the video during the zoom meeting session or turn on the microphone during other people’s sessions. to build a communication such as in online learning, the users need to be accustomed to those non-linguistic features. some studies of language politeness have been conducted such as study by parancika an setyawan (2020) entitled analisis kesantunan berbahasa mahasiswa universitas bina sarana informatika dalam berinteraksi dengan dosen melalui pesan singkat whatsapp: kajian pragmatik. the study discovers if some undergraduate students are considered unpolite during their interaction by using informal style. another study conducted by budiwati (yustisiana & sari, 2016) entitle fenomena penggunaan emoticon pada facebook dan blackberry messenger sebagai alternatif komunikasi non-verbal. this study reveals if the interaction happened in informal situations by using an informal and casual style which is considered megawati… 117 unpolite. a relevant study is also conducted by purnomo and muhibbin (purnomo & muhibbin, 2018) entitled analisis semiotika terhadap penggunaan emoticon whatsapp dalam komunikasi interpersonal antar mahasiswa ilmu komunikasi angkatan 2013. this study finds that emoticons cannot be used randomly without notifying the situation of communication because it will lead to user’s conflict. since the change happens rapidly, impoliteness may also occur for unknowing conditions of the language users, in this case, undergraduate students’ perception. desiderato (1976) explains that perception is an experience regarding objects, events, and relationships obtained through summarizing information and interpreting messages. thus, perception gives meaning to sensory stimulation (malihatin, 2012). a similar understanding of perception related to sensory stimuli was proposed by branca (1964) that perception is a process that is preceded by sensing. another expert moscowitz and orgel (1969) states that perception is an integrated process of stimulation received by individuals (walgito, 2009). based on the background and relevant studies above it is clearly can be seen if politeness has reshaped and demands extra principles should be obeyed. the purpose of this research is to discover the undergraduate students’ perception of politeness within online learning. research method the method used in this research was qualitative descriptive. the population of the research was all undergraduate students of general english subject in a private university in east jakarta. the sample was taken using purposive sampling which focuses on first semester students, in this case, 116 respondents. data collection was taken by giving a questionnaire through a google form. the questionnaire was made using verbal indicators such as language style, deixis, punctuation, and six maxims of politeness by leech and nonverbal features such as attire and paralinguistic aspects. the questionnaire was arranged into two parts which were closed questions and opened questions. the answers provided for closed questions consist of yes, no, and sometimes. opened questions are given to describe the reason for their answers. data were analyzed using qualitative analysis consisting of data collection, data reduction, data representation, and conclusion. students’ perception of… 118 findings and discussion the questionnaire was filled out by first-semester undergraduate students from the general english classrooms which consisted of 74.1% of females and 25.9% of males. diagram 1: respondent’s description the questionnaire consisted of 23 questions was made using verbal indicators such as language style, deixis, punctuation, and six maxims of politeness by leech and non-verbal features such as attire and paralinguistic aspects. the dissemination of indicators can be seen in the following table: table 1: indicators of politeness aspect no feature linguistics 1 maxim politeness 2, 4, 15, 16, 21, 22 2 language style, deixis, punctuation 3, 5, 6, 7, 8, 9, 10, 11, 13 non-linguistics 1 culture 18, 19, 20, 23 2 paralinguistic aspects 12, 14, 17. students’ perception of maxim politeness question 2: do you follow every agreement decided in online learning? based on the questionnaire, 94.8% of respondents answered ‘yes’ and 5.2% answered sometimes. before the online learning was conducted, the students and the lecturer agreed to arrange a contract to maintain the learning process. it is considered impolite if during the learning process one of the parties is not following the agreement. it can be concluded that the majority of the students hold a maxim of agreement politeness which maximizes agreement and avoid disagreement. megawati… 119 question 4: do you use ‘help’ when asking for help in an online co? based on the questionnaire, 89.7 % of respondents answered ‘yes’ and 10.3% answered ‘no’. it can be concluded that the majority of the students hold maxim politeness since they choose to use the politeness marker ‘help’ which is used for asking someone’s favor (rahardi, 2005). question 15: do you ask permission before giving an opinion on audio-visual online learning? based on the questionnaire, 82.8 % of respondents answered ‘yes’ and 17.2% answered ‘no’. the students asked permission first before conveying their opinion. this action showed politeness of agreement. it can be concluded that the majority of the students hold maxim politeness of agreement. some reasons for asking permission given by respondents are to act polite, to honor the lecture, to avoid contention among the students, and to avoid cutting someone’s else utterance. while the reasons were given from those who answered no because they do not know. despite not knowing, asking permission before stating something in a formal situation hosted by someone is a polite manner. question 16: do you praise other students when they get a good result in audio-visual online learning? based on the questionnaire, 73.3 % of respondents answered ‘yes’ and 26.7 % answered ‘no’. praising someone else in interaction is a polite manner. it shows a maxim of approbation. it can be concluded that the majority of the students hold maxim politeness of approbation. some reasons for praising someone else given by respondents are to show appreciation, to motivate someone else, to admit someone’s else superiority, or to support their friend. while the reasons given from those who answered no are because they think praising is not something special. despite their thought of appraising, it is considered polite action to give compliments to other people since it is a form of appreciation. question 21: do you interrupt someone’s else utterance in audio-visual online learning? students’ perception of… 120 based on the questionnaire, 99.1 % of respondents answered ‘no’ and 0.9% answered ‘yes’. interrupting someone’s else utterance is considered an impolite manner. the opposite way, giving someone else time to finish their words is a form of maxim politeness of tact by minimizing someone’s else loss. it is a form of wisdom. it can be concluded that the majority of the students hold maxim politeness of tact. most of the respondents answered ‘no’ agreed if interrupting someone’s else utterance was impolite action and considered that action as underestimating act. along with their thoughts, not interrupting utterances and giving time for someone else to finish his word nurse polite actions. question 22: do you make fun of someone’s else mistakes in audio-visual online learning? based on the questionnaire, 85.3 % of respondents answered ‘no’ and 13.8 % answered ‘sometimes’, and 0.9% answered ‘yes’. making fun of someone else is contrary action of praising. by rejecting this act, someone is considered polite. it can be concluded that the majority of the students hold maxim politeness of approbation. most of the respondents answered ‘no’ agreed if making someone’s else utterance was impolite action and considered if making mistake in the learning process was a normal thing. therefore, rejecting making fun is a polite act. students’ perception of language style, deixis, punctuation question 3: is deixis an important feature in written online learning? based on the questionnaire, 90.5 % of respondents answered ‘yes’ and 9.5% answered ‘no’. during the interaction, it is important to maintain social balancing, phycology, and hospitality among interlocutors (prayitno, 2009). deixis is one element that should be noticed when interlocutors interact. it can be concluded that the majority of the students are polite. question 5: do you use capital letters in written online learning? based on the questionnaire, 8.6 % of respondents answered ‘yes’ and 91.4% answered ‘no’. capital is used in front of the first letter of proper name, place, or the first word in a sentence (widya in lestari & indihadi, 2019). using a word with all capital letters in written interaction is considered as language deviation and understood as something else. when someone uses a capital letter in writing online it will be assumed as screaming action, and it megawati… 121 is not polite to speak using high pitch. it can be concluded that the majority of the students are polite since they were avoiding using capital letters words. most of the respondents who answered ‘no’ agreed that using capital letters shows anger or impoliteness. while some other respondents who answered ‘yes’ stated that using capital letters is aimed to make the utterance clearer. question 6: do you use initialized words in written online learning? based on the questionnaire, 15.5 % of respondents answered ‘yes’ and 84.5% answered ‘no’. initialized words or abbreviations is a process of shortening words by merging letters or syllables from several words into one word. one the abbreviation form is by preserving the first three letters of words (kridalaksana in asih & wahyuni, 2020). despite it, it is considered impolite to use initialized words of the words derived from unformal style during online learning, such as ‘omg’ or ‘otw’. it can be concluded that the majority of the students are polite since they were avoided using initialized words of the words derived from unformal style during the online learning, such as ‘omg’ or ‘otw’. most of the respondents answered ‘no’ agreed if using initialized words of the words derived from unformal style during the online learning, such as ‘omg’ or ‘otw’ as impolite action. while some other respondents who answered ‘yes’ stated if initialized words were easier to be written. question 7: do you use abbreviated words such as info. in written online learning? based on the questionnaire, 31% of respondents answered ‘yes’ and 69 % answered ‘no’. the abbreviation is a process of shortening words by merging letters or syllables from several words into one word. one abbreviation form is by preserving the first three letters of words (kridalaksana in asih & wahyuni, 2020). despite it, it is considered impolite to use abbreviated words such as ‘info. it can be concluded that the majority of the students are polite since they were avoiding using abbreviated words during online learning, such as info. most of the respondents who answered ‘no’ agreed that using abbreviated words was impolite action and not every people could understand an that could abbreviated word cause misunderstanding. while some other respondents who answered ‘yes’ stated if abbreviated words were faster to be written. students’ perception of… 122 question 8: do you use the number to replace reduplicated words in written online learning? based on the questionnaire, 25.9 % of respondents answered ‘yes’ and 74.1% answered no’. reduplication is a process of grammatical items’ repetition whether partially or whole part (ramlan in pangastryan, 2017). the process of reduplication is conducted by repeating partial grammatical item of word or whole part connected by a dash. in language deviation, the reduplication is replaced by a number, such as a number 2 like in saudara2. it is considered impolite to use the numbers to replace whole reduplicated words in written online learning. it can be concluded that the majority of the students are polite since they were avoiding using numbers to replace reduplicated words in written online learning. most of the respondents who answered ‘no’ agreed that using numbers to replace reduplicated words is an impolite action and incorrectly in grammar. while some other respondents who answered ‘yes’ stated that using numbers to replace reduplicated words was faster to be written and clearer. question 9: do you use emoticons in written online learning? based on the questionnaire, 64.7 % of respondents answered ‘yes’ and 35.3% answered ‘no’. emoticons are symbols that are produced by innovatively repurposing and also blending the existing symbols to create something new (thompson & filik, 2016). most of the time, emoticons can represent the unwritten feeling of the writers. on contrary, emoticons can be misunderstood if they are used in the wrong situations. learning is a formal situation so it demands formal features involved in it. emoticons are considered impolite to be used during this section. it can be concluded that the majority of the students are less polite since they like to use emoticons during online learning. some of the respondents who answered ‘no’ agreed that using emoticons was impolite action. while most respondents who answered ‘yes’ stated that using emoticons was useful to represent their feeling, to express something, or even to make the learning process to become more relaxing. question 10: do you use numbers to replace words in written online learning such as in b2, s7? based on the questionnaire, .7 % of respondents answered ‘yes’ and 10.3% answered ‘no’. reduplication is a process of grammatical items’ repetition whether partially or whole part megawati… 123 (ramlan in pangastryan, 2017). the process of reduplication is conducted by repeating partial grammatical item of word or whole part connected by a dash. in language deviation, the reduplication is replaced by a number, such as a number 2 or 4 like in b2, b4. it is considered impolite to use numbers to replace partial reduplicated words in written online learning. it can be concluded that the majority of the students are polite since they were avoiding using numbers to replace partial reduplicated words in written online learning. most of the respondents who answered ‘no’ agreed that using numbers to replace reduplicated words is an impolite action and incorrectly in grammar. while some other respondents who answered ‘yes’ stated that using numbers to replace partial reduplicated words was a lot simpler. question 11: do you use informal words in written online learning? based on the questionnaire, 19.8 % of respondents answered ‘yes’ and 80.2 % answered ‘no’. informal interaction occurs when the interlocutors have the same position whether social or economic so they may interact freely (rukiah, 2010). in an online learning process, it is obvious if the position of the lecturer is higher than his/her students that make informal situations are not allowed to happen. it can be concluded that the majority of the students are polite since they were avoiding using informal words in written online learning. most of the respondents answered ‘no’ agreed if informal words as impolite action and incorrectly in grammar. while some other respondents who answered ‘yes’ stated if using informal words was their habit. question 13: do you use informal words in audio-visual online learning? based on the questionnaire, 4.3 % of respondents answered ‘yes’ and 95.7 % answered ‘no’. informal interaction occurs when the interlocutors have the same position whether social or economic so they may interact freely (rukiah, 2010). in an online learning process, it is obvious if the position of the lecturer is higher than his/her students that make the informal situation is not allowed to happen. it can be concluded that the majority of the students are polite since they were avoiding using informal words in audio-visual online learning. most of the respondents answered ‘no’ agreed if informal words as impolite action and incorrectly in grammar. while some other respondents who answered ‘yes’ stated that using informal words was encouraged by their lack of knowledge. students’ perception of… 124 students’ perception of culture aspect question 18: do you use casual attire in audio-visual online learning? based on the questionnaire, 51.7 % of respondents answered ‘yes’ and 48.3% answered ‘no’. style of dressing and appearance act to find the distinct feel that increases the rolling of performance. one’s feeling of prominence is improved when the different portions of the whole, body, and clothes, unite (flugel in rubinstein, 2018). it is clear if every situation demands its attire as a doctor requires his/her white suit. audio-visual online learning is a formal situation that needs formal attire. it can be concluded that the majority of the students are less polite since they were using casual attire in audio-visual online learning. some of the respondents answered ‘no’ agreed if using casual attire as impolite action, lack of ethics, and not showing respect to lecture. while most other respondents who answered ‘yes’ stated that using casual attire because it made them more comfortable and relax. they also assumed that the audio-visual online learning was conducted from home so they felt free to use any attire they liked. question 19: do you turn on the microphone all the time in audio-visual online learning? based on the questionnaire, 18.1 % of respondents answered ‘yes’ and 81.9% answered ‘no’. the right procedure in operating an audio-visual online application such as zoom or google meet is by unmuting the microphone when other people speak (syaharuddin, 2020). turning on the microphone all the time in audio-visual online learning is analogized to speaking all the time. it can be concluded that the majority of the students are polite since they were muting the microphone when other people speak audio-visual online learning. most of the respondents who answered ‘no’ agreed that turning on the microphone all the time was impolite action because that action could bother the learning process, cause sound distortion, and lessen the focus on the other participants. while some other respondents who answered ‘yes’ stated that turning on the microphone all the time made them easy to convey their thought. question 20: do you turn off the camera all the time in audio-visual online learning? based on the questionnaire, 47.4 % of respondents answered ‘yes’ and 52.6 % answered ‘no’. audio-visual online learning such as zoom or google meet is a learning platform that enables students and lecturers to meet face to face virtually (kusuma&hamidah in rasyid, megawati… 125 amaliyah, & nurlaili, 2020). it is clear if the purpose of audio-visual online learning is to facilitate students and lecturers. it can be concluded that the majority of the students are polite since they were turning on the camera during audio-visual online learning. most of the respondents who answered ‘no’ agreed that turning on the camera during audiovisual online learning is an unwritten regulation and a form of respecting lectures. while some other respondents who answered ‘yes’ stated if they turned off the camera during audio-visual online learning because they had not prepared themselves, not supporting condition, or because of the signal problem. question 23: do you leave a virtual meeting without giving notice first? based on the questionnaire, 89.7 % of respondents answered ‘yes’ and 10.3% answered ‘no’. audio-visual online learning such as zoom or google meet is a learning platform that enables students and lecturers to meet face to face virtually (kusuma&hamidah in rasyid, amaliyah, & nurlaili, 2020). it is clear if audio-visual online learning should be treated like a face-to-face meeting. that is why leaving a virtual room is analogized as leaving the real class. it can be concluded that the majority of the students are polite since they leaving audio-visual online learning by giving notice first. most of the respondents answered ‘no’ agreed if leaving audio-visual online learning by giving notice first as a form of respecting lecture and it was impolite to leave without notifying first. while some other respondents who answered ‘yes’ stated if they left audiovisual online learning without giving notice first because of the signal problem. students’ perception of paralinguistic aspect question 12: do you point your fingers at video online learning? based on the questionnaire, 7.8 % of respondents answered ‘yes’ and 92.2 % answered ‘no’. pointing fingers implies a gestural message of dislike to the object being pointed (diniati & pratiwi, 2018). pointing fingers while uttering something may be considered an impolite action. it can be concluded that the majority of the students are polite since they were not pointing their fingers while uttering something during audio-visual online learning. most of the respondents who answered ‘no’ agreed that pointing their fingers while uttering something during audio-visual online learning was impolite. while some other respondents who answered ‘yes’ stated if they pointed their fingers while uttering something during audio-visual online learning because of accidentally forgot. students’ perception of… 126 question 14: do you attend a virtual meeting informally? based on the questionnaire, 5.2 % of respondents answered ‘yes’ and 94.8 % answered ‘no’. audio-visual online learning such as zoom or google meet is a learning platform that enables students and lecturers to meet face to face virtually (kusuma&hamidah in rasyid, amaliyah, & nurlaili, 2020). it is clear if a virtual meeting requires a formal manner such as a gesture. it can be concluded that the majority of the students are polite since they were joining audio-visual online learning formally. most of the respondents answered ‘no’ agreed if joining audio-visual online learning formally was a polite act. while some other respondents who answered ‘yes’ stated if they joined audio-visual online learning informally because they were not accustomed to it. question 17: do you use high pitch in audio-visual online learning? based on the questionnaire, 2.6 % of respondents answered ‘yes’ and 97.4% answered ‘no’. audio-visual online learning such as zoom or google meet is a learning platform that enables students and lecturers to meet face to face virtually (kusuma&hamidah in rasyid, amaliyah, & nurlaili, 2020). it is clear if a virtual meeting requires a formal manner including tone. it is considered impolite to use high pitch all the time. it can be concluded that the majority of the students are polite since they were not using high pitch and audiovisual online learning. most of the respondents who answered ‘no’ agreed that using high pitch all the time was impolite action. while some other respondents who answered ‘yes’ stated if they used high pitch all the time audio-visual online learning informally because they were not accustomed to it. conclusion based on the discussion, viewed from a linguistic aspect such as politeness maxim, all respondents had positive perceptions. from 6 questions, all questions responded dominantly by polite perception. while based on their perception of language style, deixis, punctuation, the result discovers if they had positive perceptions, except for the usage of emoticons. from 9 questions, only 1 question was responded to by impolite perception. other aspects of politeness such as culture and paralinguistic aspects showed positive responses. from 7 questions of non-linguistics aspects of politeness, only 1 question was megawati… 127 responded to by impolite perception. in general, it can be seen if the students’ perception of politeness in online learning dominantly shows positive perception. based on the research it can be seen that politeness in digital is changing. the changing need to be responded to positively since conventional education starts transforming into digital education. all education members should be ready to change their behavior, including to rethink politeness. references asih, a. j. r., & wahyuni, u. 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(2016). fenomena penggunaan emoticon pada facebook dan blackberry messenger sebagai alternatif komunikasi non-verbal. volume 13, nomor 2, desember 2016, 13(2), 63–69. retrieved from http://dev2.kopertis7.go.id/uploadjurnal/saintek vol 13 no 2 des 2016.compressed.compressed.pdf#page=7 assertive utterance................................ 19 assertive utterance used in readers’ forum on jakarta post newspaper hajjah zulianti 1) , febriyanti 2) 1 stkip pgri bandar lampung email: hazaulie@gmail.com 2 stkip pgri bandar lampung email: febriyanti.pascaunila@gmail.com abstract this research aims to describe the forms, the types and the focus of assertive utterance used in readers’ forum on jakarta post newspaper. this research is descriptive qualitative research. in collecting assertive utterances, the researcher uses observation method combined with noting technique. in analyzing the data, the researcher uses descriptive qualitative method. the result of analysis shows there are two forms of assertive namely direct and indirect assertive. the types of assertive are categorized into five; asserting, reporting, explaining, showing something, and suggesting. they focus on information, truth-value of utterance, speaker’s commitment in what is reported, and focus on aspect. keywords: assertive utterance, readers’ forum, pragmatic, readers’ forum. 1. introduction in delivering information, people may use kinds of sentences such as declarative to tell something, imperative to request action, and interrogative to ask something. those kinds of sentence are categorized based on the form of sentence. in this case, actual utterances can have various functions that are independent from those forms. the use of interrogative sentence does not always mean to ask something to someone else; it can be to inform something to someone else. for example: “do you know, it is raining?” this utterance may mean not to ask other about the condition, but to inform them about the condition. the form of utterance such as the example above relates to the speaker intentions about what they say. according to hatch (1992:260) when someone listens to a speech, usually he tries to understand the meaning of the words and he also tries to understand what a speaker means. the study of what speaker means to convey when he/she uses a particular structure in context is called pragmatics. pragmatics is the study of the relation of signs to interpreters (morris in mey, creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 1 (2018), page. 1932 issn cetak : 2356-2048 issn online : 2356-203x https://doi.org/10.26638/js.519.203x mailto:hazaulie@gmail.com mailto:febriyanti.pascaunila@gmail.com https://doi.org/10.26638/js.519.203x assertive utterance................................ 20 2001:4). it focuses on the process of producing language and on its producers, not just in the end-product, language (mey, 2001:5). pragmatics can also mean the study of the way in which language is used to express or interpret real intentions in particular situation, especially when the actual words that are used to mean something different (hornby, 1995:905). leech (1993: 6) says that pragmatics is the study of meaning in relation to speech situation. to understand the meaning of someone’s utterances, it is important to have the same comprehension between the speakers and the listener or the writers and the readers, so the meaning of utterances or sentences can be reached. austin classified the utterance as the speech act which occurs in everything we say. speech act theory provides this research with a mean of the acts performed by the speaker through the words (yule, 1996:47). in delivering idea, feeling, and message through utterances, people do not only produce utterances with acceptable grammar and structure, but also produce kinds of action via the utterances. in particular, searle (1975: 344), expanding upon work in austin (1962) and crystal (2008: 446) create another level of categorization, termed "illocutionary points". they split all utterances into some categories, one of them is assertive utterance which states something the speaker thinks, is true or false (to some degree). assertive is types of speech act which commit the speaker to the truth of the expressed proposition (levinson, 1983: 240). it is the type of speech act in which the speaker asserts ‘a proposition to be true, using such verbs as affirm, believe, conclude, report, deny, etc (searle,1998: 148). they include allege, announce, agree, report, remind, predict, and protest (kreidler, 1998: 184). for example, the utterance “the weather is very hot today” shows that the writer is proud of him/herself and that is true. as kreidler (1998:183) says that in the assertive function speakers and writers use language to tell what they know or believe; assertive language is concerned with facts. the main objective of assertive utterance is people should be able to deliver information concerned with facts. hopefully they are capable of how to understand something that is commanded by the writers or speakers. in this research, the researcher analyzed the discourse used by the reader in readers’ forum on jakarta post. to study discourse means to investigate hajjah zulianti...................................... assertive utterance................................ 21 the relationship between forms and function in verbal communication (renkema, 2004: 1). moreover paltridge (2006: 53) adds that an understanding of how language functions in context is central to an understanding of the relationship between what is said and what is understood in spoken and written discourse. the writer takes the written information in newspaper (jakarta post) especially in reader’s forum as the data to be analyzed and described in area of assertive utterance in written communication. the result of analysis can be used as an additional teaching material of pragmatic especially on assertive speech act. moreover, the analysis may increase readers’ understanding about intended meaning from what others say through observing the context of the utterance. 2. research methods this research is a pragmatic analysis. the data in this research are in the form of sentences taken from readers’ forum on jakarta post newspaper. the object of this study is assertive utterances used in readers’ forum on jakarta post newspaper. the writer analyzes the sentences which contain pragmatic meaning. in collecting the data, the writer uses observation method. the observation method here is combined with writing technique or noting technique. it is the continuation technique which applies the observation method. in this research, the researcher uses descriptive qualitative method to analyze the data. basically, the purpose of analyzing the data is to help the researcher to get the data into their shape and suggest how to interpret them. 3. findings and discussion based on the data analysis, the researcher found 130 assertive utterances uttered by the reader from 24 issues in readers’ forum on jakarta post. for the explanation detail of each finding, the researcher will explain the data in the following section. 3.1 form of assertive utterance according to the result of analysis, the researcher found both of the forms of assertive utterance, direct and indirect assertive utterance. from 130 assertive utterances, the researcher found 3 data of direct assertive utterance and 127 data of indirect assertive utterance. here are the percentage of occurrence and explanations of each category: assertive utterance................................ 22 table 1: the percentage of assertive utterance form in readers’ forum no form of assertive number of occurrence perce ntage 1. indirect assertive 127 97.7 2. direct assertive 3 2.31 total 130 100 3.1.1 indirect assertive utterance in indirect assertive utterance, the speaker communicates to the hearer more than he actually says by way of relying on their mutually shared background information. according to the result of the analysis, the researcher found 127 assertive utterances which include in indirect assertive act. here are some examples of the data: (1) it’s getting real tiring hearing about these bribery cases. what is there to think, really? (2) they are more handy making their own oplosan (blended liquor) and killing themselves. datum (1) is taken from readers’ forum on april 07 2016 about “bribery in reclamation project”. in utterance (1) the speaker said that “it’s getting real tiring hearing about these bribery cases. what is there to think, really?” this assertive utterance may function as a protest to the news about bribery. the speaker tended to say it indirectly. he means more than what he said. the speaker did not mean that it was really tiring to hearing that case but he meant that the cases should be immediately resolved. in utterance (2), the speaker said “power tends to corrupt. good people focus on their job.” what he uttered means that he reminded the readers or people to be said as good people, people should focus on their jobs not on their powers. through his utterance, what he meant was more than what he said. he hoped that people need to concentrate on their jobs and they do not devote themselves to power. meanwhile, in datum (2), the speaker uttered they are more handy making their own oplosan (blended liquor) and killing themselves. the speaker was denying the third utterance through his utterance. in the beginning of his utterance he agreed with the third utterance but in the end of his utterance, he said and killing themselves. in this case, through the speaker’s utterance, he means that he agreed with papuan governor lukas enembe’s policy to ban the distribution of alcoholic beverages in the province. agreeing statement by the speaker in the first utterance actually is not an agreement because he continued his utterance by saying and killing hajjah zulianti...................................... assertive utterance................................ 23 themselves. it is impossible for someone who agrees with something that can kill people’s life. so, the researcher could conclude that, in the case of datum (4), the speaker has indirectly conveyed more information than what he said through his utterance. 3.1.2 direct assertive utterance according to the result of analysis, the researcher found 3 direct assertive utterances in reader forum on jakarta post newspaper. here are some of the data: (3) on indonesian-chinese bilateral ties i absolute agree with prof. christopher roberts about indonesia’s dispute-settlement capacity on issues surrounding maritime borders and resources. pak jokowi , you’ve been under the thumb of the chinese since day one of your presidency. (4) it also says kill the unbelievers wherever you find them. these monsters find justification for their evil actions in the holy koran and the hadiths. you or i may not agree with their interpretation, but that is what they do. according to the data above, the speakers used direct assertive utterance in giving their comments in readers’ forum. utterance (3) is taken from readers’ forum on wednesday, 6th april 2016 on the issue of “indonesia-chinese bilateral ties”. the speaker i (eduard iseli) asserted that he agreed with prof. christopher roberts about indonesia’s dispute-settlement capacity on issues surrounding maritime borders and resources. the utterance has literal meaning telling about the truth condition of the speaker that he agreed with someone’s statement. datum (4) is direct assertive utterance by cash in readers’ forum on the issue of “taliban claims lahore bombing” (friday, 1st april 2016. the speaker used the words you or i in delivering the comment. in this case, the speaker conveyed his disagreement of the previous utterance about killing unbelievers. through his utterance, the speaker expresses his meaning directly and it has literal meaning that is disagreement of other interpretation about killing innocent persons. 3.2 type of assertive utterance from the data analysis, the researcher found five types of assertive utterance namely asserting, reporting, explaining, showing something, and suggesting. the researcher did not find the type of refusing in readers’ forum on jakarta post. the highest number of occurrence for the type of assertive assertive utterance................................ 24 utterance is asserting followed by suggesting, reporting, showing something and the least occurrence is explaining. for the explanation detail of each type, the researcher will show the percentage of occurrence and describe them in the following section: table 2: the percentage of assertive utterance type in readers’ forum no type of assertive number of occurren ce perce ntage 1. asserting 84 64.6 2. reporting 10 7.69 3. explaining 5 3.85 4. showing something 8 6.15 5. suggesting 23 17.7 6. refusing 0 0 total 130 100 3.2.1 asserting asserting is a term used in pragmatics and semantics not only in its ordinary sense of presenting information as true, but also more technically for that portion of the information encoded in a sentence which is presented by the speaker as true, as opposed to that portion which is merely presupposed (crystal, 2008: 39). as hornby 1995:61) defines that asserting is the act of conveying information about the truth and fact. according to the result of analysis, the researcher classified asserting into eight categories such as stating, claiming, affirming, alleging, agreeing, reminding, predicting, and protesting. the analysis of asserting act found in readers’ forum is presented below: (5) there is no problem and the most important thing is that the cooperation is expected to boost ties between the two countries. examples (5) asserting utterance taken from readers’ forum on april 15, 201 on the issue of “how to make chinari railway co-op work”. the form of asserting on those utterances is stating. stating means expressing something definitely or clearly in speech or writing. in the utterance (5) the speaker expresses his opinion about china-ri cooperation work clearly by adding the expectation in the end of his utterance. (6) it seems to be like taking candy from a never-emptying candy jar. utterances (6) asserting utterance taken from readers’ forum on april 06 and april 07, 2016 on the issue of “indonesia-chinese bilateral ties” and “bribery in the reclamation project”. the asserting utterance in that example include in claiming something. claiming means stating or asserting something is the case, typically without providing hajjah zulianti...................................... assertive utterance................................ 25 evidence or proof. in that utterance, the speaker has claimed that the news about bribery is like taking candy from a never-emptying candy jar. through her utterance, the speaker intended to inform that the case about bribery has never done. moreover, according to the context of her utterance, she expected that corruption eradication commission (kpk) could resolve the problem soon. (7) it is a very difficult problem. there are social harms and this has a lot to do with the physiological reality that melanesians don’t have the thousands of years of alcohol conditioning that other ethnicities do, but a ban will only strengthen the unregulated moonshine scene and deliver even worse social outcomes. utterance (7) is taken from the issue of “papua bans alcohol consumption” on april 13, 2016. in this utterance, the speaker uttered that a ban will only strengthen the unregulated moonshine scene and deliver even worse social outcomes. through his utterance, the speaker affirmed that prohibition alcohol in papua will only give a worse impact in a society. through his utterance, he implied that this issue becomes a serious problem and should be considered again. (8) she was forced to disembark the aircraft by the cabin crew. meaning, she passed the on-ground crew checks. meaning, she had already informed them of her condition beforehand. just my common sense. utterance (8) is taken from the issue of “etihad apologizes for denying service to disabled indonesian woman” on tuesday, 12th april 2016. utterance (8) is the response of previous comment in readers forum that is “did she (or the ticket agent if she was using one) inform the airline of her condition when she booked the ticket?” through his response, he tended to allege his statement by using words just my common sense. in this case, the speaker actually did not have any authentic data to prove his utterance. he only used his sense to analyze the situation. through his utterance, he implied indirectly that he agreed with the reader in the first comment that the passengers should not inform their physical condition to the airline services. (9) alcohol kills the future generation and banning the consumption as well as the production is a very good idea. utterance (9) is taken from the reader forum on april 13, 2016 on the assertive utterance................................ 26 issue of “papua bans alcohol production”. that utterance is asserting in the form of agreeing with something. agree means consent to do something that has been suggested by another person. utterance (9) is an agreement form of the speaker which is uttered indirectly. through his statement, he agreed with the governor of papua to ban alcohol. he implied that the governor should ban alcohol in order not to kill future generations. (10) buildings can be sealed by thoughtless officials, but they cannot seal the hearts of people of faith. no matter what faith that is. utterance (10) is taken from the issue of “govt must reopen churches in bekasi, bogor” on saturday, 2nd april 2106. through his utterance, the speaker reminded the government indirectly that the hearts of people of faith can be sealed as they sealed the building. he intends that the government only does a wasteful work because believers will remain faithful even if they are in trouble with their places of worship. (11) they might call it an “enhanced interrogation technique”. of course it’s torture and every year at least a couple of news stories come through in which suspects suddenly die of “heart attacks” or for “unknown reasons” during interrogation. i wonder though how many really die — surely more than just a couple. datum (11) is taken from the issue of “siyono’s death from torture” on thursday, 14th april 2016. the speaker indirectly asserted the utterance in form of predicting. predict means saying or estimating that (a specified thing) will happen in the future or will be a consequence of something. in statement (11), the speaker predicted that by applying that interrogation technique, there will be more than just a couple deaths. through his prediction, the speaker implied that the interrogation techniques needed to be questioned to reduce mortality. (12) how come a public official like the bpk chairman has an account in an offshore bank? what does this mean? if he is a businessman it would make sense. a state official is depositing his money in a country known as a tax haven? i am just curious about whether he also has bank accounts in switzerland, cayman islands, singapore and other places. utterance (12) is taken from the issue of “jokowi summons bpk chairman over panama papers” on april 15, 2016. in this utterance, the speaker hajjah zulianti...................................... assertive utterance................................ 27 asserted some questions and statements in his utterance. the questions uttered actually were not questions to be answered. through the questions and statements, the speaker tended to protest about bpk chairman. protest is a statement or action expressing disapproval of or objection to something. in this case, the speaker protests that how can bpk can have an account in an offshore bank. the speaker thought that it did not make sense because bpk chairman is not a businessman. through his utterance, he implied that bpk chairman should have worked in accordance with their respective portions. 3.2.2 reporting reporting is one of the functions of assertive illocutionary act that aims to inform something that has been done (hornby, 1995:993). the speaker tries to embrace the hearer to know about something that happens in speaker’s life. according to the research finding, the researcher found 14 assertive utterances in the form of reporting. here is the example: (13) yes, i live in medan and pln cut the power from 8:30 a.m. to 10: 45 a.m. when i phoned pln they said a transformer had to be checked. it is an insult to all church-going indonesian people on this special day of the easter celebration. no, i don’t visit any church, but find this action as a complete negative reaction to suppress all religions other than their own. datum (13) is assertive utterance in form of reporting taken from the issue of “government must reopen churches in bekasi, bogor” on april 05, 2016. in this utterance, the speaker tried to report what he had done when the power was cut by pln. he reported pln’s response towards his question. through his utterance, the speaker tended to criticize the government performance in serving the community primarily power cutting on easter celebration. in the end of his utterance, he intended indirectly that the government did not do things that caused negative reaction from certain circles. 3.2.3 suggesting suggesting is the act to say that something to be chosen. in this type of assertive, the speaker usually conveys an idea or a plan to be considered by the hearer (hornby, 1995: 1195). in this research, the researcher found 20 data of suggesting uttered by the speakers in readers forum. here is the example: (14) the president has to order the immigration office, the police and assertive utterance................................ 28 the manpower ministry to heighten supervision at all international airports, seaports and illegal gates along the malacca straits and the indonesia-malaysia border areas in kalimantan. human and child trafficking is rampant in the border areas. data (14) is taken from the issue of “authorities could stop human trafficking” on april 01, 2016. in accordance to the data, the speakers tended to give suggestions to the president and immigration officers. in utterance (14), the speaker suggested the president to order the immigration office, the police, and the manpower ministry to heighten supervision at all international airports, seaports, and illegal gates long the malacca straits and the indonesia-malaysia border areas in kalimantan. the speaker might think that it becomes a serious problem. therefore through this utterance; the speaker intended to request someone to do something. 3.2.4 explaining explaining is the way to tell something in detail (hornby, 1995:405). the speaker usually utters long sentences to describe something. it is the way to make something clear enough to be understood by the hearer. in this research, the researcher found 5 assertive utterances in the form of explaining. here is the example: (15) what the parishioners don’t understand is that faith is in the heart and does not need buildings. just like the muslims in france do not need burqas to be muslims, the christians in bogor will still be christians with or without a physical church. in the christian bible, jesus said, “whenever two or three of you are gathered together in my name, i will be there.” they don’t need a permit from the mayor or his mates in the islam defenders front (fpi) for that. utterance (15) is taken from the issue of “government must reopen churches in bekasi, bogor”. in this utterance, the speaker explained clearly about what faith mean to parishioners who do not understand about faith. through his utterance, the speaker intended indirectly to ask parishioner to understand that faith did not need a building. in this case, he impliedly asked the parishioner not to hold easter services in front of the state palace as a protest. 3.2.5 showing something hajjah zulianti...................................... assertive utterance................................ 29 showing something is the way how the speaker indicates something (hornby, 1995:1093). usually the speaker informs, gives a sign or points out on something to be clear. in this research, the writer found 8 assertive utterances in the form of showing something. here is the example: (16) in the koran allah says that suicide in any form is haram, and not forgivable. another verse says, “if you kill one innocent person, it is equal to killing the whole of humanity.” clearly, islam forbids such atrocities, but commentators prefer to ignore this, and try to tar the whole of islam with the same brush. utterance (16) is taken from the issue of “taliban claims lahore bombing” on april 01, 2016. in this utterance, the speaker showed that allah says about suicide in any form is haram, and not forgivable. the speaker’s reason in uttering that utterance is because there are still many bombing incidents that hurt many parties. by uttering that utterance, the speaker intends to affirm that killing innocent person is forbidden as showed in the koran mention in the previous explanation. 3.3 focus of assertive utterance in this research, the researcher found four focuses of assertive utterance; those are focus on information, on truth-value of utterance, on speaker’s commitment or involvement in what is reported, and on aspect. for the detail information about the focus of assertive utterance, the researcher explains in following section: 3.3.1 focus on information based on the data analysis, the researcher found some of the data which focus on information. information is facts provided or learned about something or someone. in readers’ forum on jakarta post, some data are the facts about something such as corruption, bribery, alcohol, taxes, and about someone such as the president, immigrant officer, minister, tobacco farmer, police, and so forth. in relation to the focus of assertive utterance especially on information, the researcher found that the speakers in readers’ forum convey their information via assertive utterance. for the detail explanation, the researcher provides some of the data of assertive utterance which focus on information. here is the example: (17) iceland brings down its own president for tax evasion. president jokowi says he doesn’t really care if a government member is involved. assertive utterance................................ 30 different cultures, different values, different morals. looking at the datum of assertive utterance above, it can be seen that speakers in readers’ forum were focusing their utterance on information. they give some information which they believed is true according their knowledge. datum or utterance (17) is taken from the issue of “jokowi summons bpk chairman over panama papers” on april 15, 2016. the assertive utterance above focuses on information about the dismissal of iceland president and each nation which has different culture, values, and morals. the speaker tried to explain an event that had occurred in other countries to describe the differences between countries with each other. 3.3.2 focus on truth-value of utterance the truth-value of utterance here means the attribute assigned to a proposition in respect of its truth or falsehood, which in classical logic has only two possible values (true or false). in this case, the speakers believe their utterances have the truth-value based on their beliefs. here is the example of assertive utterance uttered by the speakers which focus on truth-value of utterance: (18) sure, china makes high-quality products, and can make products better than many other countries. these days, chinese companies and several foreign companies, like foxconn, have 66 percent of shares of sharp (japan), skyworth bought toshiba tv (japan) and haier bought ha. datum or utterance (18) is taken from the issue about “how to make china-ri railway co-op work” (april 15, 2016). the assertive utterance here focuses on the truth-value of utterance. the speaker believed that some products made by china had high-quality and were better than products from other countries. 3.3.3 focus on speaker’s commitment or involvement in what is reported in relation to the analysis of assertive utterance, the researcher found some data which focus on speaker’s commitment in what they reported or said. commitment is a strong belief in an idea or system. it means the speakers have strong belief in what they said or in some ideas of people. here is the example: (19) oh stop your apologist nonsense. if muslims globally were not committing massive murder on innocents, or if they were not forcing others to do what they say hajjah zulianti...................................... assertive utterance................................ 31 or die, then all would be fine. i truly don’t give a hoot what you do to yourself or what you believe; all i ask is that you leave the rest of us alone while you do it. datum (19) is taken from the issue of “taliban claims lahore bombing” (friday, 1st april 2016). by observing the utterance above, the speaker tried to respond another speaker’s statement or previous comment. in this case, the speaker had strong belief in what he said. through his utterance, he believed that if muslims globally were not committing massive murder on innocents or if they were not forcing others to do what they say or die, then all would be fine. the speaker’s idea is reported to argue the previous statement from another speaker. 3.3.4 focus on aspect based on the analysis, some data of assertive utterance focus on aspect. aspect is a foresight or a view of how the future will be. moreover, kreidler mentions that utterance focusing on aspect means the utterance is about future events and previous events. here is the example of assertive utterance which focuses on aspect: (20) alcohol is a serious issue in papua. they are quite good at making their own alcoholic drinks from local ingredients. i think this action by the government coupled with awareness education would work well. looking at the datum above, the speakers focused the utterance on the aspect that is how the future events will be according to their beliefs. utterance (20) is a comment on the issue of “papua bans alcohol consumption”. in this comment, the speaker agreed with papuan governor to ban alcohol, and he predicted that prohibition of alcohol would be successful if the governor coupled it with education awareness. 4. conclusion in referring to the analysis above, it is known that the speakers in readers’ forum often used indirect assertive utterance. as stated by kreidler (1998:183), in indirect assertive utterance, the speakers communicate more than what they say. in this case, what actually said by the speakers cannot be interpreted literally by looking at the form of utterance itself but it should be interpreted through the understanding of the context of the utterance such as the issue is being talked and the comment of other commentators in readers forum. indirect assertive utterances were used by the speaker to convey their opinions or assertive utterance................................ 32 comments implicitly. as stated by yule, (1996: 55), in indirect speech act, there will be an indirect relationship between the structure of utterance and its function. according to yule’s statement, to understand the implicit meaning of speakers’ utterances in readers’ forum, the readers or people need to observe not only the form but also the function of the utterance itself. in referring to the function of utterance, the researcher found some types of assertive utterance. the types of assertive utterance used by the speakers in readers’ forum are to respond the news provided includes the writer of jakarta post and someone or something is being talked in the news. besides that, assertive utterance is also used to respond other commentators towards their arguments or comments. assertive utterances in readers’ forum focus on four categories namely focus on information, focus on truth-value of utterance, focus on speakers’ commitment in what they reported, and focus on aspect. 5. references austin. j. (1962). how to do things with words. oxford: oxford university press. crystal, david. (2008). a dictionary of linguistics and phonetics (6thed.). usa: blackwell publishing. hatch, evelyn. (1992). discourse and language education. cambridge language teaching library: cambridge university press. hornby, a.s. (1995). oxford advanced learner’s dictionary of current english. oxford: oxford university press. kreidler, charles w. (1998). introducing english semantics. london: routledge. levinson, stephen c. (1983). pragmatics. cambridge: cambridge university press. leech, geoffrey n. (1993). the principles of pragmatics. london: longman. mey, jacob l. (2001). pragmatics an introduction. usa: blackwell publishing. paltridge, brian. (2006). discourse analysis: an introduction. london: continuum. renkema, jan. (2004). introduction to discourse studies. amsterdam: john benjamins publishing company. searle. j. (1975). a taxonomy of illocutionary acts. minneapolis: university of minneapolis press _______. (1998). mind, language and society philosophy in the real world. new york: basic book. yule, george. (1996). pragmatics. oxford: oxford university press. hajjah zulianti...................................... 65 (j ou r n a l of e n glish la n gu a ge tea ch in g a n d applied lin gu ist ics) volu m e 7, n o. 2, au gu st 2021 p a ge. 65-80 p-issn : 2356-2048 e-issn : 2356-203x assertive illocutionary acts study of british and korean in korean englishman youtube channel akbar ghifari abdullah muhammad, linguistics master program, airlangga university email correspondence: akbar.ghifari.abdullah-2019@fib.unair.ac.id abstract this study discusses the use of assertive illocutionary acts uttered by beckham and heungmin in the videos of the korean englishman youtube channel. the study aims to discover the types and differences of assertive illocutionary acts used by the british, represented by beckham, and korean, represented by heung-min. this research is descriptive qualitative research as it is designed to get an in-depth understanding and analysis to describe the pattern of assertive illocutionary acts in british culture and korean culture. british and korean use assertive acts in their communication, but they use them differently. the differences occur because of cultural background differences. british tend to use assertive acts more directive. korean mostly use assertive acts in the manner of thinking about other people's pride. keywords: assertive illocutionary act, british, cross-cultural pragmatics, illocutionary act, korean. introduction a human being is a social creature who tends to communicate and interact with one another. communication holds a crucial role in trading thoughts or ideas among people. buck & vanlear (2002) state that there are two types of communication, verbal and non-verbal communication. verbal communication is communication using words as tools and it includes text, voice, or symbol. non-verbal communication is a way of communicating by using gestures, body movements, eye contact, facial expressions o, rct appearances as tools. fakhrurrazi (2017) argues that if speaking activities are considered as actions, it means that in every speaking activity or speech there is a speech act in it. hence, speech acts hold an important role in communication. unfortunately, there are chances that they misunderstand each other and do not get the meaning of communication due to the speaker's speech. grice (1989) states that this kind of problem is implicature. it required the addressee to understand and know the meaning from the speaker's context. it is needed to understand the speaker's meaning in another context in the conversational context, and the non-conversational context; the addressee should understand the implicature in conversation. to deal with such assertive… 66 phenomena, people need to understand the intentions in it. as proposed by austin (1970) these terms are related to the dimension of acts; (1) locutionary acts is a basic act of utterance (literal meaning), (2) illocutionary act is purposive utterance, (3) perlocutionary act is the act of interpretation that come as a result of the utterances depending on the situations. if communication is successful, the illocutionary and the perlocutionary are alike or nearly alike (kreidler, 2013). searle (1976) classified illocutionary acts into five characteristics: assertive, directive, commissive, declaration, and expressive. it cannot be denied that speech acts hold an important role in daily life since these terms are inseparable from human communication. people tend to speak up and convey what is in their mind, ideas, or/and beliefs, which unconsciously causes an action to the interlocutor. they may offer arguments, descriptions, explanations, information, and so on. this description belongs to one of the illocutionary act types, namely assertive or representative speech act. it cannot be denied that in this digital era, technology changes the way of communication. nowadays, communication can be done easily by using the internet. we can connect and make a line of communication with someone from a different country that has different culture and language. the human being as an individual and as a part of society has different cultures to hold based on where they are born, grow up, and live. hence, every person will hold different values and norms based on the culture they hold. culture holds an important role in determining language norms. for example, an interaction between korean and japanese will be different from the interaction between korean and american. moreover, even if the interaction happened between the same nationality, there is the possibility that the interaction will be also different if they come from different cultures, one of them is javanese and the other is betawi. even if they are from the same ethnic group, such as java, it does not guarantee that they will have the same language norms and values because there are language variations, regional variations, and social variations (wardhaugh & janet, 2015). hence, different cultures will generate different ways of speaking and different communicative styles (wierzbicka, 2003). looking at those reasons, this study comes to investigate the assertive illocutionary acts among british and korean. as mentioned before, in different societies and communities people speak differently and the differences are profound and systematic. the differences in cultural background between akbar ghifari…. 67 england and south korea will generate various language behaviors. in south korea, there is an etiquette called kibun. there is no literal english translation for kibun. the closest terms to define it are pride, face, mood, feelings, or state of mind. korean think it is important to maintain a comfortable atmosphere even if it is needed to tell white lies. korean need to save other people’s faces. they need to keep the balance of other people’s kibun and their kibun. in korea, social harmony is crucial and it makes communication can be complicated because they dislike refusing (song, 2005). british does not have something similar to kibun. they have an interesting mix of communication styles encompassing both understatement and direct communication. they tend to use qualifiers in communicating with other people such as ‘perhaps’, ‘possibly’, or ‘it could be. british communication style can be classified as direct but modest because they see people as equal to themselves in rank or class (higgins, smith, & storey, 2010). the different cultures of communicating will generate different ways of asserting. hence, the asserting illocutionary act is proposed in this study. in conducting this study, some previous studies on illocutionary acts are used. the first previous study discussed the assertive illocutionary acts of the main character in my sister’s keeper movie. this study was written by indraswuri (2015) and aimed to discover the assertive acts from the main character in the movie. this study shows that there are six assertive acts used by the main character. the acts are used to have specific meanings based on the situations. the second one is a study of expressive and commissive illocutionary acts and their intended meanings in steel’s the cottage. the study was conducted by putu et al. (2017) to discover the illocutionary acts, specifically commissive and expressive, that happened in the cottage. it found out that there are five commissive acts and four expressive acts. the third one is a study that focuses on the pattern of compliments in instagram photo comments. this study investigates the pattern of compliments and responses on the topic of skill or ability used on instagram. the result of the study reveals that mostly the compliments and the responses use minimal syntactic patterns with the dominant use of adjectives. considering those previous studies above, the present study is conducted to explore and compare the assertive illocutionary acts in korean and british culture through 영국남자 korean englishman video based on the following reasons. first, the previous studies only investigate the act from one culture, but this study will investigate british and korean assertive assertive… 68 illocutionary acts. second, this study also compares the differences between british assertive illocutionary acts and the korean assertive illocutionary acts. research method this study is categorized as qualitative research. qualitative research is based on descriptive data without using quantification and statistical procedures. this study used the documentation method to collect the data by watching the video thoroughly, making the transcription, and selecting the samples. the data were obtained from videos in 영국남자 korean englishman youtube channel. 영국남자 korean englishman is a youtube channel created by british, joshua carrot and oliver kendal, which has been broadcasting since 2013 until the present. the content of the channel mostly introduces korean cultures to british people and vice-versa. the channel has 8.85 million subscribers, and 398 videos counted until 19th may 2020. to solve the research problems, purposive sampling is used to obtain samples for the research. hence, criterion-based sampling is applied in this study besides purposive sampling. pragmatics research data are always in the form of utterances, including the contexts of the text in written form or orally. hence, two videos are selected to consider the guest, background, and activities in the video. the first video is an interview video of david joseph beckham, a retired british football player who played for the various big clubs around the world. the video was published on 23rd october 2019 under the titled 한우 + 치즈 조합 처음 먹어보고 영국 못 갈 뻔한 데이비드 베컴?! (형님 푸파셨군요..!!) with an english title as david beckham tries korean beef for the first time!!? (he's a foodie!!!) (영국남자 korean englishman, 2019). the video length is 13 minutes and 17 seconds, with 24 assertive utterances found. the second video is the interview of son heung-min, a korean football player that plays for tottenham hotspur fc under the titled 영국음식이 진짜로 얼마나 맛없는지 보여주는 손흥민!! (입맛은 아직 100% 한국인), which translated as son heung-min tries british fish-head pie!! (영국남자 korean englishman, 2020). the video was uploaded on 22nd january 2020. the akbar ghifari…. 69 video is 14 minutes and 56 seconds long. fourteen assertive utterances can be found in the video. through direct observation of the videos, the researcher re-transcribed the available transcripts found in the videos. the taken data were from the interactions that occurred in the jolly youtube channel and the utterances are classified as their own. the researcher also examined the social aspects and cultural backgrounds of the assertive speech acts conveyed by heung-min and beckham. data collection in this study will go through three stages. firstly, the researcher watched the videos on the jolly youtube channel numerous times. by watching numerous times, the researcher would be familiar and able to take notes of the interactions that happened in the videos. secondly, the researcher also re-transcribed the data because some parts of the videos did not have transcription. lastly, the researcher codified the data based on the categories and take notes on the participants’ background knowledge. then, collected data were analyzed using searle's (1976) speech act classification theory to find assertive illocutionary acts. after collecting the data, it was followed by analyzing the data. the data were presented in the form of sentences. the utterances which were analyzed were in bold and italic types. there were some steps taken in the process of analyzing the data. first, identifying the type of assertive illocutionary act within the video and the context of the situation that influences the meanings of the illocutionary act at the same time while watching the video. when the data was found, it was noted down with the time stamp it occurred. after identifying the type of assertive illocutionary act in the video, the data were classified by its types based on searle's (1976) illocutionary acts classification. afterward, the intended meaning of the act within the video was also explained. the data will then be compared between beckham's assertive illocutionary acts and heung-min's to know the differences between british and korean assertive illocutionary acts. findings and discussion searle (1976) stated that the "assertive act is an illocutionary act that commits the speaker to something's being the case, to the truth of the expressed proposition." it also means that it is representing some situations. the actions that belong in these categories are classified as asserting, reporting, explaining, suggesting, and refusing. the collected data are transcribed and analyzed using searle’s speech act classification. assertive… 70 asserting asserting is the most dominant act uttered by beckham and heung-min in the interviews. asserting is defined as an act of stating the right information and fact (turnbull et al., n.d.). the forms of asserting are claiming, stating, affirming, and so forth. data 1. asserting utterance by david beckham i beckham : “thanks for having me down!” josh : “no, thank you so much for filming with us! privileged.” beckham : “pleasure” josh : “now you've been to korea several times before, and you've had korean food, i presume, many times.” beckham : “yes, i am a fan of food in general so, wherever i go around the world, i always try to find the hole in the wall places actually, so.” josh : “i love that! the places where locals go…” based on the context of the situation, the dialogue in data 1 occurred between josh and beckham. the conversation took place in a hotel in seoul, south korea. in this conversation, josh assumed that beckham already visited south korea several times and already tried korean dishes before. beckham directly but implicitly asserted that he had tried several korean dishes that can be seen in the bold sentence above. the utterance implied that beckham intended to state that he already tried a couple of foods when he visited south korea in the past. beckham uttered the asserting utterance because he wanted to tell josh that he is a food lover and always tries to eat traditional food when he visits. data 2. asserting utterance by david beckham ii josh : “it is a soybean-based soup. it has got a bit of tofu in there, got a bit of meat.” beckham : “i like the kick”. josh : “it has got some spice to it. you're alright with that?” beckham : “that's a perfect amount of spice.” the dialogue from data 2 occurred when beckham tried one traditional stew from south korea, namely doenjang jjigae (korean soybean paste stew). this assertive act is categorized as claiming because he believes that the amount of spice in the stew is perfect. turnbull et al. (2015) define claiming as an act of saying something that is although it is not proven yet, and it is based on someone's perspective. in data 2, beckham feels that the spice in the stew is perfectly suitable for his taste. akbar ghifari…. 71 data 3. assertive utterance by heung-min i josh : “today, we are in england. so, i thought it would be a good idea to test how well you know british food..” heung-min : “scary”. josh : “you’re gonna be fine heung-min : “i’m a little bit scared. but i don’t know british food that well.” josh : “you don’t” heung-min : “no, because i always eat the same sort of food. i just didn’t have the time to try a lot of foods.” based on the situation context, the dialogue between josh and heung-min happened in the interview that was located at the hotel in london, england. heung-min was invited to interview while trying several types of traditional or unique british dishes, but he did not know about the dish. hence, he stated that he was afraid of what he would taste. in data 3, he uttered assertive utterances twice, this utterance 'i’m a little bit scared. but i don’t know british food that well’ and this utterance ‘no because i always eat some sort of food. i just didn’t have the time to try a lot of foods.'. these utterances are categorized as an assertive type of stating because heung-min clearly said that he always has the same kind of food to eat, and he does not know well about british food. data 4. assertive utterance by heung-min ii the conversation from data 2 occurred with the context of the situation heung-min tried a mysterious dish that josh brought. he gave it a taste for the first time. the utterance said by heung-min is categorized as an assertive type of stating because he wanted josh to know that he had never seen the sausage roll before, even though they sell it in the stadium. hence, the utterance in data 4 is categorized as assertive acts. josh : “you’ve never seen this before” heung-min : “yeah...” josh : “wow...if you’re new to this...” heung-min : “i’ve never seen this before” josh : “oh, i think you might be in trouble then!” heung-min : “really, this is my first time!” josh : “ actually, you can get sausage rolls even in places like stadiums. but sausage rolls in the stadium are a little bit longer and have less meat.” assertive… 72 reporting reporting is one of the types of assertive illocutionary acts that has the purpose of informing someone about something that has been done turnbull et al., (2015). the addresser tries to inform the addressee about things that happened in the addresser’s life. data 5. reporting utterance by david beckham iii beckham : “i'm a big meat fan. so, korean barbecue was one of the things i was looking for while i was here. so...” josh : “i heard that you’re a fan of kimchi as well.” beckham : “i am, i am, but i like it spicy. i had some kimchi yesterday evening. that’s the first time i tasted it, but it’s not been spicy.” josh : “okay, maybe it was white kimchi? very different, right?” in data 5 mentioned above, two assertive utterances were uttered by beckham. the context of the situation is that josh and beckham are trying to grill some signature cuts from the korean barbecue. while waiting for the meat to be done, beckham tells josh that he likes to eat meat. beckham wants josh to know that he likes eating meat by saying he is a big meat fan. the intended meaning of the utterance is that beckham wants josh to give him enough meat to eat. he thinks that josh should know that fact. another assertive utterance follows this utterance. the following utterance has an intention that beckham can eat kimchi, and he is fine eating kimchi. moreover, he tells josh that he prefers to eat spicy food than bland ones. both utterances in data 5 are categorized as an assertive act of reporting. data 6: reporting utterance by beckham iv beckham : “yeah, and the funny story about that game was i had to borrow those boots. josh : “really.” beckham : “yeah, because there was a player, he was called charlie miller. those were the only boots that were available so, they had ‘charlie’ on them. on the tongue.” josh : “that is hilarious! i had no idea!” the conversation in data 6 talks about one of the great games played by beckham; it was when he played for manchester united and scored 60 yards goal against wimbledon. beckham wanted to tell josh the truth about the boots he wore at that game. he told josh whose boots he wore to score 60 yards goal. the intended meaning of the utterance is that beckham wants to tell the story behind the boots worn at that game. he wanted to tell josh that even he borrowed akbar ghifari…. 73 the boots, it did not affect his performance. beckham also implicitly conveyed his thought about the boots; he thought that the boots were good. hence, the utterance from data 6 is categorized as an assertive act of reporting because beckham purposely told josh about an event that he had in the past. data 7. reporting utterance by heung-min iii josh : “give it a look.” heung-min : “ah! toast beans, yeah?” josh : “yeah! beans on toast! exactly! heung-min : “that’s what we have every breakfast in the training ground as well.” josh : “really? do you guys have beans on the toast?! that’s an english classic!” the context of the situation of data 7 is heung-min was given a tray with a dish inside it. he did not know what kind of dish was inside the tray. hence, josh asked him to take a look at it. after knowing what was inside the tray, heung-min tried to inform josh that he usually has it for breakfast. heung-min intended to give information to josh that he never tried before. he thought that he did not need to give it a taste because he already had it. data 8. reporting utterance by heung-min iv josh : “it’s easier to use words.” heung-min : “but it was really helpful. they speak so fast, then i go to the players, looks like they’re speaking so slow.” data 7 contains an assertive reporting act. the context of the situation is that josh asked heung-min how he learned german when he moved to germany. heung-min told josh that he learned germany by watching spongebob squarepants. hence, in data 7, he implied that his teammates' speaking is slower than what he learned. he gave josh information that watching spongebob helped him learn german and made him think other people spoke slowly. explaining according to turnbull et al. (2015), explaining is described as telling somebody about something in detail in a way that is easy to understand. the addresser usually utters explaining sentences to describe something. it is the addresser's way to make the utterance to be clear and understandable for the addressee. the utterances that use an assertive act of explaining are presented as follows. data 9. explaining utterance by david beckham v assertive… 74 josh : “okay, interesting! i didn’t know that!” beckham : “i always cook at home with the kids on the barbecue, so.” josh : “really” beckham : “yeah. even when it’s raining. we always pick different cuts of meat and we go out to the barbecue.” josh : “that’s awesome.” the conversation that happened in data 9 is the conversation continuation from data 5. it has the same context of the situation as the previous data. in data 9, beckham wants to report to josh that he usually cooks and does a barbecue with his kids despite the bad weather. the intended meaning of the utterances is to convince josh that he is a huge fan of the meat. the reason he uttered it is to strengthen his previous utterances that he is a fan of meat. data 10. explaining utterance by david beckham vi josh : “you know, i’ve heard, the beckham of korea, son heung-min.” heung-min : “great player. you know some so many great players are korean that played in europe that played obviously all over the world, but i always find that players that i played against, obviously they play with passion, but there are determination and a love of the game. and that's why i always find there's a real strength and depth with the way they play and the way they enjoy the game as well.” josh : “oh, sure! okay, yeah! i’m so glad you like this”. the data context of the situation is josh was asking beckham about his thought on heung-min that has a nickname, the korean david beckham. josh wanted to know beckham's opinion about him and his nickname. therefore, beckham explained to josh what he thought about heung-min. he gave quite a detailed explanation of his thoughts on heung-min. as a result, josh had an idea of how beckham thought about heung-min and his nickname as the korean david beckham. therefore, this utterance is categorized as an assertive act of explaining because beckham gave detailed information about his thoughts on heung-min. explaining utterances uttered by heung-mi data 11. explaining utterance by heung-min josh : would you recommend that? as a way to learn a new language? heung-min : it was really difficult cuz spongebob speaks so fast and i mean… i just tried it because i needed it. cause i was so desperate, although i akbar ghifari…. 75 couldn’t understand and i would just guess what they’re saying from the pictures. that’s how i understood because animation is much easier to understand than drama or films, so that was my strategy. josh : it’s easier to use words. the data has a context of a situation in which josh was confirming to heung-min that he learned german by watching tv shows. as a result, josh asked him whether learning a new language through tv shows was a good way or not. afterward, heung-min told josh good and bad things about learning language through tv shows, especially animation. heung-min felt that it was difficult for him to learn a language through animation because the way they talk is fast. however, it is easier to use animation as media than dramas or films. the utterance gives detailed information on how heung-min felt learning through watching spongebob. hence, the utterance in data 11 is categorized as an assertive act of explaining. data 12. explaining utterance by heung-min josh : what is a day in the life of son heung-min in london like? heung-min : well, on a normal day, i would wake up at 7:30, get dressed and ready, and go training, then come home when i'm done at about 2, 3 in the afternoon. then i just rest, and i sleep at about 9 or 10 o'clock. i sleep early, to be ready for the next day. that's a normal day and on game days, the routine is a bit different. so, i sleep a little later, at 8, have breakfast, and relax until i get ready and go to the stadium. and also, i always shave before a game. i've recently started to shave with the new skintech. it's really good! this… i have very sensitive skin so, very sensitive. so, if my skin is irritated after every time i shave, it not only looks bad but feels like i’m doing it wrong. the situation context for the above data is that josh asks heung-min how he does his daily activities like a football player. hence, heung-min tells josh what he usually does when there are a game and no game life. he gives josh pretty detailed information on what he does daily. as a result, the utterance in data 12 is an assertive act of suggesting. suggesting turnbull et al. (2015) define suggesting as an act of giving choices to the addressee. in this act, the addresser gives an idea or proportion to be considered by the addressee. the assertive act of suggesting is only found in beckham's data. there are no suggesting actions that can be found in heung-min's utterances data. the following is suggesting data uttered by beckham. data 13. suggesting utterance by beckham josh : i mean, what’s going through your mind?! assertive… 76 beckham : i mean i had a good sleep the night before. so, i felt good, ready for it. josh : wow! beckham : you might need to turn that up a little bit. josh : sorry, you’re teaching me how to do this! this data happened when josh was grilling some meats for him and beckham. while grilling, he also interviewed beckham and asked him some questions. however, beckham noticed that the heat was too low for the meats. hence, he asked josh to turn the heat a bit up to make sure that it was well-cooked. this utterance is categorized as an assertive act of suggesting because by uttering the sentence, beckham gave some advice act for josh to turn the heat up. he did not force josh to turn up the heat, but he let josh choose an action by giving him a suggestion. based on the data analysis, to be more understandable, the data can be concluded as a percentage in the table below: table 1. assertive classification of david beckhams’ utterances and son heung-min’s utterances. assertive classifications david beckham (british) percentage son heung-min (korean) percentage asserting 10 41.6% 7 50.0% reporting 8 33.3% 3 21.4% explaining 5 20.8% 4 28.5% suggesting 1 4.1% 0 0.00% refusing 0 0.00% 0 0.00% total 24 14 the contained data in table 1 shows that both speakers use certain acts proposed by searle (1976). it can be seen that both british and korean frequently produce illocutionary acts without realizing, whether in formal or informal situations. . yule (1996) stated that illocutionary acts are interlocked speech acts. dibdyaningsih (2019) stated that people also perform utterances when they do communicate. searle (1976) classified illocutionary into five types, those are assertive, directives, commissive, expressive, and declarations. further, this study focuses on the finding of assertive illocutionary acts. there are five types of assertive acts; asserting, reporting, explaining, suggesting, and refusing. however, there are only four types of assertive illocutionary acts are found in the research data. hornby & crowther (1995) defines asserting as the act of expressing truth and factual information. the forms of assertive acts can be in the forms of claiming, stating, confirming, and so on. reporting illocutionary act is defined as an act to provide information about akbar ghifari…. 77 something that has been done and completed. explaining is defined as a way of telling something with great details in it. the speakers frequently use extensive sentences to make the story clear enough for the listener to understand. suggesting is defined as a statement that something is to be chosen. the speakers frequently express an idea or a plan to be considered by the hearer. refusing is defined as an act of stating that someone will not perform something that has been asked. some various circumstances and scenarios make the individual decide on something. according to the data, beckham uses four out of five assertive acts in the interview session. meanwhile, heung-min uses three out of five assertive acts in the interview. both do not use the assertive act of refusing in the interview sessions. moreover, it is not found the assertive act of suggesting uttered by heung-min. additionally, asserting becomes the most dominant act uttered by beckham and heung-min with the total number of beckham counts 10 per 24 (41.6%), and heung-min is counted 7 per 14 (50%). it shows in specific ways, both beckham and heung-min tend to state the statements as the way to claim, declare, affirm, and so forth. there are some differences in uttering assertive illocutionary acts between british and korean. according to the differences cannot be separated from cultures and values. british that is part of western culture has different ways of uttering assertive acts than korean that are part of eastern culture. korean, as a part of eastern culture, shows that in uttering assertive utterances, they tend to show affection toward the addresser. they tend to make the atmosphere comfortable for the addresser and the addressee. this act is related to korean etiquette kibun. however, in british culture, they tend to speak directly but are still modest. they utter what they want to make the atmosphere comfortable modestly and still. it is further explained by hall (1989) that asians and europeans have differences in their communication styles, which are heavily affected by their respective culture. he explains that there are two classifications of communication style, which are low context and high context. low context communication style is classified as being dramatic, dominant, animated, relaxed, attentive, open, friendly, contentious, and impression-leaving. high context, however, is in contrast with low context is classified by being indirect, inferring meaning, interpersonal sensitivity, using feelings to guide behaviour, and using silence. in a high context culture, such as south korea, people tend to speak information implicitly during assertive… 78 communication. people in korea also be more concerned about long-term relationships and loyalty and have fewer rules and structures implemented. as for low context, people who adhere to this culture, such as the uk, tend to exchange information explicitly and rarely make the conversation implicit or hidden. according to hall (1989), asian cultures tend to adhere to high context communication styles, while european cultures tend to adhere to low context communication styles. in a further observation, gudykunst (2003) found that european americans reported tending to be more dramatic, more open, and more precise than asian americans, while asian americans reported being more indirect than european americans. conclusion based on the findings, there are 38 assertive speech acts used by beckham and heung-min in the videos. the utterances are divided into 24 illocutionary acts uttered by beckham and 14 illocutionary acts uttered by heung-min. in details, beckham uttered 10 (41.6%) asserting, 8 (33.3%) reporting, 5 (20.8%) explaining, and 1 (4.1%) suggesting. in heung-min’s data, it included 7 (50%) asserting, 3 (21.4%) reporting, and 4 (28.5%) explaining. the most widely used is an assertive illocutionary act. in contrast, refusing is never used by beckham or heungmin in the videos. this study investigates the differences between british and korean in uttering assertive illocutionary acts. this study reveals that british and korean use the same assertive illocutionary acts. however, there are some differences in how they utter the acts. the differences have happened because there are cultural and values differences in each culture. first, korean culture tends to make the atmosphere more comfortable by thinking about the interlocutor's pride. they only say what they need to say, not what they want to say. in other words, korean culture utters assertive illocutionary acts while doing face-saving because of their kibun etiquette. second, the british tend to use assertive acts directly. they utter things that they want but in modesty. references austin, j. (1970). how to do things with words: the william james lectures delivered at harvard university in 1955. https://ixtheo.de/record/1105545040 buck, r., & vanlear, c. a. (2002). verbal and nonverbal communication: distinguishing akbar ghifari…. 79 symbolic, spontaneous, and pseudo-spontaneous nonverbal behavior. journal of communication, 52(3), 522–541. https://doi.org/10.1093/joc/52.3.522 dibdyaningsih, h. (2019). an analysis of teacher speech act in giving motivation for english students. jeltii (journal of english language teaching and islamic integration), 2(02), 218–229. https://doi.org/10.31227/osf.io/yzh34 fakhrurrazi. (2017). dinamika pendidikan dayah antara tradisional dan modern. jurnal attafkir, x(2), 100–111. grice, h. (1989). studies in the way of words. https://www.google.com/books?hl=en&lr=&id=qqtabkbs34c&oi=fnd&pg=pa1&dq=grice,+p.+(1989).+study+in+the+way+of+words.+cam bridge:+harvard+university+press.&ots=qrzjajzqtg&sig=rckg1tyke7fe_ymu_nx5opn5vo gudykunst, w. (2003). cross-cultural and intercultural communication. https://www.google.com/books?hl=en&lr=&id=5sjpr1ypmcc&oi=fnd&pg=pp9&dq=gudykunst+cross+cultural&ots=gfjl96jfvy&sig =p5pftzwcke1jjy6plmumaqcq0tm hall, e. t. (1989). beyond culture. anchor. hornby, a. s., & crowther, j. (1995). oxford advanced learner’s dictionary of current english. oxford university press. indraswuri, v. (2015). the study on the assertive illocutionary acts of the main characters in my sister ’ s keeper movie script by nick cassavetes and jeremy leven, film my sister ’ s keeper oleh nick cassavetes dan jeremy leven ). repository.une.ac.id. https://voxy.com/blog/index.php/2011/04/inspirational-quotes-for-language-learners/, kreidler, c. (2013). introducing english semantics. in introducing english semantics. https://doi.org/10.4324/9781315886428 putu, a. a., dewi, r., made rajeg, i., & netra, i. m. (2017). commissive and expressive illocutionary acts and their intended meanings in steel’s the cottage. humanis, 16(3), 7–14. searle, j. r. (1976). a classification of illocutionary acts. language in society, 5(1), 1–23. https://doi.org/10.1017/s0047404500006837 turnbull, j., lea, d., parkinson, d., … p. p.-i., & 2010, u. (n.d.). oxford advanced learner’s dictionary. in doc1.bibliothek.li. retrieved july 6, 2020, from https://doc1.bibliothek.li/aav/flma142353.pdf yule, g. (1996). pragmatics: oxford university press. (journal of english language teaching and applied linguistics) volume 8, no. 2, august 2022 page. 87-95 p-issn: 2356-2048 e-issn: 2356-203x 87 the correlation between personality and english proficiency sri yuliani1*, muhammad novikar aziz 2 1, 2 university of muhammadiyah palembang correspondence email: nyimasyuliani71@gmail.com abstract the objective of this study was “to find out whether or not there is a significant correlation between personality and english proficiency of the eighth-semester students of the english education study program muhammadiyah university of palembang”. the data were analyzed by pearson product-moment correlation coefficient. the value of the correlation between students’ personality and english proficiency (r-obtained = 0.519) was higher than the r-table (0.325) which was significant at 0.005 level (2-tailed). since the value of r-obtained was higher than rtable, ho was rejected and ha was accepted. it means that there was a significant correlation between students’ personalities and english proficiency. keywords: correlation, personality, english proficiency introduction learning is a process that is both cognitive and social. it is cognitive because it requires paying attention, seeing, thinking, analyzing, interpreting, and finally providing meaning to see occurrences. as we know, there many factors that influence the second language learning process. according to ellis (2003) cited in soleimani, jafarigohar and ramezani (2013) state that general and personal factors have social, cognitive, and affective aspects. because people are often assessed based on their personality, it is recognized as a very prominent category of individual differences. personality is the sum of total behavioral and mental characteristics that are distinctive of an individual (colamn, 2009). personality influences the way an individual learns. the students who have extrovert personalities and students who have introvert personalities have different styles and automatically will influence their learning achievement. students who have extrovert personality tends to focus on the outer world of people, and things, and are energized by interaction with others. they prefer to figure out things while they are talking (briggs, 2009). they work best in the the correlation … 88 classroom that allows time for discussion, and talking with a group. meanwhile, introvert students learn best through quiet, mental reflection. their attention will naturally flow inward to their thought, idea, and impression. they tend to enjoy reading, lectures, and written over oral work. one of the main tools of measurement to determine students’ proficiency in using the english language in the academic level is toefl. in relation to language proficiency, it can be claimed the toefl influence the level of language proficiency. the scores obtained by the students on english proficiency test represent the level of their ability in mastering english as it is used in written and spoken activities. concerning personality types and english proficiency, researcher’s observation to the eighth-semester students of english education at muhammadiyah university of palembang that there were some students had extrovert personalities got high scores on toefl, others had introvert personalities got low scores, and vice versa. the objective of this study was to find out: is there any significant correlation between personality and english proficiency of the eight semester students of the english education study program muhammadiyah university of palembang. there were some studies related to this research. the first study is entitled “the correlation between extrovert and introvert personality of the first semester students of english education study program of sriwijaya university and their proficiency” written by pereudi (2012). the objective of the study was to find out the correlation between personality extrovert and introverts and their english proficiency. he found that after combining the relation between all students’ extrovert and introvert personality and their english proficiency was no significant correlation. another study entitled “personality in english language proficiency and achievement” was researched by zahibi (2011). he found out that there was a significant correlation between learners’ english language and extraversion, openness to experience, agreeableness, and conscientiousness. however, neuroticism did not correlate significantly with english proficiency negatively. the last study was conducted by ghazi, shahzad, and ullah (2013). the obj of this study was to find the correlation between each of personality and all academic achievement. they found out conscientiousness, and agreeableness were sri yuliani... 89 high in secondary, it can be concluded that there are some similarities and differences between previous related studies and the researcher’s study. the similarities is correlation study. meanwhile, the differences are correlated variables, result, population and sample. extroversion extroversion is extent to which a person has a deep-seated need to receive ego enchancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself, brown (2000, p.155). in the role of personality in second language acquisition, zhang (2008) also proposed that extrovert means a person more interested in what is happening around him than in his own thoughts and emotions. an extrovert experiences the world more through contact with others and shared experience that through self examination or study. zafar and meenakshi (2011) stated “extroverts are sociable, like parties, have many friends and need excitement in everything they do. they are sensation-seekers and are lively and active. extroverts are easily distracted from studying, partly as a result of their gregariousness and partly because of their weak ability to concentrate for long periods.” (p.34). extroverts are motivated from without and their attention is directed outward. they are people who appear relaxed, confident, and have trouble understanding life until they have lived it. when they are feeling bad, low in energy, or stressed, they are likely to look outside themselves for relief. they get energized from the outside world, and they look for meaning outside of th introversion every body was born with unique characteristics. someone may consider shy or introvert. according to zafar and meenakshi (2011),” introverts are quiet, prefer reading rather than meeting people and talking to others, have few but close friends and usually avoid excitement.” (p.34). introverts are motivated from within and they are oriented towards the inner realm of ideas, imagery, and reflection. they get their energy from within rather than from the outside world. an introvert values quiet time alone for thinking. introverts believe that they cannot live life until they have understood it. they are seen as reserved, quiet, shy, aloof, and distant. when an introvert is tired, stressed or feels bad, he is likely to withdraw to a quiet place and engage in reflective activity that only involves herself/himself. introverts look to the inner world for energy and meaning. introverts believe that they cannot live life the correlation … 90 until they have understood it. they are seen as reserved, quiet, shy, aloof, and distant. when an introvert is tired, stressed or feels bad, he is likely to withdraw to a quiet place and engage in reflective activity that only involves herself/himself. introverts look to the inner world for energy and meaning. english proficiency one of the most important aspects of university education for english as a foreign language (efl) students is a high level of proficiency in english to help them progress through their education. proficiency can be defined as “the ability of students to use the english language to make and communicate meaning in spoken and written contexts while completing their university studies” (deewr, 2009, cited in ghenghesh ,2015, p.91) therefore, an efl student must be able to read, write, listen and speak effectively. moreover, english prepares students for meaningful instruction and academic performance in academic subjects taught using the english language. kiany (2012) defines language proficiency as the language ability or ability in language use. proficiency goals include general competence, mastery of four skills, or mastery of specific language behaviours. toefl as measurement of language proficiency a typical example of standardized proficiency test is the test of english as a foreign language (toefl) produced by educational testing service, brown (2000). according to mckeon (2008), ”toefl has become the major standard of measuring proficiency in english for non native english speaker throughout the world. furthermore, according to sharpe (2004,p 69), “toefl testing are into three categories, those are: 1). listening comprehensionmeasure the ability to understand english including short and long conversation and short talks, 2). structure and written expression-measure the ability to recognize standard written english, 3). vocabulary and reading comprehension –measure the ability to read and understand short passage at the university level. the test requires students to demonstrate that they have the english skills that needed to be successful for studying in university. it also emphasizes integrated skills and provide better information about students’ ability to communicate in an academic setting and their readiness for academic coursework. sri yuliani... 91 research method in conducting this study, correlational research was used. according to creswell (2012), a correlation is a statistical test to determine the tendency or pattern for two (or more) variables or two sets of data to vary consistently. in this study, there were two variables related each other. the x variables were personality and the y variable was english proficiency. the students’ personality was identified by using readymade questionnaire and the students’ english proficiency were identified by using the result toefl test. the researcher found the correlation among variables though spss. the influence between variables were calculated through spss by regression analysis. finally, the researcher used pearson product moment correlation coefficient to find out the correlation between students’ personality and their english proficiency. furthermore, the population of this study was all of the eighth semester students of english education study program fkip muhammadiyah university of palembang. the total population is 65 students from two classes. the researcher took the sample by using total sampling because the population is less than 100. findings and discussions the result of the toefl test showed that, there were 5 students (8,2%) who were in the extremely limited user level ( 5 introvert students), 7 students (11.5%) who were in limited user level (2 extrovert students and 5 introvert students), 19 students (31.1%) who were in adequate user level (4 extrovert students and 15 introvert students), 19 students (31.1%) who were in modest user level (8 extrovert students and 11 introvert students), 10 students (16.5%) who were competent user level (6 extrovert students and 4 introvert students), and 1 extrovert students who was in highy proficient user level. pearson product-moment correlation analysis the correlation between extrovert personality and english proficiency statistical analysis was applied to know whether or not there was correlation between student’s personality and students’ english proficiency. the reseacher started to find out the correlation between extrovert personality and english proficiency. the result of the analysis is shown in the following table. the correlation … 92 table 1: the correlation between extrovert personality and english proficiency extrovert_personality english_proficiency_for_extrovert extrovert_personality pearson correlation 1 .872** sig. (2-tailed) .000 n 21 21 english_proficiency_for_extro vert pearson correlation .872** 1 sig. (2-tailed) .000 n 21 21 **. correlation is significant at the 0.01 level (2-tailed). based on the statistic of the correlation of extrovert personality toward english proficiency table above, the result showed that extrovert personality had a positive correlation with english proficiency score (r = 0.872) in two tailed testing at 0.01 of significant level of 21 samples (r-table = 0.549). since the value of r-obtained was higher than r-table, it meant that there was a significant correlation of extrovert personality and english proficiency. the correlation between introvert personality and english proficiency the reseacher also tried to find out correlation of introvert personality and english proficiency. the result of analysis is shown in the following table. table 2: the correlation between introvert personality and english proficiency introvert_person ality english_proficiency_for_introvert introvert_personality pearson correlation 1 .364* sig. (2-tailed) .001 n 40 40 english_proficiency_for_intr overt pearson correlation .364* 1 sig. (2-tailed) .001 n 40 40 *. correlation is significant at the 0.05 level (2-tailed). from the statistic of the correlation of introvert personality and english proficiency above, the result showed that introvert personality also had a weak correlation with english proficiency score (r-obtained = 0.364) in two tailed testing at 0.05 of significant level of 40 samples. pearson correlation coefficient was from 0 (no correlation) to 1 (perfect correlation). the correlation coefficient 0.5 shows that there was a strong enough correlation sri yuliani... 93 between variable x and variable y. it can be seen from the table above, it was found that the obtained correlation coefficient was 0.364. this correlation coefficient was less than 0.5. it means that the correlation between introvert personality and students’ english proficiency was weak correlation. the correlation between personality and english proficiency finally, the researcher analyzed the correlation between students’ personality and english proficiency. the result of statistic analysis can be seen in the following table. table 3: the correlation between personality and english proficiency personality_questionaire english_proficiency_toe fl_score personality_questionaire pearson correlation 1 .519** sig. (2-tailed) .000 n 61 61 english_proficiency_toefl_score pearson correlation .519** 1 sig. (2-tailed) .000 n 61 61 **. correlation is significant at the 0.01 level (2-tailed). based on the statistic of the correlation between personality and english proficiency, it was found that the obtained coefficient (r-obtained) was 0.519 in two tailed testing at 0.01 of significant level of 61 samples (r-table = 0.325). it was concluded that there was a positive correlation between students’ personality and english proficiency. it was related to kiany cited in sharp (2008), there are two detected a positive relationship with extrovert and language proficiency, and other point to evidence that extrovert students learn foreign language better because of their willingness to interact with others and because of their reduced inhibitions. it can be concluded that extrovert and introvert learners has their own differences in the process of perceiving and understanding information in learning process. conclusion based on the finding of correlation between students’ personality and english proficiency, it was found that there was a positive correlation between students’ personality and english proficiency. since the obtained coefficient (r-obtained) was 0.519 in two the correlation … 94 tailed testing at 0.01 of significant level of 61 samples (r-table = 0.325). it meant that there was a significant correlation between students’ personality and their english proficiency. the ree concluded that there was a significant correlation between extrovert personality and english proficiency. on the contrary, there was a weak correlation between introvert personality and english proficiency of the eighth semester students of english education study program muhammadiyah university of palembang. although, the extrovert students dominated the high score in english proficiency (toefl score) and most of the introvert students got low scores in english proficiency. but, in some cases, some of the introvert students also got high score in english proficiency and some extrovert students got low scores in english proficiency. references briggs, m. (2009). personality types and learning. retrieved http://www.wnc.edu./mbti/personality types and learning.php. brown, h. d. (2002). principle of language learning and teaching. new york: addison wesley longman inc. brown, h. d. (2002). teaching by principles: an interaction approach to language pedagogy. new york: addison wesley longman inc. colamn, m. a. (2009). dictionary of psychology. new york: oxford university press. creswell, j. w. (2012). educational research: planning, conducting, and evaluating qualitative and quantitative research, boston: edwards brothers. erton, l. (2010). relation between personality traits, language learning styles and success in foreign language achievement. journal of education,38: 115-126. grenghesh, p. (2015). the relationship between language proficiency and academic performance of university students – should academic institutions really be concerned? international journal of applied linguistics & english literature. 4(2), 91-97. kiany, g. r: (1998). english proficiency: a preliminary study and academic achievement in relation to extraversion-introversion: a preliminary study. international journal of applied linguistics. 8(1), 113-130. http://www.wnc.edu./mbti/personality%20types%20and%20learning.php sri yuliani... 95 mckeon, d. w. (2008). toefl, score interpretation. retrieved from: http//graduatesschool,vt.edu/iggs/faculty staff/toefl_interp. 20th of 2015. pamela j. sharpe. (2004). how to prepare for the toefl. usa: barron’s educational. serries, inc. sharp, alastair, (2008). personality and second language learning. asian social science. vol. 4, no.1. soleimani, h., jafarigohar, m., & ramezani, a.(2013. extroversion/introversion and test performance of iranian efl students on multiple-choice and true/false reading comprehension test. international journal of english and education, 2(2),211-224. zafar and s., & meennakshi, k. (2012). a study on the relationship between extraversion and introversion and risk-taking – in the context of second language acquisition. international journal of research studies in language learning, 1(1), 33-40. zhang, y. (2008). the role of personality in second language acquisition, asian social science, 4(5). smart journal volume 2 no. 2, agustus 2016 hlm 121-127 121 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung directed reading thinking activity (dr-ta) strategy to teach reading seftika english department, stkip muhammadiyah pringsweu email: seftika@rocketmail.com abstract this study aims to investigate the implemetation of directed reading thinking activity( dr-ta) in enhancing students’ reading comprehension. the process of dr-ta includes predicting, reading, and proving. this study employed quasi experimetal design. as the lecturer guides the process, the drta teaches students to determine the purpose for reading and make adjustments to what they think will come next based on the text. the finding shows that students’ reading comprehension increased after applying directed reading thinking activity( dr-ta). by using this strategy students can activate their prior knowledge of a topic/content of the text to be read, hypothesize about what might be addressed in the text, and establish meaningful purposes for reading the text. keywords: directed reading thinking activity strategy, reading, comprehension. 1. introduction target language input is primary in learning english as foreign language. students can enhance their english input through reading. in order to have amount of english input, students should read a lot and should be able to comprehend what they have read and to comprehend the text for getting the writer purposes. usually the students are indicated as good readers if they can comprehend the text well. in reality, reading comprehension has become a problem among students of foreign language. these condition were identified as the students get difficulty to answer the questions especially for finding main ideas and inferences. in order to solve the students’ problem in comprehending the text, it is a need to use a strategy for enhanching sudents’ reading comprehension. as grabe and stoller (2002:9) stated that reading as the ability to draw meaning from the printed page and interpret this information appropriately. then reading as a set of skills that involves making sense deriving meaning from printed word (linse, c.t, 2006: 69). in other words reading is communication process in which the writer transfer a message in writen text then the reader should construct the meaning while reading. therefore reading comprehension requires the use of strategy before, during, and after mailto:seftika@rocketmail.com smart journal volume 2 no. 2, agustus 2016 hlm 121-127 122 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung reading. to ensure that students learn to read well, lecturer should help them to be good readers by providing sistematical instruction including strategies for understand, remember and communicate what has been read. one of the strategies that can be used in teaching reading is directed reading thinking activity (dr-ta) strategy. as quoted by amoli and karbalaei & amoli, (2011: 229-245) “ strategy instruction is a promising method for the purpose of enhancing comprehension skills”. in other words, students need to be taught comprehension strategies in order to make sure they understand text. it also helps students overcome difficulties in text comprehension. directed reading-thinking activity (dr-ta) is instructional strategy that focuses on students thinking using prediction and open ended questions before going to the text. as stauffer stated in ruddell (2005:86) “ directed reading thinking activity (drta) is a means of developing reading comprehension which guides students through text by having the teachers ask students to make and support preditictions before reading and the examine their predictions, conclusions, and logic as a reading progresses”. it is also supported by smith which stated that dr-ta is like instruction that focuses on students’ predictions and subsequents reading of text (ruddel, 2005:86). furthemore, mckenna (2002:88) write as” the directed reading thinking activity is a reading strategy use to introduce a reading selection and to encourage students to form predictions as a means of making their reading more purposeful.” it means that, prediction is emphasized in dr-ta strategy. in making prediction the students use their background knowledge. then the lecturer can show objects and pictures related to the text in order to help students making prediction. each predictions will be different because students think as their own mind, and the leturer must accept all of the students prediction. after that students are given reading material. having read and comprehended the reading text they can prove whether their prediction is true or not. several studies have investigated the use of directed reading thinking activity (dr-ta) strategy to assist students in reading. an earlier study conducted by al odwan (2012) smart journal volume 2 no. 2, agustus 2016 hlm 121-127 123 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung investigated the effect of directe reading thinking activity (dr-ta) strategy on english secondary students in jordan. the finding shows that the use of directed reading thinking activity through using cooperative learning is effective strategy to improve students’ reading comprehension. then yazdani (2015) revealed that impact of directed reading thinking activity (drta) and guided reading (gr) on reading comprehension for sixty three iranian students. directed reading thinking activity had a more significant positive effect than guided reading. directed reading thinking activity improves students’ reading comprehension because these activities are rich with more interactive tasks and consequently provide students with new concepts, ideas, suggestions, styles of thinking, emphasizes the development of thinking skills and involves the students in processes to enhance learning. other studies also conducted in indonesian efl classroom, rukminingsih (2014) investigated the implentation drta in extensive reading class. this study was conducted at college students. the observation result shows that this strategy makes the students to be active reader; helps students increase their knowledge, information, new expression, and new vocabulary from the text; helps students can easily understand the text or story; makes the students to have more selfconfident to read; encourages silent reading; makes students understand the main of topic from the text and explores their idea by own language. the previous studies shows that strategy is beneficial in students’ achievement in reading. therefore, this study aimed to investigate the enhancing students’ reading comprehension using directed reading thinking activity (dr-ta) strategy. 2. research method in this research, the researcher applyed quasi experimental design. the design involves two groups namely experimental group and control group. the experimental group used directed reading thinking activity (drta) and control group without drta. the participant was the second semester of students majoring in english. sixty students took part in this study. then in collecting the data the researcher used reading test. smart journal volume 2 no. 2, agustus 2016 hlm 121-127 124 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 3. finding and discussion the process of dr-ta includes predicting, reading, and proving. the steps in teaching reading using dr-ta strategy are described as follows: the first step is pre reading. in this step, the lecturer selected the reading text, then wrote the title of the book or passage on whiteboard. after that asking students, for example; "given this title, what do you think the passage will be about?"; “why?”. these questions are given to active students prior knowledge. in this steps students have to predict the text. beside questions, lecturer can show objects or pictures which related to the text in order to helping students making prediction. then lecturer acceped and recorded all predictions on the whiteboard. then asking students again, "why do you think that?" to encourage them to justify their responses and activate prior knowledge. after that, previewed the illustrations of the passage, asked students to revise their predictions based on this new information. the last, made changes to the predictions on the whiteboard. the second step is while reading. the lecturer asked students to read silently. stop them after the first section of the passage, and leading a class discussion to verify or modify predictions. then asking students to cite the text which caused them to confirm or change a prediction. the question that can be given such as "what in the passage makes you think that? can you prove it?". after getting students’ answer, made changes to the predictions on the whiteboard (repeated this process until students have read each section of the passage). then verifying or modifying the predictions made at the beginning of the lesson. as students become more comfortable with this process, have each student write predictions in alearning on a piece of paper. then, in small groups students can discuss their predictions and share their thinking processes. the last of this step, asked students to write summary statements about how their predictions compared to the passage. the last step is post reading. at the end of each section, reviewing the lesson. the lecturer may ask questions such as:” what do you think about your predictions now?”; “what did you find in the text to prove your predictions?”; and “ what did you read in the text that made you change your predictions? “. smart journal volume 2 no. 2, agustus 2016 hlm 121-127 125 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung having conducted the research, the research found the result of pre-test and post-test score of the reading test. figure 1. pre-test in control group and exerimental group figure 2. post-test in control group and experimental group based on the result of research, it was found that in control class, the total score that students achieved is 1377 up to 1853. the mean was from 43.03 up to 57.90. in experimental class, the total score that students achieved is 1723 up to 2279. the mean was from 53.84 up to 71.21. it means that the variance of the data from both of classes are homogeneous. based on calculate of testing criteria where: h0: t-observed < tcritical, and ha: t-observed > t-critical, the writer found that tcount = 4.63 ttable = 1.999. two tail test means negative value (-) is conversed into positive value (+), after that tcount is compared ttable and the pre-test in control group & experimental group lowest score of control class highest score of control class lowest score of experiment al class highest score of experiment al class post-test incontrol group & experimental group highest score of control class lowest score of control class highest score of experimental class lowest score of experimental class 6 0 43 63 30 76 0 40 86 56 smart journal volume 2 no. 2, agustus 2016 hlm 121-127 126 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung result tcount > ttable. so, h0 is rejected and ha is accepted. seeing the data from the pre test and post test score of experimental class, the students’ score increased. comparing the result of the pre test and the post test from this group, it could be seen that the average of the students’ score was improved from 53.83 to 71.21. it means that directed reading thinking activity (drta) can enhance students’reading comprehension. in view of the theory and empirical studies, ruddel (2005) stated that drta strategy helps students to build reading comprehension. then yazdani (2015) stated that in reading comprehension, directed reading thinking activity had a more significant positive effect than guided reading because it emphasizes the development of thinking skills and involves the students in processes to enhance learning. the finding and previous researches support the implemetation of directed reading thinking activity to enhance reading comprehensio. it is effective way to encourage students to be active thoughtful readers, adaptable to many different text style, and useful for students in constructing new knowledge. 4. conclusion directed reading thinking activity (dr-ta) is an effective strategy in teaching reading. there are many advantages of using dr-ta strategy. firstly, it can improve students’ reading comprehension. through dr-ta they are able to answer whquestion, they are able to identify the paragraph topic and main idea well, and they can understand what they have read. secondly, this strategy is very helpfull both in individual and group work task because dr-ta also enhance the students’ participation in class interaction both in individual and group work discussion. 5. references al odwan, a, t. (2012). the effect of the directed thinking activity through coopertive learning on english secondary stage students’ comprehension in jordan. international journal of humanities and social science. vo.2 (16), pp. 138-151. grabe, w., & stoller, f.l.(2002). teaching and reading. london: longman karbalaei, a., & amoli, f. a. (2011). the effect of paraphrasing strategy training on the reading comprehension of college students at the undergraduate level. the smart journal volume 2 no. 2, agustus 2016 hlm 121-127 127 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung asian journal quartely. vo.13(3), pp.229-245. available online at http://www.asian-efl-journal.com. accesed on 22 oktober 2011. mckenna, m.c.(2002:88). help for struggling readers. new york: the guildford press. linse, c.t. (2006). practical english language teaching young learners. boston: mcgraw-hill. ruddell, r. m. (2005). teaching content reading and writing. united states of america: john wiley & sons, inc. rukminingsih. (2014). incorporating directed reading thinking activity (drta) technique into extensive reading class. cendikia. vo.12 (2), pp 261-279. yazdani, m.m. (2015). theexplicit instructionof reading strategies: directed reading thinking activity vs guided reading strategies. international journal of applied linguistics & english literature. vo.4(3), pp. 53-60. smart journal volume 2 no. 2, agustus 2016 hlm 128-133 128 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung similarities and differences between english and arabic verb siswoyo english department, stkip muhammadiyah pringsewu lampung email: siswoyo.hadie@yahoo.com abstract this paper is to know the similarities and differences between english and arabic verb. the similarities between english and arabic verb can be used as media to learn both languages. the english verb is the same as arabic that needs object and has the agreement of the subject and the verb. the difference between english and arabic verb is that english verb has no change of the first letter of the verb because of the change of the various subject. keywords: fi‟il madli, mudlori‟, amr, transitive verb, intransitive verb 1. introduction language is media to express idea. there are two languages used by the language users, they are verbal and non-verbal language. human being uses verbal and non-verbal language for expressing idea and intention. english and arabic language are verbal languages admitted as international languages. for indonesian people, arabic and english language are foreign language. some of the indonesian people, as the language learners, learn arabic and english for their specific purposes. some of them said that arabic language is more difficult than english language and some of them said that arabic language is more difficult than english. indonesian people learn english because it is one of the international languages which is widely used by the people around the world. lots of books are written in english, lots of product instructions are written in english, the students who want to continue studying at international universities have to take english test, internet and computer instructions are also written in english. arabic language is also one of the international languages which is widely used by indonesian people. there are many islamic and boarding schools in indonesia. the students who learn in these schools will get arabic language in curriculum. many indonesian muslims also learn arabic to study and learn the holy quran and prophetic tradition which are originally written in arabic. mailto:siswoyo.hadie@yahoo.com smart journal volume 2 no. 2, agustus 2016 hlm 128-133 129 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung both of english and arabic verb has similarities besides their differences. actually the students, as the language learners, are able to learn both languages using their similarities and differences. what are the similarities and the differences of the english and arabic verb? 2. discussion english verb there are many linguists that describe the definition of the verb. hornby (1987: 953) explained that verb is word or phrase indicating what somebody or something does. meanwhile, according to murthy (2003: 86), “a verb is described as a word which is used to indicate an action, a state of being of existence or possession”. according to many linguists above, it is clear that the definition of the verb is the word that identifies the activity or the action which is done by doer of the action either the person or something such as to give, to bring, to go and so on. the verb itself can be divided into many kinds based on its classification. in general, the classification of the verb (english) based on the time can be classified into three. murthy (2003: 151) said: "the tenses of english verb are divided into: 1. present tense consists of: (a) simple present tense (b present continuous tense (c) present perfect tense d. present perfect continuous tense 2. past tense consists of: (a) simple past tense (b) past continuous tense (c) past perfect tense (d) past perfect continuous tense 3. future tense consists of: (a) simple future tense (b) future continuous tense (c) future perfect tense (d) future perfect continuous tense". the verb also can be classified based on the need of the object of the verb. based on this classification, the verb can be classified into two kinds, they are transitive and intransitive verb. according to swan (2000: 579) “verb is divided into two kinds :1. transitive verb 2. intransitive verb. transitive verb is some verbs usually followed by nouns or pronouns that act as direct object. intransitive verb is some verbs are normally not followed by direct objects. smart journal volume 2 no. 2, agustus 2016 hlm 128-133 130 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung some of the transitive verbs are followed by one object or direct object and some of the verbs are followed by two objects. the example of intransitive verb is i run very quickly. the word run is the verb that does not need an object. the example of the verb that needs object is the students read books. the word read is the verb that needs object because the sentence is not complete by the absence of the object books. the english verb also can be changed from active into passive voice using certain rule. wishon (1980:216) said, "the passive form is composed of some form of the verb be + the appropriate auxiliary, if any, + the past participle form of the verb". the passive voice or the passive form is used when it is not important to know the doer of the activity when the doer of the activity is not known. the example of passive voice is the letter is written by the students. english verb has the agreement of the subject and the verb. the english verb must agree with the subject (noun) in number and person such as i go to surabaya, you go to surabaya, fadel (he) goes to surabaya, the students (they) go to surabaya and we go to surabaya. murphy (1998: 20) said that i work, we like, you do, they have, he works, she likes, she does, it has. from these examples it is clear that the simple present tense verb is changed at the end of the verb. it can be seen from the various change of the end of the verb. arabic verb there are some linguists that define arabic verb. malik (2004: 13) said,” al-fi‟lu maa dalaa alaa hadatsin wa huwa kalimatun tadullu alaa syaiin muqtarinin bi zamaanin sawaan akaana maadliyan nahwu qooma zaidun am mustaqbalan nahwu: qum muhtamilan lil haal aw al istiqbaal nahwu: yaquumu zaidun”. it means that the verb is something that shows action related to time either in the past like, qooma zaidun (zaidun stood) or future like: stand up or at present and future like yaquumu zaidun (zaidun is standing. al-jarim and amin (1999: 16) said, "al-fi'il huwa kullu lafdzin yadullu 'ala hushul syai'in fi al-zaman al-khas". it means that a verb is a word that shows the state of being or the occurrence of an activity at a certain time. smart journal volume 2 no. 2, agustus 2016 hlm 128-133 131 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung according to al-jarim and amin (1999: 19): "taqsiim al-fi'il bi‟ibaari zamaanihi (i) al-fi'il al-madli wa huwa kullu fi‟il yadullu 'ala hushul amalin fi zaman al-madli (2) fill mudlari' huwa kullu fi'il vadullu 'ala hushul 'amal fi zaman al-hadlir aw almustaqbal (3) fi'il amr wa huwa kullu fi'il yuthlabu bihi hushul syai'in fii zaman al-mustaqbal". based on the statements above, it is clear that the kinds of the verb in the point of view of the time are three, (1). fi'il madli (the verb that shows the occurrence of the activities in the past, (2) fi'il mudlari' (the verb that denotes the occurrence of the activities at present, (3) fi'il amr (the verb that asks to do something). the kinds of the verb are past tense that is the verb that shows the occurrence of an action before the time of speaking such as read, present tense is the verb that shows the occurrence of an action at present, imperative verb is the verb that asks to do an action after speaking. the arabic verb based on the need of the object is also categorized into fi‟il muta'addy (transitive verb) and fi'il lazim (intransitive verb). al-jarim and amin (1999: 68-68) said, " al-fi‟lu yanqosimu qismaini: laazimun wa muta‟addin. al-fi‟lu al-laazimu huwa maa laa yansihibu al-maf‟uula bihi, wa al-al-fi‟u al-muta‟addiy huwa al-ladzii yanshibuhu”. it means that verb is divided into two kinds: lazim and muta'addy. fi'il muta'addy (transitive verb) is the verb that needs an object and fi'il lazim (intransitive verb) is the verb that does not need an object. the arabic verb or fi'il has to be agreed with the subject or fa'il (the doer of an action). the present verb should be appropriate with the subject of the verb either at the first and the final of the letter of the verb. al-jarim and amin (1999: 22) said “al-fi‟lu al-mudhori‟u huwa kullu fi‟lin yadullu „ala hushuuli „amalin fi al-zamaan al haadlir aw al mustaqbal wa laa budda any yakuuna mabduu‟an bi harfin min ahrufi al-mudloro‟ati wa hiya al-hamzatu, wa al nuunu wa al ya‟u wa al-taa‟u. this means that fi'il mudlari' has to be preceded by the letters of mudlari' (anaitu), al-hamzah is for one first person male or female, nun is for more than one first person male or female, al-ya for one smart journal volume 2 no. 2, agustus 2016 hlm 128-133 132 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung male third person and plural for female third person, al-ta' for the second person and one female third person. it is clear that fi'il mudlari' has to be preceded by the alphabets or the letters of mudlari‟ such as ana aktubu al-darsa (i write a lesson), anta taktubu al-darsa (you write a lesson), fadel yaktubu al-darsa (fadel writes a lesson) and so on. from these example, it can be seen that the examples ana aktubu, anta taktubu, anta taktubu are the examples of appropriateness of subject and the verb. the subject ana is appropriate with aktubu. anta is appropriate with taktubu, fadel is appropriate with yaktubu. arabic verb also has passive form called mabniy majhul. al-jarim and amin (1999: 147: 148) said, ”naaibu al-fa‟il: ismun marfuu‟un halla mahalla al-faa‟ili ba‟da hadzfihi. idzaa usnida al-fi‟lu ilaa naaibi al-faa‟ili wa kaana maadliyan dlumma awwaluhu wa kusiro al-harfu al lladzii qobla aakhiri, wa in kaana mudloori‟an dlumma awwaluhu wa futiha al-harfu al ladzii qobla aakhiri, wa al-f‟lu al lladzii yahdutzu haadza taghyiir yusammaa mabniyyan lil majhuuli. it means that naaibul fa‟il is noun that takes place the position of subject after disappearing. naaibul faa‟il from past verb is by putting dlommah at first past verb and kasroh before the last harokat and naaibul faa‟il from present verb is by putting dlommah at the first harokat of the verb and fathah before the last harokat. the example of past verb (fi‟il maadli) is the verb fataha becomes futiha and the example of present verb (fi‟il mudlori‟) is yaftahu becomes yuftahu. the example in a sentence of present verb is muhaammadun yaftahu al-baaba (muhammad opens the book) becomes futiha al-baabu (the door is opened) and the example of present verb is fataha muhammadun al-baaba (muhammadun opened the door) becomes futiha al-baabu (the door was opened). 3.conclusion based on the discussion above, it can be concluded that there are similarities and differences between english and arabic verb. a. similarities of the english and arabic verb are: 1) english and arabic verb show an activity or occurrence with a specific time. 2) english and arabic verb need an object either one object or more than one object. smart journal volume 2 no. 2, agustus 2016 hlm 128-133 133 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 3) english and arabic verb has the agreement of the verb and the subject 4) english and arabic verb can be formed from active into passive. b. differences of the english and arabic verb are: 1) based on the time, the kinds of the arabic verb are divided into three and the kinds of the english verb are more than three 2) the agreement of the english verb of the subject only occurs at the end of the verb and the agreement of the arabic verb of the subject occurs at the first letter of the verb and the last letter of the verb. 4. references al-jarim, ali and amin m. 1999. al-nahwu al-wadlih. mesir: daru al maarif hornby, a.s., 1987. oxford advanced learner's dictionary of current english. london: oxford university press. malik bin salim. 2004. al-mumti‟u fi syarhi al-ajurumiyah. mesir: maktabah shuni’ah atsariyah. murphy, raymond, 1998. essential grammar in use. australia: cambridge university press murthy, jayanthi d. 2003. contemporary english grammar. new delhi: shivam printers. swan, michael, 2000. practical english usage. new york: cambridge university press. wishon, geroge e, et al. 1980. let‟s write english. usa. (journal of english language teaching and applied linguistics) volume 8, no. 2, august 2022 page. 127-136 p-issn: 2356-2048 e-issn: 2356-203x 127 the influence of imagine, elaborate, predict, and confirm (iepc) strategy on students’ reading skill 1hajjah zulianti, 2purna wiratno, 3monika bunga gita pitaloka 123stkip pgri bandar lampung email correspondence: hazaulie@gmail.com abstract this research aimed to know whether the iepc strategy influences the students’ reading skills. the writer used the quasi-experimental method as a research design. the population of this research was the eight grade students of state junior high school 20 bandar lampung. in collecting the data, the writers used a multiple choice test. to analyze the data, the writers used the t-test formula. the result of the t-test was 6.25 which is higher than the t-table. therefore, there was an influence of the iepc strategy on the students’ reading skills. keywords: iepc strategy, reading skill, junior high school students introduction reading is one of the skills that should be mastered by students. reading skill is one of important skills in english. it is supported by patel and jain (2008) who said that reading is most useful and important skill for people. this skill is more important than speaking and writing because reading is not only a source of information and pleasurable activity but also a mean of consolidating and extending one’s knowledge of the language. according to amiruddin et.al (2022), reading is a receptive language process. it is a process of recognition, interpretation, and perception of written or printed materials. in this case, reading is an exercise dominated by the eyes and the brain, the eyes receive the written messages and the brain then has to work out the significance of those message. in this globalization era, reading comprehension is needed, especially in education. students use reading skills in every subject and in every aspect of life. it this case, reading becomes a dominant skill in teaching and learning activities. in learning reading, students can also improve their english grammar, and vocabulary, and also how to build sentences and paragraphs. harmer (2007) said that reading texts provide opportunities to study mailto:hazaulie@gmail.com the influence... 128 language such as vocabulary, grammar, punctuation, constructing sentences, paragraphs, and texts. moreover, yuliawati (2018) argued that through reading a text, learners will be accustomed to looking the dictionary up guessing the words, and using the words in the context properly. she added that good vocabulary mastery will help learners express their ideas precisely and having many stocks of words, learners will be able to comprehend the reading materials, catch someone’s talk, give a response, speak fluently, and write some kinds of topics. in reading activity, the students are required to have more attention to what they read to comprehend a reading text. klingner et.al. (2007) stated that reading comprehension is the process of constructing meaning by coordinating several complex processes that include word reading, word, and world knowledge, and fluency. in comprehending reading text, readers can use their previous knowledge to help them interpret the text and find out the meaning of the words in the text. in addition, kintsch and van dijk, and kintsch (in gilakjani, 2016) defined reading comprehension as the process of creating meaning from text. the purpose of reading a text is to get an understanding of the text rather than to acquire meaning from individual words or sentences. in this case, without comprehension, reading is a frustrating, useless exercise in word calling (azis and yusanti, 2020) in order to be able to find out or to create a meaning in a text, students need to have a lot of exercises. it is not uncommon to face difficulties in learning reading especially reading english text. according to some previous studies, english foreign language students still face some difficulties in comprehending reading text. yusuf and fauzan (2016) investigated students’ difficulties in comprehending reading text. their result analysis showed there are some factors that influenced the students’ difficulties such as vocabulary, limited knowledge in analyzing reading comprehension questions, and skill in analyzing a text. prihatini (2020) also discussed students’ difficulties in reading comprehension. she found that the students faced difficulties in many levels of comprehension such as literal comprehension, inferential comprehension, critical comprehension, and creative comprehension. the factors that caused those difficulties such as inadequate instruction presented by the teacher, lack of pupils’ interest, and hajjah... 129 vocabulary difficulties. in line with this case, a suitable reading method can also influence the students in comprehending text. yuliani (2020) has discussed one of the reading methods namely the direct method in teaching reading and it was an effective method to teach reading comprehension by showing that the null hypothesis was rejected and the alternative hypothesis was accepted. in this case, choosing appropriate methods become the teacher’s duty to improve students’ ability in the learning process. looking at some previous studies, indonesian efl students still faced some difficulties in learning reading. however, they still try to understand the english text even though many factors still make them find it difficult. based on some problems that arose, it is the teacher’s duty to help the students in learning reading and improve their reading skill. brown (2007) stated that teaching reading is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the students to do learning. the teacher as a facilitator should be able to use appropriate reading methods,techniquese, or strategies which can help the students in improving their reading ability. one of the reading strategies that can help students in learning reading is imagine, elaborate, predict, and confirm (sorted into iepc) strategy. iepc concerns the prereading, reading, and post-reading stages. wood (2002) stated that the iepc strategy is a reading comprehension strategy designed to motivate the student’s interest in reading and stimulate their ability in comprehending the text. in addition, vacca and vacca (in wood and harmon, 2010) said that iepc requires students to visualize (imagine) and verbalize (elaborate), which is important for reading comprehension. in iepc, the students are asked to imagine everything they can think of related to the text they have selected. they use their previous knowledge in their imagination to connect previously learned information and new content through imagery and visualizations, analogies, descriptions, and details (wood and endres, 2004). then, they ask to predict information that appears in sentences they read and make a confirmation. based on the explanation above, the writers think that it is necessary to apply an appropriate strategy in teaching reading. in this case, the writers were interested to apply the iepc strategy in teaching reading to know whether or not it can influence the students’ reading ability. this research is conducted to answer the following questions: 1) is there any influence of using the iepc strategy on the students’ reading skills? 2) is the average the influence... 130 score of the student’s reading skills who learned through the iepc strategy higher than those who learn by using the conventional strategy? research method this research is descriptive quantitative research. the writers used quasi-experimental research as a research design. it is a type of experimental research but without random assignment of individuals (mackey, 2005). the subject of this research is the eighth grade of smp negeri 20 bandar lampung in the academic year 2021/2022. in this research, the writers used two classes as the sample of research, one class was used as an experimental class and another class was used as a control class. in the experimental class, the writers applied the iepc strategy in teaching reading, and in the control class, the writer used a conventional strategy in the teaching and learning process. there are two variables in this research, there x variable, and the y variable. the x variable was the iepc strategy and the y variable was the students’ reading skills. there are 5 classes in the population which consisted of 151 students. in determining the sample of the research, the writer used a cluster random sampling technique. to determine which class would be experimental class and control class, the writer uses lottery. in collecting the data, the writer used multiple choice test or close ended question which consisted of 40 questions with four options (a,b,c,d). the point of each item is 2.5. therefore, the highest score is 100 and the lowest score is 0. in analyzing the data, the writers used t-test to find out whether or there was an influence of using iepc strategy towards the students’ reading skill. results and discussion normality data test of experimental class the result of analysis on the data of students who learn through iepc strategy showed that the highest score is 91 and the lowest score is 50. the mean is 68.61, the mode is 67, the median is 70.5, and the standard deviation is 11.02. then the data distribution frequency and the histogram can be seen in figure below: hajjah... 131 figure 1.the data distribution frequency in experimental class based on the data above, it was found that 𝜒𝑟𝑎𝑡𝑖𝑜 2 < 𝜒𝑡𝑎𝑏𝑙𝑒 2 . 𝜒𝑟𝑎𝑡𝑖𝑜 2 was 4.92 and 𝜒𝑡𝑎𝑏𝑙𝑒 2 at significant level of 1% was 11.3 and at significance level of 5% was 7.81. in this case, the hypothesis was accepted. it means that the data have normal distribution. normality data test of control class the result of analysis on the data of students who learn through conventional strategy showed that the highest score is 75 and the lowest score is 40. the mean is 52.7, the mode is 53.48, the median is 54.92 and the standard deviation is 9.51. below is the data distribution frequency and the histogram: figure 2.the data distribution frequency in experimental class based on the data above, it was found that value of 𝝌𝒓𝒂𝒕𝒊𝒐 𝟐 is 2.99 and 𝝌𝒕𝒂𝒃𝒍𝒆 𝟐 at significance level α = 0.05 was 7.81 and α = 0.01 was 11.3. because 𝝌𝒓𝒂𝒕𝒊𝒐 𝟐 was lower than 𝝌𝒕𝒂𝒃𝒍𝒆 𝟐 (11.3 > 2.99 < 7.81), it can be concluded that the data of control class has normal distribution. 0 2 4 6 8 10 49.5 – 56.5 56.5 – 63.5 63.5 – 70.5 70.5 – 77.5 77.5 – 84.5 84.5 – 91.5 f re q u e n cy class boundaries experimental class 0 2 4 6 8 39.5 – 45.4 45.5 – 51.5 51.5 – 57.5 57.5 – 63.5 63.5 – 69.5 69.5 – 75.5 f re q u e n cy class boundaries control class the influence... 132 the homogenity test after analyzing the normality of the data, the researcher analyzed the homogeneity of the data. it was done to know whether or not the data were homogeneous. based on the calculation, it showed that 𝐹𝑟𝑎𝑡𝑖𝑜 = 1.16 is lower than 𝐹𝑡𝑎𝑏𝑙𝑒 at significance level 0.05 was 1.85 and at significance level 0.01 was 2.41. it can be concluded that the data of experimental and control class are homogeneous. the hypothesis testing in the previous part, the writers have formulated the hypothesis: there is an influence of iepc strategy towards the students’ reading skill. to test whether or not the hypothesis is accepted, the writers used t-test formula. the data which were analyzed in this research were post-test scores of the two classes, those are experimental and control class. the summary of the data calculation as follow. determining the degree of freedom significance level 5% df = n1 + n2 – 2 = 30 + 30 – 2 df = 58 the ttable (t1) with level of significance of 0.05 is 2.02 or 𝑡𝑡 (58; 0.05) = 2.02 significance level 1% df = n1 + n2 – 2 = 30 + 30 2 df = 58 the ttable (t1) with level of significance of 0.01 is 2.70 or 𝑡𝑡 (58; 0,01) = 2.70 applying the ttest 𝑡𝑡𝑒𝑠𝑡 = 𝑋1̅̅ ̅ − 𝑋2̅̅ ̅ √ 1 𝑛1 𝑠 + 1 𝑛2 with: 𝑆2 = (𝑛1 − 1)𝑆1 2 + (𝑛2 − 1 )𝑆2 2 𝑛1 + 𝑛2 − 2 hajjah... 133 in applying ttest formula, the writers tested the null hypothesis (ho) of this research. statistically, the hypothesis can be formulated as ho null hypothesis. ho 1 : 𝜇1 = 𝜇2 it means that there is no influence of iepc strategy towards students’ reading skill at the eighth grade of smp negeri 20 bandar lampung in 2021/2022. statistically, the hypothesis can be formulated as alternative hypothesis. ha 1 : 𝜇1 ≠ 𝜇2 it means that there is an influence of using iepc strategy towards students’ reading skill at the eighth grade of smp negeri 20 bandar lampung in 2021/2022. the result of calculation can be seen in the table below: table 1. the calculation of result hypothesistesting hypothesis testing ttest ttable (0.05) ttable (0.01) 6.25 2.02 2.70 based on the data analysis, the result of 𝑡𝑡𝑒𝑠𝑡 was 6.25 and from the distribution table for the degree of freedom of 58 at the significance level of 5%, it is known that 𝑡𝑡𝑎𝑏𝑙𝑒 = t (1𝛼2 1 ) was 2.02 and at significance level of 1% it is known that 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) was 2.70. it means that 𝑡𝑡𝑒𝑠𝑡 was higher than 𝑡𝑡𝑎𝑏𝑙𝑒. it was evident that 𝐻𝑜 is rejected and 𝐻𝛼 is accepted. so, iepc strategy has an influence in students’ reading skill. equality test of two averages to know the equality test of two averages, the writer consulted t-test with t-table (by looking at g table). based on the data analysis, it was got 𝑡𝑡𝑒𝑠𝑡 = 6.25 and from the distribution table for degrees of freedom f 58 at the significance level 5% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 0.05 ) (dk) = 1.68 and at significance level of 1% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 0.01 ) (dk) = 2.42, it means that 𝑡𝑡𝑒𝑠𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒. in this case, 𝐻𝑎 was accepted. it means that there is an influence of iepc strategy towards students’ reading skill at the eighth grade of smp negeri 20 bandar lampung in 2021/2022. different test of two averages to know the different test of two averages, the writer consulted t-test with t-table (by looking at g table). based on the data analysis, it was got 𝑡𝑡𝑒𝑠𝑡 = 6.25 and from the distribution table for degrees of freedom f 58 at the significance level 5% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) (dk) = 2.02 and at significance level of 1% known 𝑡𝑡𝑎𝑏𝑙𝑒= t ( 1 𝛼2 1 ) (dk) = the influence... 134 2.70, it ,means that 𝑡𝑡𝑒𝑠𝑡 > 𝑡𝑡𝑎𝑏𝑙𝑒. in this case, 𝐻𝑎 was accepted. it means that the average score of students’ reading skill who learn reading through iepc strategy higher than those who learn through conventional strategy at the eighth grade of smp negeri 20 bandar lampung in 2021/2022. based on the result of analysis above, it was proved that there was an influence of iepc strategy towards the students’ reading skill. it was also proved by the average score of standard deviation in experimental class which was higher than in control class (72.13 > 55.7). it means that the average scores of experimental class was higher than the average scores of the control class. from the result above, it can be known that iepc strategy is a good strategy to improve students’ reading skill. according to wardani (2012) iepc is strategy to make students expected to read the text effectively and efficiently. it means that this strategy can really support the student s’ learning activities and can make the process of learning reading more effective and interesting. in addition, vacca and vacca (in wood and harmon, 2010) some benefits of iepc strategy. first, iepc requires students to visualize (imagine) and verbalize (elaborate), which is an important for reading comprehension. second, iepc strategy is one of strategy that can use by teacher to help students organize what they have read and will help them to connect to what they already know. third, iepc is a good strategy to help students’ increase comprehension in reading. this makes students remember where important information in the text. conclusion based on the result of the data analysis and calculation by using t-test formula, the result of analysis is proved that there was an influence of iepc strategy towards the students’ reading skill. it was showed that 𝑡𝑡𝑒𝑠𝑡 was higher than 𝑡𝑡𝑎𝑏𝑙𝑒 (6.25 > 2.70 > 2.02) furthermore, the averages score of the students who learn reading through iepc strategy was higher than those who learn through conventional strategy. therefore, it could be stated that iepc strategy has an influence on the students’ reading skills at the eighth grade of smp negeri 20 bandar lampung in 2021/2022. in this case, the writers suggested to the teachers to use the iepc strategy in teaching reading and the writers hope hajjah... 135 that the results of this study will be useful to scholars and researchers interested in conducting research in the same field. references amiruddin, syamsul bahri, mathla’ul fajriyani, muh hartawan. 2022. the role of independent reading on reading comprehension in the second years students of mts as’adiyah putra 1 sengkang. indonesian journal of research and educational review. vol. 1. no. 3: 297-304. azis, edwin nuvianto al and gita yusanti. 2020. increasing students’ reading comprehension skill by using written text book. journal of english teaching and research. vol. 5. no. 2: 179-186. brown, h. douglas. 2007. principles of language learning and teaching. new york: pearson longman. gilakjani, abbas pourhosein. 2016. how can students improve their reading comprehension skill?. journal of studies in education. vol. 6. no. 2: 229-240. harmer, jeremy. 2007. the practice of english language teaching (4th ed). london: pearson longman. klingner, j.k., vaughn, s and boardman, a. 2007. teaching reading comprehension to students with learning difficulties. new york: the guildford press. mackey, alison, susan m. gass 2005. second language research: methodology and design. new jersey london: usa. patel, m.f., and jain, praveen m. 2008. english language teaching (methods, tools and techniques). jaipur: sunrise publisher. prihatini, sulih okta. 2020. an analysis of students’ difficulties in reading comprehension at sma negeri 1 sukodadi lamongan. e-link journal. vol. 7. no. 1: 21-29. wardani, f. (2012). the effect of using imagine, elaborate, predict, confirm strategy to improve students’ reading comprehension at the second year of state junior high school 14. research article. pekanbaru: universitas islam negeri suska riau. retrived from: http://repository.uinsuska.ac.id/9643/1/2012_2012668.pdf. wood, k. 2002. aiding comprehension with the imagine, elaborate, predict and confirm (iepc) strategy. middle school journal 33 (3), 4754. retrieved from: http://adrianward.edublogs.org/files/2008/10/iepc.pdf wood, k. d., & endres, c. 2004. motivating student interest with the imagine, elaborate, predict, and confirm (iepc) strategy. internationl reading association (pp. 346357). retrieved from: http://detailmini.jsp.htm wood, karen d and janis m.harmon. 2010. strategies for integrating reading and writing in middle and high school. new york: library of congress cataloging. yuliani, sri. 2020. teaching reading comprehension through direct method to the eighth grade students of the state junior high school 44 of palembang. smart journal. vol. 6. no. 2: 98107. yuliawati, lilik. 2018. the effects of grammar and vocabulary mastery on students’ reading comprehension. wanastra. vol x. no.1: 1-8. http://repository.uinsuska.ac.id/9643/1/2012_2012668.pdf http://adrianward.edublogs.org/files/2008/10/iepc.pdf http://detailmini.jsp.htm/ the influence... 136 yusuf, qismullah and fauzan. 2016. efl students’ difficulties in comprehending english reading texts. proceedings of the 1st english education international conference (eeic) in conjunction with the 2nd reciprocal graduate research symposium (rgrs) of the consortium of asia-pacific education universities (capeu) between sultan idris education university and syiah kuala university, 12-13 november 2016 (pp. 510-514). smart journal , volume 3 no. 1, januari 2017 page. 1-7 issn cetak : 2356-2048 issn online : 2356-203x 1 received 1 december 2016, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. collaborative writing: product and students’ reflections fitri wulandari english education department of stkip muhammadiyah pringsewu, lampung. email: adwaafaf@yahoo.co.id abstract producing a jointly written text becomes popular investigation in some studies. the main concern of the study was to investigate the students‟ writing product and students‟ reflection in collaborative writing. the study was mixed-method research with the exploratory design. 49 third year students at english education department in the academic year of 2016-2017 of stkip muhammadiyah pringsewu lampung attended the study. the study compared texts produced by pairs with those produced by individual learners as the sources of quantitative data and the students‟ reflection as qualitative data. the study also elicited the learners „reflections on the experience of collaborative writing. the study found that the students‟ writing score that work in pairs/collaboratively was higher than individual work product. writing collaboratively also give positive impact on the students‟ social aspect. they learned to work in team and reduced their feeling of under pressure. keywords: collaborative writing, product, students‟ reflection. 1. introduction conducting writing activity with large number of students in a class is not easy because it needs appropriate approach to assist the process. thus, storch (2005: 2) says that from a social constructivist perspective, learners should be encouraged to participate in activities which foster interaction and coconstruction of knowledge. from a pedagogical perspective, the use of small group and pair work is further supported by the communicative approach to l2 instruction and its emphasis on providing learners with opportunities to use the l2. nowadays, the use of small group/pair in writing classes seems to be more popular but it tends to be limited to the final stages of writing, the peer review stage. learning in collaborative setting is a social interaction involving a community of learners and teachers, where members fitri wulandari … 2 acquire and share experience or knowledge (suwantarathip & wichadee, 2014: 1). moreover, barkley, cross & major (2005) state that in collaborative writing, student pairs triads write a formal paper together. each student contributes at each stage of writing process: brainstorming ideas; gathering and organizing information; and drafting, revising, and editing the writing. furthermore, they also says working together can help students to learn and perform the stages of writing more effectively. the collaboration method, special feature of google docs which motivated students to learn more efficiently, and more contribution to work. as for the collaboration method, students were provided with opportunities to read, review, and correct other members’ writing (suwantarathip & wichadee, 2014: 154). collaborative writing also afforded students the opportunity to give and receive immediate feedback on language, an opportunity missing when students write individually. this may explain why pairs tended to produce texts with greater grammatical accuracy and complexity than individual writers (storch, 2005: 16). i have found that wikis are useful for promoting collaborative writing for esl learners (sze, 2008: 2, mcgaugh: 2009). collaborative tools are easy-to-use, effective, enhance motivation, and increase collaboration, but they pro-vide an overall picture of the students’ subjective perceptions within a particular educational setting (brodahl, hadjerrouit, and hansen, 2011: 18). the most important finding of this study was that the written scripts of students who engaged in collaboration throughout the semester were superior to those produced by students who wrote independently on most aspects of writing. the other finding was that the students found the experience of collaborative writing enjoyable and felt that it contributed to their l2 learning (shehadeh, 2011: 14). the northwestern clr faculty had become comfortable with in-class group work, graded collaborative writing seemed a natural, complementary step in our pedagogical development (inglehart, narko, and zimmerman, 2003: 41). the using of collaborative writing also shifted the students’ perception in writing. thus, the study set out to investigate the product, process, and students’ reflections on collaborative writing. specifically, the study set out to compare the essay produced by learners individually with those produced by learners working in pairs. for learners collaborative writing…… 3 working in pairs, the study also investigated the nature of the composing process. finally, the study attempted to elicit the learners’ reflections on the activity of collaborative writing. 2. research method participants the participants of this study were 49 (42 females and 7 males) third year students of english education department of stkip muhammadiyah pringsewu lampung. the study was conducted in writing class. in this level the students were asked to produce some types of essays. they experienced in producing text in the previous writing class at the first and second year. instruments and data collection the task used in the study was a data commentary text. students were given an instruction and asked to compose two essays in pars in two meetings and two more essays individually in the two next meetings with different topics. the research conducted in the middle of the semester, so the students had got comprehension about essay organization and experienced in producing an essay in the teaching and learning process. the task was not graded, but it was collected at the end of the class and subsequently returned with feedback comments. all completed compositions were collected. then, after the students worked in pairs, they were asked to write their reflection about the experience of writing collaboratively. data analysis pair dialogues were transcribed verbatim. thus, the data set included the completed compositions and the students’ reflections. each data source was analyzed separately. analysis of the compositions the texts completed by the students were analyzed using quantitative measures. quantitative measures included measures of formatting, organization, content, and grammar. all products of paper-based essay writings were scored by two different raters using specific rubric scoring of opinion essay. the rubric scoring targeted four 14 different aspects in essay with certain formatting; structure or skeleton of the essay; content, and grammar of the essay. each macro target was elaborated in several detail indicators with which the score could be judged (dedi: 2015). students’ reflections in the end of the section, the students were asked to write their reflections of the experience in producing writing collaboratively in a piece of paper and then submitted it. fitri wulandari … 4 3. findings and discussion before presenting the result, it should be noted that the students were asked to produce individual and collaborative writing in different day; two meetings were for individual assignments and the two other meetings were for collaborative assignments. all the assignment was different in topic and the researcher had informed the topic to the students before the class to give the students opportunity in gaining the sources when they were entering the class. all writing product was in the form of hand writing, so the students’ mastery in grammar and mechanical aspect were reflected originally. comparing individually and jointly written text the following tables summarize the result of quantitative analysis for sixteen pairs and the result for 49 individual writings. table 1 the quantitative analysis of pairs & individual works aspects actual score pairs work individual work total score mean score total score mean score formatting 19 3.2 12 2 structure of the essay 41 2.2 32 1.7 content 15 2.9 10 2 grammar 16 3.2 8 1.6 total 91 11.5 62 7.3 based on the table above, pairs work tended to show higher score than individual score. the total score of 16 pair works were 91at the highest scale score of 100 and the average score was 11.5. on the other hand, the total score of individual work was 62 and the average score was 7.3. in terms of formatting which covers the aspects of paragraphing and mechanical aspects, the pairs work also showed higher score than individual work. the total score of pairs work was 19 and the average score was 3.2 in the scale of 2-7. meanwhile, the total score of individual work was 12 and the average score was 2. moreover, the total and the mean score of pairs work tend to be higher in the term of structure of the essay which covers the aspects of organization of the ideas in every paragraph. the total score of pairs work was 41 and individual score was 32. furthermore, the average score of pairs work was 2.2 and individual score was 1.7 in the scale of 2-4. in term of content which covers the aspects of the appropriateness of the topic with the assignment, unity, and coherency of the ideas in every paragraph, pairs work also tended to show higher score compared with individual score. the total score of pairs was 15 and individual work collaborative writing…… 5 was 10. the average score of pairs work was 2.9 and the individual score was 2 in the scale of 1-3. however, in the term of grammar which covers the aspects of the using of tense, pronoun, preposition, and meaning, the pairs work also showed higher score than individual work. the total score of pairs work was 16 and the individual work was 8. furthermore, the average score of pairs work was 11.5 and individual work was 7.3. students’ reflection the result of students’ reflection indicated that almost most of the students inclined to be more comfortable and loved to work in pairs or collaborative writing activity than work individually. 34 of 49 students or about 69% of the students were positive about work in pairs or group. although there were 15 students or about 31% of the students were doubt about the affectivity of pairs work and inclined to work individually. of those that found the experience positive, the predominant reason given (by 34 students) was that it provided them with an opportunity to compare ideas and to learn from each other different ways of expressing their ideas. for example, astri, rinawati, bunga, et.al. said: “ i think doing pairs writing is more effective because when i am doing collaborative writing, i can get more ideas from my friends…” doing pairs writing also really helped students in generating and developing ideas. for example, indri and klara said: “…by doing pairs writing i can brainstorm the ideas together and develop the ideas easily…” furthermore, doing pairs writing activity also impacted the social aspect of the students. they were enjoyable in the process and felt free. for example,tanti, diah, and tri anis said: “…i think doing writing together in group is more enjoyable and interesting because i am not feeling underpressure…” the students needed less time in producing outline. for example, mutmainah said: “…the material to produce an essay in not easy for me, but by doing pairs writing; i can produce the outline more quickly with my friends...” discussion getting students to compose in pairs is a fairly novel strategy. investigating the students’ text produce in pairs and their reflections toward the collaborative writing is sexy subject to be discussed. a comparison of the products (completed texts) of pairs and individuals showed that in all aspects of writing (formatting, fitri wulandari … 6 structure of the essay, content, and grammar) pairs writing showed higher score. it means that collaborative writing helped the students in generating, organizing, developing the ideas, and reducing the level of error in grammar more effectively than individual writing. it is in line with barkley, cross, and major in their book collaborative learning techniques (2005: 256). they states that working together can help students to learn and perform the stages of writing more effectively. additionally, students typically write better and take more pride in their writing when they are writing for an audience; the collaborative element of this colt gives them such an audience. in term of students’ reflection, most of the students said that doing pairs writing really helpful for their writing process when they generate and developing the ideas. they also be more easily in expressing their ideas because the they could share the idea together with their friends. they also felt free in the process of writing. and the time spent to produce the outline was less than in individual work. it means that collaborative writing is not only positive for the students writing skill but also the students’ social aspect because they get new spirit and joy in the process of writing that can influence their ability in producing essay in better ways. this finding is in line with shehadeh (2011: 13) in his research finding. he states that findings of the study, both the statistical and the survey dimensions, might be accounted for in terms of the social constructivist view of learning introduced earlier. according to the social constructivist perspective of learning, external activities in which the learner participates are the main source of mental/cognitive activities. when individuals interact, their cognitive processes awaken. these processes, which occur on the inter-psychological (or social) plane, include both cognitive development and language development. language development moves from the inter-mental plane to the intra-mental plane on the assumption that what originates in the social (interpsychological) sphere will eventually be represented intrapsychologically, that is, within the individual. in other words, external activities are transformed into mental ones through the processes of approximation and internalization. 4. conclusion in conclusion, collaborative writing helped the students in generating, collaborative writing…… 7 organizing, developing the ideas, and reducing the level of error in grammar more effectively than individual writing because the students can share the ideas together and revise the draft of writing together. writing collaboratively also give positive impact on the students’ social aspect because they can learn to work in team, get new spirit, and reduce their feeling under pressure in the process of writing. 5. references barkley, elizabeth f., cross, k. patricia. and major, claire howell. (2005). collaborative learning techniques: a handbook for college faculty. jossey-bass a willey imprint. united stated of america. brodahl, conelia., hadjerrout, said. and hansen, nills k. (2011). collaborative writing with web 2.0 technologies: educations students’ percepation. journal of information technology education: innovation in practic.vol.10. dedi, turmuji (2015). the influencing factors addressed in efl essay class in indonesia. asian efl journal professional teaching articles. issue 83. www.asian-efljournal.com inglehart, elizabeth, l., narko, kathleen dillos and zimmerman, clifford, s. (2003). from cooperative learning to collaborative writing in the legal writing classroom. journal of the legal writing institute. tennessee vol.5. mcgough, tracy l. (2009). pedagogic techniques: using collaborative writing technology to teach contract drafting. the tennessee journal of business law. transaction vol. 8. shahadeh, ali. (2011). effects and students’ perception of collaborative writing in l2. journal of second language writing. vol 20. elsevier. www.sciencedirect.com storch, neomy. (2005). collaborative writing: product, process, and students’reflections. journal of second language writing. vol.14. elsevier.www.sciencedirect.com suwantarathip, omprapat. and wichade, saovapa. (2014). the effects of collaborative writing activity using google docs on students’ writing abilities. the turkish online journal of education tecahnology. vol. 13, issue 2. sze, paul. (2008). online collaborative writing using wikis. the internet tesl journal archieves. vol. xiv, no. 1. smart journal volume 2 no. 2, agustus 2016 hlm 150-158 150 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung washback of the english section of college entrance exam on the students’ productive and receptive skills fitri wulandari english education departmen of stkip muhammadiyah pringsewu email: adwaafaf@yahoo.co.id abstract exam plays a powerful role in educational system and exerts significant washback on students’ learning. washback, the impact of exams on education in general and language examining in particular, has become a popular area of study within educational research. this paper focuses on the washback effects of college entrance exam on students’ productive and receptive skills in stkip muhammadiyah pringsewu lampung. the main concern of the study was to investigate the impact of college entrance exam on productive and receptive language skills in stkip muhammadiyah pringsewu lampung. 53 first year students at english education department in the academic year of 2015-2016 of stkip muhammadiyah pringsewu lampung attended the study. a 26-item questionnaire was designed and administered to 53 students. the data were analyzed using statistical analysis including descriptive statistics (frequency, percentage, mean, and standard deviation). it has been found out that the exam has some negative effects on students’ language productive and receptive skills on the first year students at english education department of stkip muhammadiyah pringsewu lampung. some changes to exam that might be grateful are discussed in the last section of the paper. keywords: washback effect, college entrance exam, students’ productive skills 1. introduction definitely, testing is never a neutral process and always has consequences. negative or positive, strong or weak, the influence of tests on learning has been termed as „washback‟or „backwash‟ (biggs: 1995). washback or backwash, a term now commonly used in applied linguistics, refers to the influence of testing on teaching and learning (alderson & wall: 1993), and has become an increasingly prevalent and prominent phenomenon in education “what is assessed becomes what is valued, which becomes what is taught” (mcewen: 1995, p. 42). college entrance exam was designed to select candidate students for stkip muhammadiyah pringsewu lampung and to know their basic knowledge in verbal and non verbal skill, english, and math. since english is a compulsory core subject in high school teaching, the college entrance exam of stkip muhammadiyah pringsewu mailto:adwaafaf@yahoo.co.id smart journal volume 2 no. 2, agustus 2016 hlm 150-158 151 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung lampung remains some components of the college entrance exam. the english component of this exam included the aspect of vocabulary mastery such as finding synonym of the word based on context. the main concern of the study was to investigate the impact of college entrance exam on students‟ productive and receptive language skills in stkip muhammadiyah pringsewu lampung in the academic year of 2015/2016. the study addressed the following research questions in particular: 1. what is the washback effect of the english components of college entrance exam of stkip muhammadiyah pringsewu lampung on productive skills (writing and speaking) of the first year students of english education department? 2. what is the washback effect of the english components of college entrance exam of stkip muhammadiyah pringsewu lampung on receptive skills (reading and listening) of the first year students of english education department? 3. what do the students think about the changes to the exam that might be useful? 2. research method the participants of this study were 53 (48 females and 5 males) first year students of english education department of stkip muhammadiyah pringsewu lampung. the data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews. in most of the washback studies, the methods used are based on surveys, interviews, testing measures, classroom observations or a combination of these (alderson & wall, 1993; shohamy, donitsa-schmidt, ferman, 1996; watanabe, 1996). the survey comprised of 5-point likert-scale items (1=strongly disagree; 2=disagree; 3=no idea; 4=agree; 5=strongly agree). the survey which skills participants focus on how they study while getting prepared for college entrance exam of stkip muhammadiyah pringsewu lampung and, their attitudes towards the influence of college entrance exam of stkip muhammadiyah pringsewu lampung of on their language productive skills (writing and speaking). all questionnaires were delivered in indonesian language in order to prevent any misunderstandings of the survey items. chi-square test was used to smart journal volume 2 no. 2, agustus 2016 hlm 150-158 152 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung determine the reliability of the survey questions. it is a “nonparametric statistical test of hypotheses for variables” the chisquare values were sig<0.05 indicating adequate reliability for each of the dimension of the survey. the face validity of the survey instrument was ascertained by presenting the questionnaire to four experts studying in the foreign language education department. the experts made some observations and modifications on the survey items. descriptive statistics including frequency, percentage, means and standard deviations were used to find an answer for the research objective: the first objective, “what is the washback effect of the english components of college entrance exam of stkip muhammadiyah pringsewu lampung on productive skills (writing and speaking) of the first year students of english education department?”, the second objective, “what is the washback effect of the english components of college entrance exam of stkip muhammadiyah pringsewu lampung on receptive skills (reading and listening) of the first year students of english education department?”, and the third objective “what do the students think about the changes to the exam that might be useful?” all statistical analysis was performed using spss software (spss version 19). 3.finding and discussion washback effect of college the entrance exam of stkip muhammadiyah pringsewu lampung on productive skills (writing and speaking) of the first year students of english education department the first question on this study asked about “what is the washback effect of college the entrance exam of stkip muhammadiyah pringsewu lampung on productive skills (writing and speaking) of the first year students of english education department?” washback on writing in the survey item related to writing skills, participants were asked if they had studied to improve their writing ability although it was not tested in the college entrance exam of stkip muhammadiyah pringsewu lampung. 87.2% of the participants stated that they did not study to develop their writing skills since it was not tested in the college entrance exam of stkip muhammadiyah pringsewu smart journal volume 2 no. 2, agustus 2016 hlm 150-158 153 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung lampung. 87.2% of the participants‟ not studying to develop their writing skills as it was not tested implies that the college entrance exam of stkip muhammadiyah pringsewu lampung have a strong negative effect on learners‟ writing skills. the next survey item about writing skill questions whether the participants would study to improve their writing skills if it was tested in the college entrance exam of stkip muhammadiyah pringsewu lampung. the strong negative impact of the college entrance exam of stkip muhammadiyah pringsewu lampung on writing skills confirms the findings of the previous survey item. 85.4% of the participants stated that they would study to develop their writing skills if the college entrance exam of stkip muhammadiyah pringsewu lampung had a part which test this skill. washback on speaking the participants were asked whether they had tried to improve their listening skill or not although it was not tested in the college entrance exam of stkip muhammadiyah pringsewu lampung. 82.4% of the participants did not do anything to develop their speaking skills just because the college entrance exam of stkip muhammadiyah pringsewu lampung did not check how well they spoke. 82.4% of the participants‟ not studying to develop their speaking skills as it was not tested implies that the college entrance exam of stkip muhammadiyah pringsewu lampung have a strong negative effect on learners‟ speaking skills. so as to clarify the negative washback effect of the tests on their speaking skills participants were also asked whether they would study to improve their speaking ability if it was tested. 81.5% of the participants stated that they would study to develop speaking skills if the college entrance exam of stkip muhammadiyah pringsewu lampung had a part testing it, which can be interpreted as the negative washback effect of these tests on oral skills. washback effect of the entrance exam of stkip muhammadiyah pringsewu lampung on receptive skills of the first year students of english education department the second question of this study asked “what is the washback effect of the entrance exam of stkip muhammadiyah pringsewu lampung on smart journal volume 2 no. 2, agustus 2016 hlm 150-158 154 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung receptive skills of the first year students of english education department?” washback on reading to evaluate the impact of the college entrance exam of stkip muhammadiyah pringsewu lampung on reading participants were asked if they had studied to improve their reading skill while getting prepared for the entrance exam of stkip muhammadiyah pringsewu lampung, 55.7% of the participants stated that they had studied to improve their reading skills although it was not tested in the college entrance exam of stkip muhammadiyah pringsewu lampung. on the other hand, only 44.3% of the participants disagreed that they had studied to improve their reading skills. the high rate (55.7%) of agree implies that the entrance exam of stkip muhammadiyah pringsewu lampung have positive washback effect on reading. washback on listening participants were asked whether they had studied to improve their listening skills although it was not tested in the entrance exam of stkip muhammadiyah pringsewu lampung. 91.6% of the participants did not study for listening skills on account of the fact that it was not tested in the entrance exam of stkip muhammadiyah pringsewu lampung. as for proving the negative washback effect of the entrance exam of stkip muhammadiyah pringsewu lampung on listening skills, the students were also asked whether they would study to develop their listening skill if it was tested. 83.5% of the participants stated that they would study to develop their listening skills if the entrance exam of stkip muhammadiyah pringsewu lampung had a part that tested listening. only 16.5% of the participants stated that even if the entrance exam of stkip muhammadiyah pringsewu lampung tested listening skills, they would still not study to develop this skill. changes to the exam that might be useful the last question of this study asked about “what do the students think about the changes to the exam that might be useful?” the students who were interviewed for this study suggested some changes for the exam. firstly, they said vocabulary sections of the exam should be reviewed. vocabulary questions should be contextual, and they should be smart journal volume 2 no. 2, agustus 2016 hlm 150-158 155 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung integrated in the test items of other skills where possible. secondly, although it is not ideal to test writing and speaking skills indirect multiple choice test items, there should be more items in the test which indirectly measure students‟ writing and speaking abilities. thirdly, the reading and listening test that reflect the real-life texts, having variety in length and genres is needed to be included in the test. the last, in all the sections of the test, there should be fewer explicitanswer questions and more impliedmeaning questions as these impliedmeaning questions require the use of critical thinking. discussion the aim of this study is to investigate the washback effect of the entrance exam of stkip muhammadiyah pringsewu lampung on productive and receptive skills of the first year students of english education department. the results of the survey analysis reveal that the most positively affected skill by these language tests is reading skill. this is an indication of the negative washback effect of the entrance exam of stkip muhammadiyah pringsewu lampung on particularly on the productive skills of speaking and writing and the receptive skill of listening. the findings of the study are in line with sevimli (2007) who has studied washback effects of foreign language component of the university entrance examination. there is also similarity with the findings of karabulut (2007) who found that students and teachers focus more on the grammar, reading and vocabulary which are tested in ygs and ignore the ones that are not tested (listening, speaking,writing). rahimi and nazhand‟s (2010) findings about the washback effect of ielts preparation courses are also parallel to the results of the current study. they asserted that ielts exam has a negative washback effect on the development of speaking skill since the format of the ielts restricts the speaking skill. if people learn a language with the aim of passing an exam at the end of the learning process, they usually tend to study the subjects or improve the skills that they will be tested. for example; if an english test does not involve listening skills, most of the attendees will not have a tendency to improve that specific skill. this outcome is in line with wall and alderson (1993) who assert that a test will influence what students study. most smart journal volume 2 no. 2, agustus 2016 hlm 150-158 156 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung of the students who take the entrance exam of stkip muhammadiyah pringsewu lampung on as an academic requirement of stkip muhammadiyah pringsewu lampung will mostly focus on passing the exam. as a result, they will not spend any effort to improve the skills such as listening, speaking and writing that are not included in these tests. this result matches with that of ferman (2004) who explains how washback is observed through an increased focus on skills included on the test, resulting in “an increase in time allotted for the development of these skills” . shohamy (1992) and shohamy et al. (1996) who emphasize that a measurement-driven system leads to cramming for the test and concentrates attention on the skills that are tested. finally, the results of the current study reveal significant differences between the development of productive and receptive skills of the participants. they do not focus on the skills which are not tested in the exams. these findings are in line with the findings of smith (1991) that the test itself determines what people will study and test like activities are all consequences of external testing. 4. conclusions in conclusion, the entrance exam of stkip muhammadiyah pringsewu lampung have positive washback effect only on reading skills of the turkish academics while these tests have negative on writing, listening and speaking skills. in other words, productive skills of speaking and writing and receptive skill of listening are totally neglected by the participants of these tests since these skills are not tested. when the structure and content of these exams are taken into consideration, the reason why the participants do not do any kinds of listening, writing, speaking activities for getting prepared these exams could be easily understood. participants are highly interested in developing their reading skills since these exams require individuals to have highly developed reading skills and knowledge of grammar to get a high score. however, language tests are expected to integrate all the four skills for assessing test takers‟ language performance. a language test should definitely be multi-faceted. as the entrance exam of stkip muhammadiyah pringsewu lampung only vocabulary mastery rather than writing, speaking and listening skills, we can say that they are smart journal volume 2 no. 2, agustus 2016 hlm 150-158 157 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung not multifaceted tests. consequently, the test designers in stkip muhammadiyah pringsewu lampung should design and use alternative language assessment tests which include all the dimensions of language performance considering the fact that academicians have to compete with their counterparts in the international arena. 5. references alderson, j. c., & wall, d. (1993). does washback exist? applied linguistics, 14, 115–129 biggs, j (1995). assumptions underlying new approaches to educational assesment for learning putting it into practice. maidenhead: open university press. ferman, i. (2004). the washback of an efl national oral matriculation test to teaching and learning. in l. cheng, y. watanabe, & a. curtis (eds.), washback in language testing: research contexts and methods (pp. 191-210). mahwah, nj: lawrence erlbaum. karabulut, a. (2007). micro level impacts of foreign language test (university entrance examination) in turkey: a washback study (unpublished master‟s thesis). iowa state university, usa. mcewen, n. (1995). educational accountability in alberta. canadian journal of education, 20, 27–44. rahimi, z., & nazhand, n. (2010). perspectives on ielts preparation courses to the learners: iranianlearners perspectives on ielts preperation courses. 2010 international conference on e education, e-business, emanagement and e-learning (pp. 490-494). los alamitos: ieee computer society. sevimli, s. (2007). washback effects of foreign language component of the university entrance examination on the teaching and learning context of english language groups in secondaryeducation (unpublished master‟s thesis). university of gaziantep, turkey. shohamy, e., donitsa-schmidt, s., & ferman, i. (1996). test impact revisited: washback effect over time. language testing, 13, 298–317. shohamy, e. (1992). beyond proficiency testing: a diagnostic feedback testing model for assessing foreign language learning. modern language journal, 76(4), 513-521. shohamy, e. et al. (1996). test impact revisited: washback effect over time. language testing, 13(3), 29831 smith, m. l. (1991). put to the test: the effects of external testing on teachers. educational researcher,20(5), 8-11 wall, d., & anderson, j.c. (1993). examining washback: the srilankan impact study. language testing, 10(1), 41-69 smart journal volume 2 no. 2, agustus 2016 hlm 150-158 158 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung watanabe, y. (1996b). does grammar translation come from the entrance examination? preliminary findings from classroom-based research. language testing, 13, 318–333 smart journal volume 2 no. 2, agustus 2016 hlm 142-149 142 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung peer evaluation to teach semantics wuri syaputri english department, stkip muhammadiyah pringsewu email: wurisyaputri@gmail.com abstract this study begins from the problem of student’s confidence to express their knowledge in order to support their understanding the references in learning semantics. the objective of this study knows the significance of achievement process in semantics class. the technique of this study is using peer evaluation to conduct semantics class. method of the study is using classroom action research with questionnaire, test and documentation during the semester. the result showed the raising reaction of the students’ confidence in expressing their knowledge. it was proven by the gain of the students score in cycle 1 and 2. keywords: semantics, peer evaluation, achievement. 1. introduction this research focus on how the students learn the process than getting them to master the process. learning the terminology, being competent in statistical computations, understanding how to analyze research and other basic components of educational research are essential knowledge for the student. evaluation is a crucial part of the learning process was the statement came from barrett (1986). then, feedback and evaluation on a student's progress are important to the student. students need information on their progress to make improvements in their work. through this way, the students can get the best goal in effective learning activity. through observing traditional lecture methods, it has noted that student understanding and the existence of a great deal of passive knowledge across all ages and grades, including colleges and universities as gardner (2011) stated. it could be assumed that students achievement goal depend on how the learning process in the classroom. students can follow the classroom activity as well as they can. then, according to canavan (2003) it was continued that several strategies have been devised to counteract the irrelevance created by over compartmentalization of knowledge and to build a triangulation between teaching, learning, and reality. to make an effective learning activity, peer evaluation is chosen and has a smart journal volume 2 no. 2, agustus 2016 hlm 142-149 143 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung hypothesis that this strategy as the best way in teaching. in this occasion, it practiced in semantic classroom. the instructional strategies and techniques that are adopted by a teacher bespeak his attitudes about himself, his students, and their respective roles in the teaching learning process. based on interview done by the researcher, it got the statement that most of the students lack of confident when they elaborate their knowledge in linguistics class especially semantics. in accordance with the students, they need more discussion to gain more knowledge and get the best expectation in learning process to get a as their final score. then, it supported by the students result from test result was various score of each student. the average score was 51.20 from 30 students. it can be seen that their semantics score is not good enough. then, to face this fact, the students need a technique to give more chance in exploring and discussing their mind. peer evaluation technique was chosen. the previous research to support this research was from reese-durham (2005). it was stated that the students’ researcher agreed that the feedback in peer evaluation was helpful, constructive, clear and understandable. it assumed that peer evaluation could be an alternative way in learning process. further, results indicated that the student researchers realized that they need to include more substantial information in the review of the literature section and that the activity was helpful in the final paper revision process. it could be conclude that, peer evaluation is effective to teach a class that need more analysis and theory understanding in classroom such semantics class. then according to lu, warren, jermaine, chaudhuri, & rixner (2015) was supported that peer evaluation could give more motivation in the classroom. it was because of the student did better job when grading their peers assignment. the researcher found a term named by “grading the graders”. the students had responsibility to give the best performance in explaining the topic in discussion session. then, they should capable to give the score for the other students. so, the students’ motivation to learn harder was strong. smart journal volume 2 no. 2, agustus 2016 hlm 142-149 144 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung semantics according to kreidler (1998) semantics is an attempt to explicate the knowledge of any speaker of a language which allows that speaker to communicate facts, feelings, intentions and products of the imagination to other speakers and to understand what they communicate to him or her. it assumed, as students begin by discovering the value of the subject and then move through all key topics in the field. in semantics, pass a process called by analysis. when the speaker speak something (written or spoken), the listener could catch the meaning of the speaker’s intend. the processes of catching is passing the process of listening then analyze the speaker’s words. peer evaluation peer evaluation or assessment refers to the many ways in which students can share their creative work with peers for constructive feedback, and then use this feedback to revise and improve their work (n.d.). this definition implies learning and teaching are activities of the teacher and the learner. the students may have “heart and mind” of their teacher. as well, it is to prove the ongoing process of improvement and enrichment of the “heart and mind” of the teacher relative to the teacher’s professional responsibility for the knowledge development. it means that, to teach is to learn. such is the nature of the “calling” of teaching. best practice literature suggests that this effort will require “(1) building a foundation in the classroom that supports collaborative evaluation, (2) creating effective evaluation tools by articulating specific criteria and ensuring honest student participation, (3) implementing formative feedback during the collaborative experience, (4) formulating summative feedback at the conclusion of the experience, and (5) assessing the collaborative evaluation process” these were proposed by gueldenzoph & may (2002). to find out the result, the researcher reduced steps in practicing peer evaluation in the classroom. they were five requirements then adopted to be four steps only, they were (1) making group discussion and give the topics for every meeting, (2) giving the instruction to the students how to conduct peer evaluation in classroom, (3) implementing the feedback during the smart journal volume 2 no. 2, agustus 2016 hlm 142-149 145 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung collaborative experience, (4) assessing the collaborative evaluation process. anecdotal evidence suggests there is frustration with implementing and using peer feedback to effectively change behavior (improve individual performance) and evaluate individual contributions to team performance was proposed by topping (1998). thus, to achieve what gueldenzoph & may (2002) suggest, an instrument that can be easily and effectively implemented by the major is needed. 2. research method the researcher used an action research. this action research consisted of two cycles. the series of cycling activities are planning, action, observing, and reflecting. in collecting the data, the researcher used three research instruments, namely observation, test, and documentation. observation was done to watch the process of students achievement using peer evaluation. during the observation the researcher also used field notes, observation checklist for students’ activity. by making use of observation, the researcher expected that the use of peer evaluation to improve students’ achievement could be figured out. focus of the observation are: the achievement process of semantics class during group work. next, in documentation, the researcher used a video camera. the video taping took place at any kind of activities during the teaching learning process. it made easier for the researcher to replay and examine the detail of capture. in analyzing the data, the writer adapted steps of analysing action research data which is proposed by burns (2010). in the this research the researcher analyzed the improvement of students’ achievement by identifying appropriate data analysis and data interpreting technique. firstly, the researcher collected the data by using observation, test, and documentation. secondly, the data that had been collected was analyzed and synthesized both qualitatively and quantitatively. the result of observation and documentation were analyzed qulitatively by categorising and inductive coding. inductive coding means that we look at the data from the perspectives of people closely involved in the research context and analyze their opinions and views exactly as we find them. thirdly, the researcher built meaning and interpretation. fourthly, having interpreted the result of collecting data, the writer employed whquestion smart journal volume 2 no. 2, agustus 2016 hlm 142-149 146 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung to know clearly the educational process which was occurred during the research. the last, the researcher reported the outcomes. 3. result and discussion table 1 sum up of the improvement of students’ achievement from pre observation to cycle 2 pre observation cycle 1 cycle 2  students were embarrassed to express their opinion or idea  students lacked vocabulary .  it was difficult for students to utter the correct sentences.  students tried to express their opinion .  grammatical error and inappropriate pronunciation still dominated students’ speaking  a few students still made grammatical error and inappropriate pronunciation in their utterance but it did not obscure the meaning  most of the students spoke fluently  students’ average score 51.20.  some students had adequate vocabularies but others still lacked vocabulary  most of the students used wide of vocabularies in speaking  some students interact with other members in simple way  a few students spoke with much pausing and hesitation  students’ average score got 62,40  students average score got 72,90 for both cycle, students prepare their best performance as presenters in order to give clear information to their friends. at that occasion, the other students as the participant can ask freely to the presenter about their curiosity in learning semantics. but, some students still confuse how to participate in the classroom. most of them get the difficulties on their vocabulary mastery. in the other hand, the presenters (peers) keep their friends attention and try to give interesting topic on the discussion. sometimes they give some joke while the presentation session. after having the discussion session, the presenters give the time for the lecturer to explain and give the decision for best explanation. it means that the lecturer evaluate the students accuracy of material discussion. then, the presenters give the evaluation for all the presenters in the test form. the test already discussed with the lecturer before. the test contains five questions and should answer in students’ worksheet for each student (individual). after finish the class, the presenters submit the participant worksheet and asses the result to give score for each students. at the last stage, the presenters give the worksheet to the lecturer and validate the assessment and scoring. smart journal volume 2 no. 2, agustus 2016 hlm 142-149 147 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the result in table 1 show that from the first cycle to the second cycle, peer evaluation has a chance to be good way improve the process of students achievement. in the first cycle, students worked in group, and present it to the participant. in this cycle only 60 % students were active in group interaction. it could be seen during the activity. some students in the groups were not active while some other students enjoyed learning in group. active students interacted with their friends happily, they tried to express opinion to discuss the topics. when they found difficulty, they did not give up. they spoke without considering the structure. moreover some students did not enjoy learning in group, they were not enthusiastic to interact with their friends. all of the students took a solicit turn but their interaction was still limited. they asked and answered questions in his turn but they could not maintain the discussion. since their interaction was not good enough, they could not develop their speaking. they took much pausing and hesitation in interaction. when they were required to speak, they took much time to think or grope the words. it was because their lack of vocabularyand they still made grammatical error and used inappropriate pronunciation. the average students score from 30 students got 62,40. therefore, the lecturer and students peers had motivated them to be active. in the second cycle, the students were required to do peer evaluation again. since in the first cycle, some students did not maintain the interaction, the researcher decided to prepare the lesson. in the cycle 2, their process achievement was better than the first cycle. the students average score got 72,90. they were more active to be involved in students process achievements by taking the turns properly. most of the students maintained their interaction. since their interaction was great, it influenced their speaking skill. their speaking was also better than the previous cycle. they also spoke with appropriate pronunciation and grammatically. they could elaborate their speaking. 4. conclusion the research findings lead the researcher to conclude that this study was successfully done. during the group activity over five sessions, learners were observed by the researcher. peer smart journal volume 2 no. 2, agustus 2016 hlm 142-149 148 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung evaluation was employed effectively in students’ learning. the observation compared two cycles, and worksheet test showed that students’ achievement improve. it could be seen from the development of students’ interaction and achievement from the first cycle to the second. students took the turns properly. when they got the solicit turn, they could take it well. they could ask and answer the question. then, they not only could initiate the interaction but also maintain the interaction well. students are curious to do interaction in peer evaluation technique where they can do mobile discussion; speak responsively, giving opinion, and discuss the topics. there is improvement of students’ achievement using peer evaluation. peer evaluation facilitates students to give more chance make and interaction, it enhances them to be involved in learner-learner interaction. due to the fact that their interaction is great, it influences their speaking skill then their achievement in semantics. 5. references barrett, j. (1986). the evaluation of teachers. eric digest 12. retrieved from http://eric.ed.gov/?id=ed278657 burns, a. (2010). doing action research in english language teaching: a guide for practitioners. routledge. retrieved from https://www.google.com/books?hl=i d&lr=&id=s3smagaaqbaj&oi=fn d&pg=pp1&dq=burns,+a.+(2010).+ doing+action+research+in+english+ language+teaching:+a+guide+for+p ractitioners.+&ots=9kaltrzgt9&si g=9euxxzvaisheyoqgn3rulyj kywg canavan, d. (2003). a mind of one’s own: seeing the suchness of things. unpublished manuscript. gardner, h. (2011). the unschooled mind: how children think and how schools should teach. basic books. gueldenzoph, l. e., & may, g. l. (2002). collaborative peer evaluation: best practices for group member assessments. business communication quarterly, 65(1), 9– 20. kreidler, c. w. (1998). introducing english semantics. psychology press. retrieved from https://www.google.com/books?hl=i d&lr=&id=qfiv5tdni_sc&oi=fnd& pg=pp13&dq=to+kreidler+(1998)& ots=7hllqv494n&sig=gtb8muvaai jnstcchqia3nv9btm smart journal volume 2 no. 2, agustus 2016 hlm 142-149 149 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung lu, y., warren, j., jermaine, c., chaudhuri, s., & rixner, s. (2015). grading the graders: motivating peer graders in a mooc. in proceedings of the 24th international conference on world wide web (pp. 680–690). international world wide web conferences steering committee. retrieved from http://dl.acm.org/citation.cfm?id=274 1649 reese-durham, n. (2005). peer evaluation as an active learning technique. journal of instructional psychology, 32(4), 338. topping, k. (1998). peer assessment between students in colleges and universities. review of educational research, 68(3), 249–276. (n.d.). retrieved april 22, 2016, from http://www.westlothian.gov.uk/medi a/2685/peerevaluation/pdf/peerevalu ation.pdf smart journal volume 2 no. 2, agustus 2016 hlm 94-104 94 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung students’ self esteem in speaking ability elvira rosyida mr english education study program, stkip muhammadiyah pringsewu email: elvirarosyida@ymail.com abstract one of principle of communicative competence is the students know how to use language according to the setting and the participants. actually, to be able to speak target language, the students ar not only expected to have a great ability in grammar, vocabulary, or writing, but how brave they express their idea and use target language to others. therefore, this study aimed to investigate students’ self esteem to their speaking ability this study was carried out at hadist major at the fourth semester of iain raden intan lampung. the researcher used questionnaire, test, and interview. the data collected were analyzed quantitatively, and described to know clearly the process which was occurred during the research. the results indicate that students’ self esteem influence their speaking ability. key words: speaking, self esteem, communicative competence 1. introduction speaking for english foreign learners is important to convey information and ideas, and maintain social relationship by communicating with others. in addition, a large percentage of the world’s language learners study english in order to be able communicate fluently. many language learners regard speaking ability as the measure of knowing a language. that is why the main purpose of language learning is to develop proficiency in speaking and communicative efficiency. however, they face some difficulties to use english because they are not to be used to use english. nunan (2003) stated that for most people especially english learners, speaking a foreign language has often meant a difficulty.they prefer to use their mother tongues in communicating with others. it is in line with cameron (2001: 241) who stated “to get the abilities of learning a foreign language, it is different from learning the first language.” according to nunan (2003), speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. in other words speaking is a complex skill which is crucial to be mastered for communication. moreover to develop communicative efficiency, the teacher have to use appropriate activities that support smart journal volume 2 no. 2, agustus 2016 hlm 94-104 95 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung students learning. then in order to assist learners to speak english, oral interaction proposed to be implemented in speaking activities. tuan & nhu (2010) stated that classroom interaction is a key to reach that goal. it is the collaborative exchange of thoughts, feelings or ideas between two or more people, leading to a mutual effect on each other. tuan & nhu (2010) explain two types of classroom interaction : firstly, non-verbal interaction is related to behavioral responses in class such as head nodding, hand raising, body gestures, and eye contact. secondly, verbal interaction, contains written oral interaction. written interaction is the style of interaction in which students write out their ideas, thoughts. while oral interaction occurred when students interact with others by speaking in class, answering and asking questions, making comments, and taking part in discussions. then, they explain form of oral interactions namely teacherlearner interaction and learners-learners interaction. teacher-learner interaction is commonly happened in the classroom in which the teacher ask question and the students respon it. while learner-learner interaction occurs among learners. in this form of interaction, the teacher plays a role as a monitor and learners are the main participants. learner-learner interaction occurs in groups called learner-learner interaction, in pairs called peer interaction. however, those interactions are not only key to support students learning. according to krashen’s affective filter hypothesis (1981), in acquiring foreign or second language, learner is affected by some variables including motivation, self confidence, and anxiety. krashen claims that with high motivation, self confidence, good self-esteem, and low level of anxiety, learner will be better for success in second language acquisition. furthermore, low self confidence which relate to the low self-esteem, and debilitating anxiety, can form a mental block that prevents comprehensible input for language acquisition. some aspects influence english speaking ability. speaking skill requires two aspects, namely linguistic aspect and non linguistic aspect, they are : 1. linguistic aspect is the main requirement that the english learner should possess in order to speak it well. it involves comprehension, pronunciation, grammar and word smart journal volume 2 no. 2, agustus 2016 hlm 94-104 96 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung order, vocabulary, and general speed of speech, sentence length and etc. 2. non linguistic aspect is an aspect to support learners to achieve a success in acquiring speaking skill. this aspect involves personality dimensions, such as: a) extroversion, it has seven indicators that will determine the success of learning to speak. they are activity (active to speak), sociability (be sociable and easy to adapt a new atmosphere to gain the skill earlier), risk taking (is not afraid to make mistakes in producing utterances), implusiveness (be able to respond spontaneously), expressiveness, responsibility (has less responsibility for avoiding in making mistakes when practice speaking) and reflectiveness. b) self-esteem which relates to the self confidence and motivation to learn speaking english. heyde (1977) has looked at the effects of three levels of self-esteem (global, situational and task) correlated positively with the oral production measure, with the highest correlation happening between task self-esteem and performance in oral production. it means that when the learner has low self-esteem, any efforts to acquire second language as well will be disturbed, and she/he might failed to acquire english as second language. so, low self-esteem may affect their self confidence and motivation to learn. in a study carried out by heyde (1977), three kinds of self-esteem, global or general, situational or specific and task self-esteem had equal and positive effects on oral production of american students learning french as a foreign language. self-esteem is widely used concept both in popular language and in psychology. it refers to an individual’s sense of his value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself (blascovich & tomaka, 1991). self-esteem is generally considered the evaluative component of the selfconcept, a broader representation of the self that includes cognitive and behavioral aspects as well as evaluative or affective ones (blascovich & tomaka, 1991). while the construct is most often used to refer to a global sense of selfworth, narrower concepts such as selfconfidence or body-esteem are used to imply a sense of self-esteem in more smart journal volume 2 no. 2, agustus 2016 hlm 94-104 97 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung specific domains. it is also widely assumed that self-esteem functions as a trait that is stable across time within individuals. self-esteem is an extremely popular construct within psychology, and has been related to virtually every other psychological concept or domain, including personality, behavioral, cognitive, and clinical concepts. self-esteem is a personal judgement of worthiness that is expressed in the attitudes that the individual holds towards himself. by self-esteem, it can be referred to the evaluation which the individual makes and customarily maintains with regard to himself; it expresses an attitude of approval and disapproval, and indicates the extent to which an individual believes himself to be capable, significant, successful, and worthy, (coopersmith, 2007). branden’s (2001) description of selfesteem includes the following primary properties : 1. self-esteem as a basic human need, for example : “…it makes an essential contribution to the life process”, “…is indispensable to normal and healthy selfdevelopment, and has a value for survival.” 2. self-esteem as an automatic and inevitable consequence of the sum of individuals’ choices in using their consciousness. 3. something experienced as a part or background to all of the individuals thoughts, feelings and actions. futhermore, branden (2001) has stated that positive self-esteem is important because when people experience it, they feel and look good, are effective and productive and they respond to others and themselves in healthy, positive, growing ways. know that they are lovable and capable, and care about themselves and others. they do not have to build themselves up by tear in others down or by patronizing less competent people. based on the explanation above, it can be assumed that the students have to build up their self esteem to help them in expressing their idea and using english for communicating. therefore this study aimed to investigate students’ self esteem in their speaking ability. smart journal volume 2 no. 2, agustus 2016 hlm 94-104 98 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 2. research methods this research is a quantitative descriptive research. key (1997) states that descriptive quantitative research is meant to collect and analyze numerical data obtained from formal instrument. it means that in this research the researcher correlates the taken data by describing it and then she got whether students’ self esteem positively or negatively correlates with their speaking ability. the researcher used an co-relation study with ex-post facto design. corelational study focuses on the relationship among variables that exist naturally. it does not involve the manipulation of independent variables. the sample of this research is fourth semester students of hadist major in iain raden intan lampung. there are 32 students who attended english subject. in collecting data, the researcher used close questionnare in this term rossenberg selfesteem scale (rses) which consists of 10 items. in addition, the researcher also used speaking test, observation, and interview. observation was done in order to see the process of students’ spoken interaction. during the observation the researcher also used field notes, observation checklist for students’ interaction and students’ speaking ability. focus of the observation are: the interaction process of english spoken between students in their group; and students’ speaking performance on task during group work. next, in documentation, the researcher used a video camera. the video taping took place at any kind of activities during the teaching learning process. it made easier for the researcher to replay and examine the detail of capture. the researcher also conducted a semi-structured interview, which is an open conversation, nor a highly structured questionnaire but focus on certain themes and that might include suggested questions (kvale, 1996: 104). therefore, the research used the study purposes and the literature review as a basis to construct an open-ended interview. concerning to the validity of this study, the researcher used some basic strategies to enhance the data which was proposed by merriam (1998: 204). the first is triangulation. in triangulation, researcher used multiple methods to confirm the emerging findings such as questionnaire, observation, and interview. smart journal volume 2 no. 2, agustus 2016 hlm 94-104 99 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the second is member checks. member checking strategy means that the researcher takes data and tentative interpretations back to the people from whom they are derived and asking them if the results are plausible. in member checking, the researcher sends back the result of interview transcription to the subject of the research. it is used to clarify whether what the researcher obtains from the interview is appropriate or not to what the subject of the research means. in analyzing the quantative data, the researcher used pearson product moment correlation to see whether self esteem influence students’ speaking ability. after finding out the correlation coefficient, it is necessary to find out whether it is significant or not by using one-way anova. 3. finding and discussion as it was mentioned, the test consisted of 10 items which referred to self respect and self acceptance rated on a 4-point likert-type scale, from zero to three, ranging from strongly agree to strongly disagree. from the result of selfesteem test, it was obtained that the highest score was 27, and the lowest score was 8. according to rosenberg, the researcher categorized the score up to 25 into high self-esteem, 15-25 into normal self-esteem and under 15 into low self-esteem. from the result of self-esteem test, it was found that 6 students (18.75%) student has high self-esteem, 24 students (75 %) students have normal self-esteem and 2 students (15.625 %) student has low self-esteem. from the table, it can be seen that almost all students have normal self-esteem. it doesn’t mean that students who have normal and high self-esteem never think of themselves in a negative way anymore. one thing that makes it different between students who have normal and high self-esteem and those who have low self-esteem is that students with normal and high self-esteem are able to accept all weaknesses, and make decision about whether or not they want to improve themselves. for english speaking test, it was consist a session of interviewing a famous person. the students played a role with his partner, as a journalist and a famous person. based on heaton’s scale (1991), the researcher classified the scoring standard for the students’ smart journal volume 2 no. 2, agustus 2016 hlm 94-104 100 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung speaking ability. there were pronunciation, fluency and comprehensibility with the interval 90100, 80-89, and 70-79. from the result, there were 4 students (12.5 %) who reached 90-100 score in the speaking test. the students got the score since they was able to practice giving their personal information (self-introduction) in the form of dialogue very well in pronunciation, fluency and comprehensibility. meanwhile there are 17 students (53.1 %) who got 80-89 score. these students were able to practice giving their personal information in the spoken form. even though their ability was not very well but their ability was good enough. and then there are 11 students (34.4 %) who get 70-79 score. when they were speaking, there were still several weaknesses in their pronunciation, fluency and comprehensibility. however, their weaknesses did not cause a communication break down when they practiced giving personal information about famous people. the researcher found that the coefficient correlation between students’ self-esteem and their english speaking ability was 0.761 at significant level of 0.01. it means that the correlation between students’ self-esteem and their english speaking ability was high. after knowing the coefficient correlation between students’ self-esteem on their english speaking ability, the researcher used simple regression analysis to see how far the effect of students’ self-esteem on their english speaking ability. table 1the value of regression the table showed that the coefficient influences value of x toward y is 0.575, which classified into moderate influence. it meant that the effect of students’ selfesteem to their english speaking ability was 57,5 %, while other 52.5 % was influenced by other factors. besides, to measure the significant effect of self-esteem on students’ speaking ability, the researcher used one-way anova to measure the significance. the following table will show the computation of one-way anova analysis of the two variables model summary .761 a .575 .518 3.048 model 1 r r square adjusted r square std. error of the estimate predictors: (constant), selfesteem a. smart journal volume 2 no. 2, agustus 2016 hlm 94-104 101 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung table 2 one-way anova analysis the table showed that f=32.205 with p=.000 (p< 0.001), it meant that selfesteem significantly affected students’ speaking ability. after all, by result of the test, most of the fourth semester students of hadist major iain raden intan lampung were considered having normal self-esteem that can make them success in learning language. it is absolutely appropriate that sometimes people recognize their weaknesses. what they need to do is accept that they all have weaknesses, and make decision about whether or not they want to improve on them. they also need to recognize, acknowledge, and celebrate their strengths and successes. finally, normal self-esteem means that people are not as sensitive to possible negative situations and will be more open-minded and balanced in how they view situations. as krashen (1981) claims that with high motivation, self-confidence, good self-esteem, and low level of anxiety, learner will be better for success in second language acquisition. furthermore, low self-esteem, low selfconfidence and debilitating anxiety, can form a mental block that prevents comprehensible input for language acquisition. this will automatically occur when communication is successful. when the students have normal self-esteem, they will have more respect to themselves that can make them are brave to take a risk in having communication in target language. while the students who have low self-esteem, their mind might be locked by negative view about themselves. this condition appeared when he researcher conducted english speaking test to the students. the students who have normal and high self-esteem were brave to act as the famous people or the journalist and successful in practicing the interview session. while for the student who have low self-esteem, she tended to be afraid and shy to speak english that can make her difficult to communicate. finally, the interview session between journalist and famous person was not successful. in this research, the researcher assumed that there is effect between students’ self-esteem and their english anova b 299.290 1 299.290 32.205 .000 a 260.210 28 9.293 559.500 29 regression residual total model 1 sum of squares df mean square f sig. predictors: (constant), selfesteem a. dependent variable: speaking b. smart journal volume 2 no. 2, agustus 2016 hlm 94-104 102 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung speaking ability. based on the data of self-esteem and english speaking test result, it could be concluded that selfesteem affects students’ ability in speaking english. the same result is shown when the researcher counted the coefficient correlation for those variables. it is found that coefficient correlation was 0.761 categorized as high correlation. when the students were lack of self confidence, inclined to feel that they were fail, they wish they could respect for themselves, they may have low selfesteem that can make them unable to be themselves when they try to speak in the target language. they were not brave to take risk and make mistake, so they have low level of speaking. while students who were confident, who feel that they have a number of good qualities and take a positive attitude toward themselves, they may feel more respect for themselves that can make them feel they are able to do things as well as most other people do. they were able to be themselves and it will increase their motivation and make them brave to take a risk and make mistake that make them enjoy joining speaking practice. the effects of students’ self-esteem to their english speaking ability could be seen in this following graphic : graphic 1. means plot the effect of students’ self-esteem to their english speaking ability was showed when the students got high score in self-esteem test, they also got high score for their speaking score. in the context of language learning, students may avoid taking the necessary risks to acquire communicative competence in the target language. while students who were considered have healthy self-esteem, they have accurate belief about themselves and also the commitment and responsibility that comes when they see themselves as able to complete worthwhile goals in the target language. they are enjoying self esteem score 27 25 23 22 21 20 18 8 95 90 85 80 75 70 smart journal volume 2 no. 2, agustus 2016 hlm 94-104 103 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung speaking activity, they build their positive mind to learn target language that when it requires speaking, they are confident and it is easy to produce words in target language. it can be concluded that self-esteem plays important role in developing competencies in students’ self that make them brave trying to express something and produce words in the target language. further, this research expected that the teachers should put more attention to the self-esteem of the students as a psychological factor that may affect their achievement especially their ability in speaking english. 4. conclusion the research findings lead the researcher to conclude that this study was successfully done. it could be seen from the result that sometimes the students were confident by taking positive attitude toward their selves, but at times they wish they could respect more for their selves. in other word, there is still another place to be improved to have high selfesteem. then, it can be concluded that there is significant effect between students’ self-esteem and their english speaking ability. students’ self-esteem affect 57.5% to their english speaking ability. therefore, it is suggested the teachers should be aware to the psychological factors like self-esteem. psychological factors has played a role in their ability. the teachers should give optimal attention to linguistic goals and to the personhood of their students. 5. references blascovich, j and tamaka, j. (1991). measures of self esteem. http://www. mascos.ucsf.edu/research/pshycosoci al/self-esteem.html branden, n. (2001). the psychology of selfesteem. a revolutionary approach to self-understanding that launched a new era in modern psycholog. california: nash publishing. cameron, l. (2001). teaching language to young learners. new york cambridge univ press. coopersmith, s. (2007). the antecedents of the self-esteem. san fransisco: consulting psychologists press. heaton. (1991). writing english language test. london: longman heyde, a. (1977). the relationship between self-esteem and the oral production of a second language. in h. d. brown, c. yorio, and r. crymes (eds.), on tesol '77: teaching and learning english as a second language: trends in smart journal volume 2 no. 2, agustus 2016 hlm 94-104 104 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung research and practice. washington: tesol, pp. 226-240. key, j. p. (1997). descriptive research: research design in occupational education. module r12. oklahoma: oklahoma state university.(http://www.okstate.edu/a g/agedc4h/academic/aged5980a/inde x.hm, accessed on january 14 th , 2012). krashen, s. (1981). second language acquisition and second language learning. california: pergamon press inc. kvale, s. (1996). interviews: an introduction to qualitative study interviewing. thousand oaks: sage. merriam, sharan b. (1998). qualitative research and case study applications in education. san fransisco: jossey-bass publisher. nunan, d. (2003). practical english language teaching: speaking. new york: mcgraw-hill companies, inc. tuan, l. t., & nhu, n. t. k. (2010). theoretical review on oral interaction in efl classrooms. studies in literature and language, 1(4), 29–48. authenticity of teacher’s............................ 12 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. authenticity of teacher’s made assessment in young learner programmes fitriwulandari 1) , anvaliza 2) 1english education department of stkip muhammadiyah pringsewu lampung. email: fitriwulandari@stkipmpringsewu-lpg.ac.id 2english education department of stkip muhammadiyah pringsewu lampung. anvaliza@yahoo.com abstract this study aimed to investigate the authenticity of teacher’s made assessment in elementary schools in kabupaten pesawaran. the research design for this study was descriptive qualitative method. it involved 3 english teachers. the data were collected through documentation, and questionnaires which were analyzed qualitatively. the result of data analysis showed that teachers’ assessment planning, assessment implementation as perceived by teachers and students didn’t provide completely. the teachers used traditional type of assessment such as multiple choice tests instead of authentic assessment. the limited knowledge and facilities became the problem of english teacher at elementary school in pesawaran to implement authentic assessment. keywords: authenticity, teacher’s made assessment, young learner programs. 1. introduction the successful in teaching and learning english in elementary school cannot be separated from the teaching management at the classroom such as teacher assessment planning, the english assessment used by the teacher and also the students’ progress to achieve their knowledge in english.assessment is not only giving information about students’ competence but also giving effect to the development of learning in classroom. assessment gives information about how well the students perform in relation to their competency.the competency needed by the student is related to what they need in real worlds. as result, the assessment should consider the tasks that demand the students to perform the application of their knowledge, skill, and ability in real life situation. as mentioned by brown (2004: 39) in his book on title “language assesment: principles and classroom practice”, he said that the fourth major principle of language testing is authenticity. essentially, when you make a claim for authenticity in a test task, you are jurnal smart , volume 4, no 1 (2018), page. 12-18 issn cetak : 2356-2048 issn online : 2356-203x https://doi.org/10.26638/js.577.203x mailto:fitriwulandari@stkipmpringsewu-lpg.ac.id mailto:anvaliza@yahoo.com https://doi.org/10.26638/js.577.203x authenticity of teacher’s............................ 13 saying that this task is likely to be enacted in the ‘real-world’. moreover, brown (2004) said that authenticity may present in the following ways: the language in the test is as natural as possible, items are contextualized rather than isolated, topic are meaningful for the learner, some thematic organization to items is provided, task represent or closely approximate real-world tasks. many of the tasks and assessment of learning activities can be classified into authentic assessment for the task in accordance with the nature of authentic assessment. nurgiyantoro et al (2011:3437) categorized types of authentic assessment such as performance, interviews, open questions, retelling the text or story, portfolio and project. brown (2004:254-279) also mentioned the types of authentic assessment among others assessment based performance, portfolio, interviews, journal, conference, interviews, observations, self-assessment and peer assessment. the issue of authentic assessment becomes popular topic in some researches such as anh’s research that investigated some primary english classrooms in in ha noi vietnam. anh (2011: 37) in his research entitled“formative assessment in primary english classrooms in vietnam”,foundthatthe current assessment practice in primary english classrooms in vietnam is highly traditional.moreover, georgiou (2011: 46) in his research entitled “assessment in young learner programmes” found that an assessment system to young learner need to satisfy a range of characteristics, including: the assessment system should be congruent with the curriculum, the assessment tasks employed and the overall attitude towards assessment should be non-threatening, child friendly, criterion-referenced, and use variety of assessment tool. thus, this research aimed to investigate the authenticity of teachers made assessment and its contribution to students’ english achievementatelementary schools at pesawaran regency, lampung province of indonesia. moreover, the study set out toinvestigate: 1. the implementation of authentic assessment in english lesson 2. the kind of authentic assessment that used by english teacher 3. the teachers’ problem in implementation of authentic assessment 2. research methods in this research, the population is the english teachers of elementary schools at three districts of pesawaran regency: kedondong, way lima, way khilau. the researchers used purposive sampling technique. the sample was fitri wulandari.......................................... authenticity of teacher’s............................ 14 limited on three english teachers of elementary schools at pesawaran regency. they are sdn 10 kedondong, sdn 10 way lima, and sdn 3 way khilau. the data were collected through documentation (syllabuses, lesson plans, and teachers’ assessment instrument), questionnaires, and interview. the data were analyzed qualitatively. instruments used in analyzing the data were rubric and questionnaires. rubric was used to analyze teachers’ assessment planning, while questionnaires were used to analyze assessment implementation as perceived by teachers and students. the data were also analyzed qualitatively to analyze students’ english achievement after being assessed by teachers’ assessment. to find out the authenticity of the assessment, the data for the assessment and students’ english achievement were described qualitatively. the qualitative data analysis used the category for the conversion of the authenticity of assessment and students’ english achievement. it is used to determine the authenticity of the assessment and the level of the students’ achievement. the result of data analysis and conversion will be provided with more explanations, description and interpretation of the data analysis. these conclusion or verification is used to know the authenticity of assessment used by the teacher and how its authenticity contributes to the students’ english achievement. 3. findings and discussion 3.1 the implementation of authentic assessment in english lesson the descriptive analysis showed the level of authenticity of teachers’ made assessment was seen from teachers’ assessment planning, assessment implementation as perceived by teachers and students, and also the level of achievement of the students’ english achievement in elementary schools. based on the data got, the teachers did not provide the planning of their instrument well. the researchersfound that most of the teachers did not provide the assessment completely such as did not use rubricsand blueprint. it was also found that most of the assessments were not studentscentered. 3.2 the kind of authentic assessment used by english teacher the teacher mostly used traditional type of assessment .they assessed the students’ competency by using multiplechoice types test. from the four language skills, the students stated that they rarely, almost never, having listening and speaking class. the teacher mostly asked them to write some vocabularies related to authenticity of teacher’s............................ 15 the topic and asked them to do some exercises. in the school where there was a worksheet given to the students, the students mostly were given task from the worksheet. and it was considered as writing activity. in speaking activity, the students rarely given chance to practice some conversations which can enhance their ability in speaking. the students only memorize some vocabulary in speaking class. 3.3 the problem in implementingauthentic assessment based on the result of interviews and questioners conducted to the teachers, they got some problems in applying authentic assessment such as the limit of facilities and infrastructure, teachers’ knowledge of authentic assessment, time, the difficulty of applying an authentic assessment of a particular competency, and the limit of the students’ progress in english. discussion the implementation of authentic assessment in english lesson the teachers’ assessment planning doesn’t provide complete instruments such as rubrics and blueprint. according to diaz-rico (2004:82), a rubric is a scoring guide that provides criteria to describe various requirements or level of students’ performance. the scoring rubrics could help the teacher to score the students’ work more accurately, quickly, fairly, and reliably. without having a scoring rubric, the teachers would not have any guidance in how to give scoring to the students’ work. meanwhile, when there was a rubric, there was no clear criteria and description about the descriptor of the aspects being assessed. most of english teachers in elementary schools in kabupaten pesawaran were not from english major, thus they may have little knowledge in teaching english. moreover, from the result of interview, the teachers stated that they did not really understand about the term of authentic assessment. since english was considered as local content subject, the teachers rarely used the assessment planning they have. however, from the analysis and interview with the teachers, it was found that all of the teachers never asked or included the students in the process of the planning. it was because the teachers thought that elementary students have no ability to determine their learning. another reason was that the assessment planning was made by the government and the teacher did not develop it anymore. as the result, the teacher had no intention to have discussion with the students in planning their learning. in fact, it is important to include the students in the process of fitri wulandari.......................................... authenticity of teacher’s............................ 16 planning in order to know the best strategies to teach the students. the students have the role in determining and describing the evaluation criteria. since the teachers were teaching students of elementary level, the lesson plan used by the teachers mostly being focused on the teachers’ role as the one who gave information to the students. in accordance with that, hernandez in diazrico (2004:104) stated that too often educators assume that students at the beginning level of proficiency in english cannot learn advance skills. as the result, the intellectual level of the curriculum is adjusted downward to teach isolated skills that do not foster the cognitive process necessary for self-directed learning. ideally, teachers should provide the tasks that promote high-level instruction that will allow english learners to extend their academic potential. 4.2 the kind of authentic assessment used by english teacher the teacher mostly used traditional type of assessment where the teachers assessed the students’ competency by using multiple-choice types test. the teachers acknowledged that since their knowledge about english was limited, the easiest way to use in making the test by giving multiple choice type test. moreover, the teacher also thought that by using multiple-choice type test, the students will be easier to answer the questions. multiple-choice items do not measure how well examinees can produce, generate, or create, and express their ideas in their own words.moreover, the teachers gave multiple choice tests for the students to test the four language skills. from the interview with the teachers, they only gave those types for the students. there was no specific assessment to assess student’s competency in each language skill.moreover, the students also said that when they took the test, whenever they did not know the meaning of the words in the test, the students would ask the teachers. the meaning of the words, and the teacher would tell them about it. as the result, the students could answer the question correctly and got high score from this test. other factors that influence students’ english achievement came from what the teachers and students perceived about the assessment implementation. gulikers et al (2006) states that the students would learn better and get benefit from the learning if the learning had closely related to their real life situation. with the teachers’ practice experience of assessment, the teacher might lead the students into a good way. however, if what the teachers perceived about assessment was wrong, it will give bad impact on students’ learning. it can be concluded that the teachers at authenticity of teacher’s............................ 17 elementary schools in pesawaran used non-authentic assessment. 4.3the problem in implementing authentic assessment the teachers had limited knowledge about the implementation of assessment.they also never included the students in the way they planned the assessment. basically, it is important to include the students in planning the assessment in which it will help the teacher to know the students’ preferences, style and strategies in learning. hernandez in diaz-rico (2004:104) stated that too often educators assume that students at the beginning level of proficiency in english cannot learn advance skills. as the result, the intellectual level of the curriculum is adjusted downward to teach isolated skills that do not foster the cognitive process necessary for self-directed learning. the second problem that was found was the limited facilities. based on observation all the elementary school in pesawaran around 30% that have good facilities, as a result learning process is not effective. active productive competence or speaking and writing are very appropriate if the value with an authentic assessment model. however, for the assessment of active receptive is somewhat difficult if the measure using an authentic assessment? listening competence have highest percentage as a competence that are difficult to apply that another competence namely writing, speaking and reading. listening and reading competence are an active receptive competence so the assignment of both is quite difficult. in this case the teacher must be creative in arranging question. most of english teacher in elementary school at kabupatenpesawaran stated that in applying an authentic assessment of learners is difficult. it was becausethe student’s ability in english was low. teachers also sometimes did not see the authentic task as an important task so that only do based on their wish and not accordance with the criteria given. it happens because the teacher never repeats the daily test in the form of authentic task so students consider authentic assessment only as a learning process and are not assessed. 4. conclusion the english teachers at pesawaran lampung didn’t providetheir assessment planning withrubrics and blueprint. 1. the english teachers at pesawaran lampung didn’t apply authentic assessment. they mostly used traditional typed of assessment such as multiple choice test. 2. the limited knowledge of how to the implement authentic assessment and limited facilities were the problem had fitri wulandari.......................................... authenticity of teacher’s............................ 18 by the english teachers at pesawaran regency to implement authentic assessment 5. references anh, lan pham. (2011). formative assessment in primary english classrooms in vietnam. new directions: assessment and evaluation. a collection of paper.pp. 3338 east asia: british council. brown, h. douglas. (2004). language assessment: principles and classroom practices: united stated of america. a pearson education, inc. diaz-rico, lyne t. (2004). strategies for teaching english learners. pearson education, inc. gulikers, j., bastian, t., and kirscher, p. (2006). authentic assessment, students’ and teacher perceptions: the practical value of the five dimensional framework.journal of vacational education and training.vol. 58. pp.337-357. georgiou, loannoushophie. (2011). assessment in young learner programmes. new directions: assessment and evaluation. a collection of paper. pp. 41-48. east asia: british council. nurgiyantoro, burhan, and suyata, puijati. (2011). the development of authentic assessment model in learning language. yogyakarta: fbs-uny kampus karangmalan. (journal of english language teaching and applied linguistics) volume 8, no. 2, august 2022 page. 116-126 p-issn: 2356-2048 e-issn: 2356-203x 116 an analysis of the students’ difficulties in listening section using genius toefl application fatma yuniarti 1), dian pratiwi 2) 1)2) university of muhammadiyah pringsewu email correspondence: dian.pratiwi@umpri.ac.id. abstract the purpose of this research is to know the students’ difficulty in doing the genius toefl application test, especially in the listening section. the method of this research uses descriptive qualitative research. the result shows that the students’ difficulty in doing toefl listening is both external and internal. external factors: the native speaker's accent, the speaker’s speed, and the speaker’s intonation. internal factors: the students do not have previous experience using the genius toefl application test, the students have a lack of practice, the students do not have a hearing impairment, the students lack of concentration, the students have limited vocabulary, the students have trouble finding keywords, and the students do not know the strategy how to answer the question. keywords: genius application, listening section, toefl test introduction toefl as a test of english as a foreign language is a standardized academic english test. the toefl is also accepted as proof of english skills by some universities outside of the world. this test is not only used to register at the university but is also required if you want to work in government agencies, take care of licensing, companies, and for scholarship registration. based on setiawan (2013) states that the toefl was used as a criterion for university admission or for obtaining a scholarship. several indonesian universities need the toefl test examination as part of their graduation criteria. toefl has also become one of the standard requirements to enter indonesian universities. toefl examines language skills that are tailored to the academic and professional fields. this also applies to students d3 nursing at university of muhammadiyah pringsewu (umpri) lampung. these fields are packaged and divided into 3 sections. mailto:dian.pratiwi fatma yuniarti... 117 toefl test based on genius application usually consists of three sections with 140 questions. toefl genius application includes three aspects, namely (1) listening comprehension there are 50 questions consisting of parts a, b, and c, and measures the skill to understand authentic speech patterns used both in academic (formal) and nonacademic (informal) situations. listening comprehension (50 questions, 30-40 minutes). (2) structure and written expression there are 40 questions, and (3) reading comprehension there are 50 questions too. the purpose of listening comprehension on the toefl test is to measure the ability to understand short and long conversations in english. this section contains audio recordings, similar to what you might hear from a group of students at an englishspeaking school or university. (fitria & prastiwi, 2020 ) mentions that the listening comprehension on the toefl section tests is how much we can listen to conversations and monologues in english. these conversations consist of short conversations, long conversations, and speeches. structure and written expression (40 questions,25 minutes). however, to be able to understand spoken language in addition to having to get used to listening to english spoken, we must know english grammar (grammar) adequately. all sentences in this section use the same sentence grammatical (grammatically correct) and usually in the form of a complete sentence. all these sentences are pronounced in conversational english. according to ang-zie (2020: 10), to answer the listening comprehension questions well, we are required to have to know the strategies/ knowing tips and trick how to master the listening skill on the toefl test, which meant that the students must know the skill to understand the stress and tone, understand the difference in sound, understand idioms, understand conversational phrases, understanding groups or verb phrases, find implied information (not clearly stated), understand comparisons, and understand the meaning of the conversation or conversation. listening difficulties for the students of d3 keperawatan university of muhammadiyah pringsewu (umpri) lampung include understanding of vocabulary, grammar, context, accent or pronunciation, and interesting skill conclusions. some other things that problems when facing the toefl listening test include not understanding the topic, foreign words, nervousness, being unfamiliar with diction and grammar, repetitions and pauses, wide imagination, and missing detailed information, lack of concentration, an analysis of... 118 lack of understanding of english accents, interpret word for word, lack of knowledge of vocabulary and pronunciation, unable to distinguish certain words and sounds, do not know the strategies how to master on listening test capture the idea of the speaker, recognize the idiomatic language, define the coherent marker, give the utterance a literal meaning, retain the important details. etc. the objective of this research is the students of the d3 nursing of english course at university muhammadiyah of pringsewu (umpri) lampung, there are 18 students. research method this study used descriptive qualitative research. neergard & ulhøi (2007: 383), qualitative research is defined as a study that focuses on understanding in the naturalistic setting or everyday life, or of a certain phenomenon or person. they were studies that include the context in which the study's phenomenon is embedded. he stated that qualitative researchers developed concepts, ideas, thoughts, and understanding from patterns in the data rather than collecting data to analyze models, hypotheses, or theories. the method of collecting data in this study used a questionnaire. data collection techniques were the most important step in research because the main purpose of the research was to get the data. mcnabb (2004: 109), stated that a questionnaire could be used to gather information about a large number of respondents (populations) or small groups (samples). in this research, the respondents were the third-semester students of the english course at d3 keperawatan university of muhammadiyah pringsewu (umpri) lampung. there are 18 students. in this research, the researcher used media for sharing questionnaires by using google forms. google forms provided a simple interface to construct interactive forms that contain a variety of question types (multiple-choice, short answer, long answer, dropdown, etc. (talbert, 2017). here, the questions were in the form of multiple-choice with four answer options a, b, c, or d. in this study, the researcher used the technique of data analysis based on miles and huberman (1994) which is involving three steps: data reduction, data display, and conclusion drawing/verification. the results of questionnaire data processing were often presented in descriptive form. fatma yuniarti... 119 results and discussion the objective of this study is to know the students’ difficulty in doing the genius toefl test listening comprehension skills. two factors cause the students difficulty in doing the toefl test in the listening section both external and internal factors. below are the findings of the research as follows: table 1 external factor no. statement indicators yes sometimes no 1. the speaker's accent affects your toefl listening skill. 15 1 2 2. speakers’ speed affects your toefl listening skill. 12 1 5 3. speakers’ intonation/emphasis affects your toefl listening skill. 10 6 2 4. the speakers’ pause in pronouncing a sentence affects your toefl listening skill. 9 3 6 5. the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 9 4 5 6. the sentence structures conveyed by the speaker are too complex, so it affects your toefl listening skill. 11 3 4 7. an audio interruption makes the audio sounds less/unclear when you are listening to toefl. 12 3 5 the table above shows that several external factors caused difficulty in doing the genius toefl application test of listening comprehension. the first statement is “the speaker's accent affects your toefl listening skill". 15 students said 'yes, 1 student said 'sometimes, and only 2 students said 'no'. based on those answers, it shows that most students feel that the speaker's accent affects their toefl listening skill”. the second statement is about “speakers’ speed affects your toefl listening skill". 12 students said 'yes, 1 student said 'sometimes, and only 5 students said 'no'. based on those answers, it shows that most students feel that the speakers’ speed affects their toefl listening skills. the third statement is about “speakers’ intonation/emphasis affects your toefl listening skill”. 10 students said 'yes, 6 students said 'sometimes, and only 2 students or said 'no'. based on those answers, it shows that most students feel that the speakers’ intonation/emphasis affects their toefl listening skills. the fourth statement is about “speakers’ pauses in pronouncing a sentence aff your toefl listening skill". 9 students said 'yes' 3 students said sometimes only 6 students said 'no'. based on those answers, it shows that most students feel that the speakers’ pause in pronouncing a sentence affects their toefl listening skills. the fifth statement about "the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill". 9 students an analysis of... 120 said yes, and 4 students said 'sometimes only 5 students said 'no'. based on those answers, it shows that most students feel that the choice of words (diction) and foreign terms conveyed by the speaker affects their toefl listening skills. the sixth statement “the sentence structure conveyed by the speaker is too complex then affects your toefl listening skill". 11 students said 'yes', 3 students said sometimes only 4 students said 'no'. based on those answers, it shows that most students feel that the sentence structure conveyed by the speaker is too complex then affects their toefl listening skills. the seventh statement about "there is audio interruption so that the audio sounds less/unclear in listening toefl." there 12 students said 'yes', 3 students said sometimes', and 5 students said 'no'. based on those answers, it shows that most students feel that audio interruption makes the audio sounds less/unclear in listening toefl". table 2 internal factor (1) no. statement indicators yes no 1. having previous experience doing the genius toefl application test before 3 15 2. lack of practice in listening to genius toefl application test 5 13 3. limited time in doing genius toefl application listening test 16 2 the table above shows that some internal factors caused difficulty in doing the genius toefl application test of the listening section. the 1st statement is about “have previous experience in doing genius toefl application test before”. 3 students said, ‘yes’ and 15 students said ‘no’. based on those answers, it shows that most students do not have previous experience in listening to the genius toefl application test. the 2nd statement about “lack of practice in listening to toefl”. 5 students said, ‘yes’ and 13 students said ‘no’. based on those answers, it shows that most students do not lack practice in listening to toefl before. the 3rd statement is about “limited time in doing genius toefl application ain listening test”. 16 students said, ‘yes’ and 2 students said ‘no’. based on those answers, it shows that most students have limited time in doing the genius toefl application listening test. fatma yuniarti... 121 table 3 internal factor (2) no. statement indicators many enough less 4. a lot of listening questions which consist of 50 questions 16 2 0 the 4th statement is about “a lot of listening questions which consist of 50 questions”. 16 students said ‘many’, 2 students said ‘enough’, and no one student said ‘less’. based on those answers, it shows that most students feel that many listening questions because it consists of 50 questions. table 4 internal factor (3) no . statement indicators yes sometim es no 5. have hearing impairment in listening to toefl test 4 2 10 6. have memory limitations when listening to the toefl test 12 6 2 7. lack of motivation and enthusiasm when listening to the toefl test 4 12 2 8. lack of concentration/focus when listening to toefl 5 10 3 9. have a limited mastery of foreign/unfamiliar vocabulary when listening 9 8 1 10 . the appearance of boredom when listening to the toefl test 7 9 2 11 . easily distracted by sounds or other things when listening to toefl test 10 7 1 12 . tend to interpret any foreign vocabulary when listening to toefl 9 6 3 13 have trouble catching or finding keywords when listening to toefl 6 8 4 14 . busy along with other activities when listening to genius toefl test, for example playing writing instruments, taking notes, or doing other things. 3 12 3 in the 5th statement about “have hearing impairment in listening to toefl”. 4 students said ‘yes’, 2 students said, ‘sometimes’ and 10 students said ‘no’. based on those answers, it shows that most students do not have hearing impairment in listening to toefl. the 6th statement is about “have memory limitations when listening to toefl”. 12 students said ‘yes’, 6 students said, ‘sometimes’ and 2 students said ‘no’. based on those answers, it shows that most students feel that they have memory limitations when listening to toefl. in the 7th statement about “lack of motivation and enthusiasm when listening to toefl”. 4 students said, ‘yes’, 12 students said, ‘sometimes’ and 2 students, said ‘no’. based on those answers, it shows that most students sometimes feel a lack of motivation and enthusiasm when listening to toefl. the 8th an analysis of... 122 statement is about “lack of concentration or focus when listening to toefl”. 5 students said ‘yes’, 10 students said, ‘sometimes’ and 3 students said ‘no’. based on those answers, it shows that most students sometimes feel a lack of concentration or focus when listening to toefl. the 9th statement is about “having a limited mastery of foreign or unfamiliar vocabulary when listening to toefl”. 9 students said ‘yes’, 8 students said, ‘sometimes’ and 1 student said ‘no’. based on those answers, it shows that most students feel to have limited mastery of foreign or unfamiliar vocabulary when listening to toefl. the 10th statement is about “the appearance of boredom when listening to toefl”. 7 students said ‘yes’, 9 students said, ‘sometimes’ and 2 students said ‘no’. based on those answers, it shows that most students have boredom when listening to toefl. the 11th statement about “easily distracted by sounds or other things when listening to toefl”. 10 students said ‘yes’, 7 students said, ‘sometimes’ and 1 student % said ‘no’. based on those answers, it shows that most students feel that they are easily distracted by sounds or other things when listening to toefl”. the 12th statement about “tend to interpret any foreign vocabulary when listening to toefl”. 9 students said ‘yes’, 6 students said, ‘sometimes’ and 3 students said ‘no’. based on those answers, it shows that most students tend to interpret any foreign vocabulary when listening to toefl. the 13th statement is about “have trouble catching or finding keywords when listening to toefl”. 6 students said ‘yes’, 8 students, said ‘sometimes’ and only 4 students, said ‘no’. based on those answers, it shows that most students sometimes have trouble catching or finding keywords when listening to toefl. the 14th statement is about “busy along with other activities when listening to toefl, for example playing writing instruments, taking notes or doing other things”. 3 students said ‘yes’, 12 students said, ‘sometimes’ and 3 students said ‘no’. based on those answers, it shows that most students are sometimes busy along with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. the first session of the toefl test is a listening comprehension test (listening comprehension). this listening session generally consists of 50 questions. the students/learners will hear the recording in english, and we must respond, or answer questions related to the recording. the students/learners must listen to the recording as fatma yuniarti... 123 much as possible because the students/learners will only hear the recording once and the recorded material is not written in the test book. there are three sessions in this listening test: part a which consists of 30 short conversations, each conversation is followed by several questions, part b which consists of 2 long conversations followed by several questions, and part c which consists of 3 talks/lectures (like a lecturer explaining a certain topic). in the genius toefl application test, the students/learners will meet several question sessions. one of them is a listening session. in this session, the students/learners will hear english native speakers talk, have dialogues, or even listen to short speeches or short speeches. after listening to the audio, we must answer the questions related to the audio earlier. in dealing with this listening question, several strategies are needed in doing the listening test. the listening comprehension section aims to test the skill to understand spoken language. however, to be able to understand the spoken language, besides having to get used to listening to spoken english, we must have knowledge of the structure of adequate english (grammar). all sentences in this section use a grammatically correct sentence (correct according to grammar) and usually in the form of a complete sentence (purnaning et al., 2014: 10). all these sentences are pronounced in conversational english. listening is the most difficult part of the toefl test for most people. for many people listening is the most difficult language skill (sudarmono, 2018: 35). according to marwan (2020), students experience three categories of difficulties: those related to the subject, those related to the listener, and those related to the physical environment. for the structure section and reading, we can anticipate by understanding grammar material and mastering a lot of basic vocabulary, then practice the toefl test. difficulty in doing toefl listening questions is a fairly complex activity, meaning that there are many aspects and many factors that influence it. these factors are interrelated, in other words, that reading difficulty is influenced by one another. students need to implement more strategies, and teachers or educators are recommended to inspire them and develop their awareness to use more strategies when taking a toefl (razmalia & gani, 2017). two factors are because the students are difficulty in doing toefl listening in both external and internal factors. in external factors, they are: 1) the speaker's accent affects your toefl listening skill. 2) speakers’ speed affects your toefl listening skill. 3) an analysis of... 124 speakers’ intonation/emphasis affects your toefl listening skills. 4) the speaker’s pause in pronouncing a sentence affects your toefl listening skill. 5) the choice of words (diction) and foreign terms conveyed by the speaker affects your toefl listening skill. 6) the sentence structure conveyed by the speaker is too complex so it affects the toefl listening skill. 7) audio interruption makes the audio sounds less/unclear when listening to toefl. in internal factors, they are: 1) do not have previous experience doing the toefl test before. 2) have a lack of practice in listening to toefl. 3) have limited time in doing the toefl listening test. 4) a lot of listening questions consist of 50 questions. 5) have hearing impairment in listening to toefl 6) have memory limitations when listening to toefl. 7) lack of motivation and enthusiasm when listening to toefl. 8) lack of concentration or focus when listening to toefl. 9) have limited mastery of foreign or unfamiliar vocabulary when listening. 10) the appearance of boredom when listening to toefl. 11) easily distracted by sounds or other things when listening to toefl. 12) tend to translate any foreign vocabulary when listening to toefl. 13) have trouble catching or finding keywords when listening to toefl. 14) busy along with other activities when listening to toefl, for example playing writing instruments, taking notes, or doing other things. there are a variety of instructor techniques for teaching toefl listening preparation (khobir & qonaatun, 2020). first, teacher strategies will help students become more confident speakers and listeners. second, instructor tactics will help students feel more at ease when taking the toefl test. third, the student's ability to understand native speakers can be improved by listening to them often. fourth, the student should take a more involved role in taking the toefl. finally, the student understands how to answer type questions on the toefl, especially in the listening section of the strategies. conclusion toefl listening section is arguably a little more difficult than the other section. it is not surprising that many people find it difficult to improve their english listening fatma yuniarti... 125 skills. unlike the other toefl sections, listening skills cannot be improved in just a short time. it takes stages and processes that are gradual until someone can sort out the words that are heard well. listening is the most difficult part of the toefl test in most people’s view. for the structure section and reading, the students/learners can anticipate by understanding grammar material and master a lot of basic vocabulary, then practice a lot to do the toefl standard questions. difficulty in doing genius toefl application in listening questions is a complex activity, meaning that there are many aspects and many factors that influence it both external and internal. internal factors include the listener's physical condition and the listener's psychological condition. the physical condition of a listener is an important factor that determines the success and quality of listening. these factors are interrelated, in other words, that reading difficulty is influenced by one another. external factors include environmental conditions (physical environment and social environment). environmental factors have a big influence on the success of the listening process. environmental factors in the form of the physical environment and social environment. as good listeners, the students/learners should know and understand what factors influence the listening process and try to minimize them and should know the strategies/ tips and trick on how to master listening, so that listening can run smoothly and optimally. listening is an important activity in everyday life, not only in school but wherever we are. be a good listener so that we can increase our knowledge and knowledge, and strengthen the brotherly relationship between humans, because one of the objectives of listening is to communicate and to get information. references ang-zie, m. k. (2020). 14 exams in preparation & practice test toefl: toefl. genta group production. fitria, t. n., & prastiwi, i. e. (2020). pelatihan tes toefl (test of english foreign language) untuk siswa smk/sma, mahasiswa, dosen tira nur fitria: an analysis of the students’ difficulties of toefl prediction test of listening section│109 dan umum. budimas : jurnal pengabdian masyarakat, 2(2), article 2. https://doi.org/10.29040/budimas.v2i2.1457 khobir, w. a., & qonaatun, a. (2020). english teacher’ strategy in teaching listening section of toefl preparations. journal of english language teaching and literature (jeltl), 3(2), 127–135. https://doi.org/10.47080/jeltl.v3i2.995 marwan. (2020). an analysis of the difficulties encountered by english department an analysis of... 126 students in listening section of toefl test [peerreviewed]. iain salatiga. http://erepository.perpus.iainsalatiga.ac.id/9894/ mcnabb, d. e. (2004). research methods for political science. m.e. sharpe. neergaard, h., & ulhøi, j. p. (2007). handbook of qualitative research methods in entrepreneurship. edward elgar publishing. purnaning, e. r., ayuningtyas, a. k., kridaningtyas, i., & hudha, n. (2014). upgrade toefl score: rahasia melejitkan skor toefl. cmedia. 110 |english franca, vol. 5, no. 1, 2021 razmalia, a., & gani, s. a. (2017). students’ strategies in taking toefl listening test. research in english and education journal, 2(4), 1– 9. http://jim.unsyiah.ac.id/read/article/view/7172 setiawan, a. (2013). a study on difficulties of listening comprehension of toel at state islamic college of jurai siwo metro [undergraduate, iain metro]. https://repository.metrouniv.ac.id/id/eprint/3052/ sudarmono, e. (2018). toefl best preparation. bintang wahyu. talbert, r. (2017). flipped learning: a guide for higher education faculty. stylus publishing, llc. jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 10 integrating roundtable brainstorming into team pair solo technique for improving students’ participation in writing of descriptive texts sutarno english department, stkip muhammadiyah pringsewu lampung email: sutarno@gmail.com abstract the objectives of the study are to find out the application of integration of roundtable brainstorming into team pair solo technique in writing of descriptive texts and to investigate the improvement of students’ participation and achievement after taught by using the integration of the techniques. this study was an action research which was carried out through a preliminary study, first and second cycle activities. the subjects of this study were vii grade students of state junior high school no.1 semaka, tanggamus, lampung consisting of thirty two students. to collect the data, the researcher used instruments inform of interview, observation sheets, writing tests, and questionnaires. the findings of the research showed that students’ participation improved from the preliminary study, first and second cycle. in the preliminary study there were twenty six students classified as poor, six students classified as fair and no student classified as good in participation. while in the first cycle there were three students classified as fair and twenty nine students classified as good in participation and in the second cycle all students were classified as good in participation. the students’ writing also improved. the average score of students writing in the preliminary study was 53.31, first cycle was 64.41, and second cycle was 72.56. key words: roundtable brainstorming, team pair solo technique, students’ participation, writing descriptive texts 1. introduction in this modern era, mastering writing skill is as important as mastering speaking skill since in the context of education, it is worth remembering that most exams, whether they are testing foreign language abilities or other skills, often rely on the students’ writing proficiency in order to measure their knowledge (harmer 2004:3). but, to master writing skill is not easy since it needs long process of learning and ongoing exercises. from the preliminary study conducted at state junior high school 1 semaka, tanggamus, lampung, the researcher found that most of the students were classified as poor in participation and also classified as poor in writing of descriptive text. moreover, in the teaching learning process, they also faced problems in participation and in writing of descriptive text. the problems on participation were students’ passiveness in asking questions to the teacher during the teaching-learning process of writing, jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 11 students slow respond in the teachinglearning, and students’ passiveness in discussing a topic in writing, etc. meanwhile, the problems on writing of descriptive text were students’ difficulty in generating and organizing the ideas, students’ difficulty in mastering grammar and word choice and also difficulty in composing a good descriptive text. in overcoming those problems, the researcher implemented two techniques of cooperative learning namely roundtable brainstorming and team pair solo technique. the purpose of roundtable brainstorming technique is to motivate the students to be active to participate in the teaching learning process. by using this technique, the students are trained to share their ideas and they are given a chance for expressing their ideas so they have same contribution and responsibility for the success of the group. team pair solo is also sort of cooperative learning technique which can be used for writing class. kagan (1992: 72) stated that this technique allows the students to work on problems first as a team, then with a partner, and later they will easily solve the problems by themselve. the previous technique was chosen to solve students’ difficulty in generating ideas. then, the latter one focuses in overcoming students’ difficulty in creating a good writing. related to the background above, the researcher formulated the research problems as follows: (1) what are the problems faced by the students in writing of descriptive texts? (2) how is the integration of roundtable brainstorming into team pair solo technique applied in the teaching writing of descriptive texts? (3) how is the improvement of students’ participation and achievement in writing of descriptive texts after taught by using the integration of roundtable brainstorming into team pair solo technique? 2. method this study is an action research which used spiral model proposed by kemmis and taggard (1988). before conducted the study, the researcher conducted preliminary study to find out the problems faced by the students in writing of descriptive text. after he found the problems faced by the students, he conducted the study into two cycles. each cycle consisted of planning, acting, observing, and reflecting. this study was conducted at state junior high school no.1 semaka, tanggamus, lampung. it is located on taman nasional street no. jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 12 123, sukaraja, tanggamus regency, lampung province. this study employed a class that was vii a as the subject of this study which consists of 13 male and 19 female students. for getting the data of the study, the researcher used some instruments like interview, observation sheet of students’ participation, writing test, and interview. in observing students’ participation, the writer used participation rubric which was adopted from gronlund (1994) with some modification. there were five aspects in measuring students’ participation namely receiving, responding, valuing, organization, and characterization by a value complex. the scores were 0 to 4; 0 means never, 1 means seldom, 2 means several times, 3 means often and 4 means always. then, students’ participation total score is classified into four classifications; poor, fair, good, and excellent. a student is classify into poor if he/she get 0-25 %, classify into fair if he/she got 26-50%, classify into good if the percentage of the score is 51-75%, and classify as excellent if the percentage of the score is 76-100%. meanwhile, in analyzing students’ writing the researcher employed writing scoring guidelines proposed by broadman and frydenberg (2002) which consists of five aspects namely content/ideas, organization, grammar/structure, word choice/word form, and mechanics. 3. findings and discussion student’s problems in preliminary study from preliminary study which was conducted by the researcher, there were some problems faced by the students in the teaching learning process. the problems on participation were students’ passiveness in asking questions to the teacher during the teaching-learning process, students slow respond in the teaching-learning process, and students’ passiveness in discussing a topic in writing, etc. then, when they practice to write the descriptive text, most of the students still got difficulty in generating ideas; they also have low grammar and vocabulary mastery, and also have low of mechanics of writing mastery. moreover, from the observation on students’ participation in the preliminary study, it gained that there were 26 students (81.25 %) classified as poor in participation and 6 students (18.75%) classified as fair in participation. besides observed and valued students’ participation, in the preliminary study the researcher also gave the students writing assignment. based on the result of students’ writing of descriptive text in the jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 13 preliminary study there were no students which passed the passing grade 70, the researcher also reported that the highest score was 63.00, the lowest score was 35.00 and the average score was 53.31. the application of integration of roundtable brainstorming into team pair solo technique in the teaching writing of descriptive texts this action research was conducted in two cycles. cycle one was conducted in three meetings on may 16 th , may 17 th , and may 18 th , 2013. in this cycle, the researcher explained the material, gave example of the descriptive text, and applied the integration of the technique in writing of descriptive text through the stages of writing. cycle 2 was also conducted in three meetings on may 30 th , may 31 st , and june 1 st 2013. this cycle was conducted with the aim in overcoming the weaknesses in cycle 1. in cycle 1, students’ participation showed positive improvement, but in writing descriptive text, the students still had difficulties in grammar. in cycle 2 the researcher explained the material about simple present tense, gave the example of simple present tense and applied the integration of the techniques in writing of descriptive text. the integration of roundtable brainstorming into team pair solo technique was applied in two cycles during the teaching writing of descriptive text, by doing some steps: (1) team step; in this step the students discussed and generated ideas on the topic given and also answered some questions related the topic posed by the teacher (2) pair step; in this step, the students developed the ideas got from the previous step into some sentences; (3) solo step; in this step, the students organized and developed the sentences into some paragraphs and then composed a descriptive text through the process of writing starting from writing the rough draft, revising, writing the second draft, revising the second draft, and writing the final draft. students’ improvement on participation and achievement in writing of descriptive texts based on the observation, the integration of the techniques could improve students’ participation and achievement in writing of descriptive text. from the observation on students’ participation in cycle 1, it gained that there were 3 students (9%) classified as fair in participation and there were 29 students (91%) classified as good in participation. then, based on the result of jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 14 students writing in cycle1, there were 12 students (37.50%) passed the passing grade of writing, and there were 20 students (62.50) did not pass the passing grade of writing. the highest score got by the student was 76.00, the lowest score was 55.00, and the average score was 64.41. next, from the observation on students’ participation in cycle 2, it gained that all of the students/ 32 students (100%) were classified as good in participation. based on the result of students’ writing in cycle 2, the researcher reported that there were 29 students (90.63%) passed the passing grade of writing and there were 3 students (9.37%) did not pass the passing grade of writing. the highest score was 85.00, the lowest score was 60.00 and the average score was 72.56. the summary of the improvement of students’ participation from the preliminary study, cycle 1, and cycle 2 could be seen from the following table; preliminary study cycle 1 cycle 2 most of students never: ask questions describe reply answer question discuss explains proposes, etc. most of students often: ask questions describe reply answer question discuss explains proposes, etc all of students often: ask questions describe reply answer question discuss explains proposes, etc in the preliminary study there were 26 students (81%) classified as poor in participatio n and there were 6 students (19%) classified as fair in participatio n. in cycle 1 there were 3 students (9%) classified as fair in participatio n and there were 29 students (91%) classified as good in participatio n. in cycle 2 all students (32 students) (100%) were classified as good in participation. moreover, the summary of the improvement of students’ writing of descriptive text from the preliminary study, cycle 1, and cycle 2 could be seen from the following table; jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 15 test low est scor e high est scor e aver age scor e pass passi ng grade 70 not pass passi ng grade preli mina ry 35 63 53.3 1 0 (0%) 32 (100 % cycl e 1 55 76 64.4 1 12 (37.5 0%) 20 (62.5 0%) cycl e 2 60 85 72.5 6 29 (90.6 3) 3 (9.37 %) students response on questionnaires after conducted the study in two cycles, the researcher gave questionnaires to the students. the aim of giving questionnaire was to find out the students’ perception toward the implementation of integration of roundtable brainstorming into team pair solo technique. from the questionnaires it gained that there were 23 students (72%) stated that learning english is very important to them and 9 students (28%) stated that writing is important to them. then, there were 16 students (50%) stated that they did not face difficulty in writing of descriptive text by using the techniques introduced by the teacher, 15 students (47%) stated that they sometimes faced difficulty in writing of descriptive text by using the technique introduced by the teacher, and 1 students (0.3%) stated that they often faced difficulty in writing of descriptive text by using the techniques introduced by the teacher. moreover, there were 18 students (56%) stated that the material that delivered by the teacher was very interesting and there were 14 students (44%) stated that the material was interesting. furthermore, there were 12 students (38%) stated that they felt very happy in using the technique introduced by the teacher in writing of descriptive text and 20 students (62%) stated they felt happy in using the technique in writing of descriptive text. then, there were 7 students (22%) stated that the using of the technique of teaching by the teacher was help them to participate in teachinglearning process and 25 students (78%) stated the using of the technique was very help them to participate in writing of descriptive text. furthermore, there were 27 students (84%) stated that the using of the technique by the teacher in writing of descriptive text was very help them in composing the text and there were 5 students (16%) stated that the using of the technique by the teacher was help them in composing a descriptive text 4. conclusion from the preliminary study, the researcher found that most of the students were classified as poor in participation in jurnal smart volume 1 no. 1, januari 2015 hlm. 10-16 diterbitkan oleh: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart program studi pendidikan bahasa inggris stkip muhammadiyah pringsewu lampung 16 learning writing of descriptive text. most of them were inactive during the lesson. the kinds of the students’ passiveness were in form of students’ reluctant in asking and slow in responding. they also seemed unenthusiastic and bored in following the lesson. moreover, most of the students also classify as poor in writing of descriptive text. most of them got difficulty in creating a descriptive text in form of generating ideas, got difficulty in mastering the organization of the writing, got difficulty in mastering grammar and word choice and got difficulty in composing a good descriptive text. the integration of roundtable brainstorming into team pair solo technique was done during the teaching of writing of descriptive text, by doing some steps: (1) team step; in this step the students discussed, generated ideas on the topic given and answered some questions related to the topic posed by the teacher (2) pair step; in this step, the students developed the ideas got from the previous step into some sentences; (3) solo step; in this step, the students organized and developed the sentences into some paragraphs and composed a descriptive text through the process of writing starting from writing the rough draft, revising, writing the second draft, revising the second draft, and writing the final draft. the application of integration of roundtable brainstorming into team pair solo technique was able to encourage the students to be more active to participate in the teaching writing of descriptive text. in conclusion, the implementation of the techniques in the teaching writing of descriptive text improved students’ participation and achievement in writing of descriptive texts. 5. references broadman, c., and frydenberg, j. 2004. writing to communicative paragraph and essay. 2 nd edition. new york: longman. gronlund, n.e. 1994. how to write and use instructional objectives. 5 th edition. englewood: prentice hall ptr. harmer, j. 2004. how to teach writing. new york: longman group ltd. kagan, s. 1992. kagan cooperative learning. san juan capistrano: kagan publishing. kemmis, s., and mctaggart, r. 1992. the action research planner. 3 rd edition. victoria: deakin university press. smart journal , volume 3 no. 1, januari 2017 page. 20-27 issn cetak : 2356-2048 issn online : 2356-203x 20 received 7 december 2016, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. local culture stories as alternative reading materials for students (a contextual teaching and learning for high and low interest) ahmad fitri al amin semarang state university, indonesia email: al.am13n@gmail.com abstract this study aims to examine the effectiveness of contextual learning using local culture based stories to improve the skill in reading comprehension especially for narrative texts for students with higher and lower interest in mts nahdlatul muslimin kudus. the study was conducted using factorial design with two research groups and two control groups. the participants of this study were two classes. the number of subjects was 30 in a class. the data were collected by using a pretest and a posttest. statistical package for social sciences (spss) was used for analyzing the tabulated data. the result shows that there was a significance improvement between pretest and posttest in both control and experimental group with the level of significance 0.000. this means both methods are effective in improving the students’ reading skills both for the students with higher and lower interest. the analysis of covariance shows that there was no significant interaction between the contextual learning using local and non-local culture based stories, students’ interest, and reading comprehension skills with the level of significance 0.380. keywords: local culture, reading comprehension, narrative 1. introduction the growing importance of english as an international language and as a global lingua franca is observable in nearly all countries around the world. in learning english, it involves the mastery of four language skills. reading skill takes a big role for students in learning english because they can get good understanding about a certain text through their ability in reading. reading is known as a process of interaction among the reader, the text, and ahmad fitri al amin…… 21 the context. reading is an active process in which the readers interact with the text to reconstruct the message of the author. in addition, nunan (2003:8) defines that reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. in indonesia, teaching and learning english mostly emphasizes on the reading skill. it is proven in english national examination. reading text becomes the major part of test. reading is the dominant skill which is tested in teaching and learning process because reading proficiency is regarded as a major objective in teaching english. according to the book entitled pusat kurikulum (2007) published by ministry of education of indonesia, in english as a foreign language (efl) subject, students should be able to read and write many kinds of texts or genres. the term genres or texts here refer to the definition according to the theory of systemic linguistic functional (sfl). genres are defined as kinds of text, such as narrative, procedure, and exposition (paltridge, 2001). according to anderson and anderson (1997:8) a narrative is a piece of text which tells a story, and in doing so, entertains or informs the reader or listener”. the social function of narrative text is to amuse, to entertain and to deal with actual or vicarious experience in different ways. narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turns finds a resolution. the generic structures of narrative text are orientation, evaluation, complication, resolution, and reorientation. reading is very essential in teaching and learning process because the source of knowledge is derived from reading literatures. but reading is not an easy skill, especially in english. many students get some difficulties when they read english texts. regarding the importance of reading comprehension skill, an english teacher has significant roles to make the students interested in reading. there are many different definitions of interest, especially in language learning. harmer (1991:3) explains the meaning of interest as “the internal drive” that pushes somebody to do something. if we that our goal is worth doing and attractive for us, then we try to reach that goal; this is called “the action driven by interest”. lightbown and spada (1999:5657) note that interest in second language learning is quite complicated to study which can be explained in terms of two factors; learners’ communicative needs local culture stories … 22 and their attitudes towards the second language community. here, it is not enough for the teacher asking the students to read any reading material and answer the questions following the text. the teachers must be active and creative in searching and finding innovative teaching learning strategies to help the students in improving their reading skill. the teachers must provide good and interesting teaching materials using local culture. contextual teaching and learning (ctl) is a constructivist approach to learning in that it focuses on knowledge that s highly contextualized and relevant to students (driver et al., 1994; johnson, 2002; morrel, 2003) ctl emphasizes using concepts and process skills in real world contexts that are relevant to students from diverse backgrounds. this approach “motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and to engage in the hard work that learning requires” (sears & hersh, 2000, p.4). ctl includes (1) inquiry learning, (2) problem-based learning, (3) cooperative learning, (4) project-based learning, and (5) authentic assessment. the previous research was conducted in mts nahdlatul muslimin undaan kudus in the academic year 2014/2015. the subject of this study is eighth graders. for the material which is used in the study, the researcher determines narrative text as the main material because it is adapted from standard competence for grade eighth. as general, this study aims to enhance students’ reading performance through using local culture based stories of eighth graders of mts nahdlatul muslimin undaan kudus. the detail objectives of the study are (1) to explain the effectiveness of the contextual teaching using local culture based stories in teaching reading comprehension of narrative texts for high interest students in mts nahdlatul muslimin undaan kudus. (2) to explain the effectiveness of the contextual teaching using local culture based stories for low interest students. (3) to explain the effectiveness of contextual teaching using non-local culture based stories or high interest students. (4) to explain the effectiveness of contextual teaching using non-local culture based stories for low interest students. (5) to explain the effectiveness of the contextual teaching using local culture based stories for high and low interest students. (6) to explain the effectiveness of the contextual ahmad fitri al amin…… 23 teaching using non-local culture based stories for high and low interest students. (7) to explain the interaction among the contextual teaching using local and nonlocal culture based stories, students’ interest, and reading skill in mts nahdlatul muslimin undaan kudus. 2. research method research design this study will use quantitative approach wich uses statistical data. this study will be conducted using factorial design. it is one kind of experimental method. population and sample this study will be conducted in mts nahdlatul muslimin undaan kudus because the researcher is an english teacher in this school. the population of the study is the students of mts nahdlatul muslimin in eighth grade. the numbers of them are 220 students. they are divided into seven classes. the sample of this study is eighth graders a and b with 30 students in each class. it was determined using purposive sampling technique. technique of obtaining data in obtaining the data, the researcher used three instruments. they are questionnaire, pre-test, and post test. students’ interest was identified using guilloteaux’s questionnaire (2007). this determined students with higher and lower interest. technique of data analysis the researcher analyzed the data using the statistical package for social sciences (spss) for analyzing the tabulated data. the results of pretest and posttest were input into the software. the descriptive statistics were reported for the experimental group to compare the pretest scores and post test score. the result of this study was a description of the implementation of stories based on local culture on the improvement of students’ reading skills based on the numerical data. 3. findings and discussion research findings the students’ interest students’ interest was identified using guilloteaux’s questionnaire (2007). the results of the students’ interest were showed in the table below. table 1 students’ interest. group highinterest lowinterest total control 15 15 30 experiment 15 15 30 try out of the instruments the instruments of pretest and posttest were tried out to 35 eighth grader local culture stories … 24 students in class c of mts nahdlatul musliminundaan kudus in academic year of 2014/2015 which have same level and characteristic. it consisted of 30 items of multiple choice of reading comprehension test. the time allotment was 60 minutes. in this study, 5% of the significance level was taken. the value r table with n=35 (number of try out participants) was 0.482. the result of validity and reliability in try out the pre-test pretest instrument consists of 30 multiple choices items. the validity test of the pretest instrument shows several items which the rxy are higher than r table=0.482, are number 1, 2, 3, 4, 5, 6, 7, 9, 10, 12, 13, 15, 16, 17, 18, 19, 20, 21, 23, 24, 27, 28 and 29. the kr-20 reliability test of the pretest instrument shows rxy = 0.872 which is higher than r table = 0.482. based on the result, it could be concluded that the instrument is reliable which 87.2% are. the result of validity and reliability in try out the postest post-test instrument consists of 30 multiple choices items. the validity test of the post-test instrument shows several items which the rxy were higher than r table = 0.482, are number 1, 2, 3, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 18, 19, 20, 21, 24, 25, 26, 27, 29 and 30. the kr-20 reliability test of the pre-test instrument shows rxy =0.914 which is higher than r table = 0.482. based on the result, it could be concluded that the instrument is reliable which 91.4% are. the homogeneity of the data the homogeneity test is conducted to find out whether the samples of the data were homogenous or heterogeneous. this test is used only to find out the data from the population, so only pretest score will be used. however, since the number of control and experimental group were the same, without spss calculation, it can be concluded that the populations of control and experimental group in this research are homogenous. the normality of the data table 2 the results of tests of normality. groups pretest posttest experiment high 0.361 – normal 0.539 – normal low 0.689 – normal 0.938 – normal highlow 0.937 – normal 0.573 – normal control high 0.378 – normal 0.364 – normal low 0.930 – normal 0.549 – normal highlow 0.886 – normal 0.023 – not normal ahmad fitri al amin…… 25 the effectiveness of contextual teaching using local culture based stories for students with higher and lower interest (experimental group). table 3 the significance score for the students with higher and lower interest in experimental group grou ps descripti ve statistic the results of significan ce (p) experime nt high paired samples t-test 0.000 low paired samples t-test 0.000 highlow paired samples t-test 0.000 the results show that in descriptive statistic, the results can be said as significant if p < 0,05. so, it can be said that according to the results, all the results of experimental groups are significant. the effectiveness of contextual teaching using non-local culture based stories for the students with high and low interest (control group). table 4 the significance score for the students with higher and lower interest in control group. group descriptive statistic the results of significance (p) control high paired samples ttest 0 low paired samples ttest 0 highlow paired samples ttest 0 the results show that the significance score of students in all groups is 0,000. in descriptive statistic, the results can be said as significant if p < 0,05. so, it can be said that according to the results, all the results of control groups are significant. the interaction between contextual teaching using local culture based stories and using non local culture based stories, the students’ interest and reading comprehension skills. to find out the interaction between control group, experimental group and also the students’ interest, the analysis of variance or it is widely known as anova was used. anova is used to compare more than two means, or more than two groups. since both control group and experimental group consists of 2 groups, so there will local culture stories … 26 be four groups of analysis. to calculate anova or f-test, the spss was used. the table below shows the result of the analysis of variance. table 5 the analysis of variance. tests of between-subjects effects dependent variable: pretest_posttest source type iii sum of squares df mean square f sig. partial eta squared corrected model 480599.844 a 5 96.119.969 444.785 .000 .927 intercept 1.807.608.022 1 1.807.608.022 8.364.520 .000 .980 method 480.173.144 2 240.086.572 1.110.976 .000 .927 high_low interest 5.689 1 5.689 .026 .871 .000 method * high_low interest 421.011 2 210.506 .974 .380 .011 error 37.602.133 174 216.104 total 2.325.810.000 180 corrected total 518.201.978 179 according to the table, it can be seen that the significance score for the method is 0.000 which means there was a significant interaction between methods (contextual teaching using local and nonlocal culture based stories) and the reading comprehension skills which was represented by the pretest and posttest scores. on the other hand, the significant score for higher and lower interest was 0.871 which shows it was not significant since it was above 0.05. this means there was no interaction between interest and the reading comprehension skills. then, the significance score for the methods (experimental and control group) and the interest was 0.380. since p > 0.05, that means there was no interaction between the methods, students’ interest and reading comprehension skills. 4. conclusion based on the data analysis which was discussed in the previous chapter, it can be concluded that firstly, contextual teaching using local culture based stories was effective to improve the skill of students with higher interest in reading comprehension of narrative text with the significance result 0.000 < 0.05. the mean score of pretest was 55.5 and the posttest was 72.8. secondly, contextual teaching using local culture based stories was also effective to improve the skill of students with lower interest in reading narrative text with the significance result 0.000 < 0.05. the mean score of pretest was 53.5 and the posttest was 75.6. third, contextual teaching using non-local culture based stories was effective to improve the skill of students with higher interest’ in reading skill with the significance result 0.000 < 0.05. the mean score of pretest was 55.9 and the posttest was 67.2. fourth, contextual teaching using non-local culture based stories was also effective to improve the skill of students with lower interest in comprehending narrative text with the ahmad fitri al amin…… 27 significance result 0.000 < 0.05. the mean score of pretest was 56.7 and the posttest was 72.3. the fifth conclusion was contextual teaching using local culture based stories was effective to improve both the students with higher interest and students with lower interest. this is shown in the significance score of both groups with 0.000. sixth, contextual teaching using non-local culture based stories was also effective to improve the writing skills of students with higher and lower interest. the significance score of these methods was also 0.000. the last, there is no big difference between the effectiveness of contextual teachings using local and nonlocal culture based stories for students with higher interest. furthermore, according to the analysis of variance, there was no significance interaction between contextual teaching using local and non-local culture based stories, the students’ interest, and reading comprehension skills. 5. references anderson, m, and anderson, k. (1997). text types in english 2. south yarra: macmillan education australia. driver r., asoko, h., leach, j., mortimer, e., & scott, p. (1994). constructing scientific knowledge in the classroom. educational researcer, 23(7), 5-12. guilloteaux, m.j. (2007). motivating language learners: a classroomoriented investigation of teachers’ interestal practices and students’ interest. (unpublished master’s thesis). the university of nottingham. harmer, j. (1991). the practice of english language teaching. london: longman. johnson, e. (2002). contextual teaching and learning. thounsand oaks: corwin press. lightbown, patsy n. & spada, nina. (1999). “how languages are learned”. oxford: oxford university press. morrel, p. (2003). cognitive impact of a grade school field trip. journal of elementary science education, 15(1), 27-36. nunan, david. (2003). practical english language teaching. new york: mc graw hill. paltridge, b. (2001). genre and the language learning classroom. ann arbor: the university of michigan press. pusat kurikulum. (2007). kurikulum tingkat satuan pendidikan (ktsp) sekolah menengah pertama. jakarta: ministry of national education. sears, s. j., and hersh, s. (2000). best practices in contextual teaching and learning: program profiles and cross-profile analysis. columbus: the ohio state university. smart journal volume 2 no.2, agustus 2016 hlm. 74-84 74 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung students’ perceptions on the implementation of project based learning in enterpreneurship class rahmatika kayyis english department, stkip muhammadiyah pringsewu email: jengkayz@yahoo.com abstract project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity. from that also the learner can learn their language (l2) by doing their project conciously or unconciously.project-based learning was suceed to be implemented in the class of enterpreneurship class. in this project, 62 students were divided into 31 pairs and asked to do the project on building their own bussiness. the bussiness should be based on language skills. the data were collected mainly from students’ essays, writen at the end of semester, on the advantages and disadvantages of using project-based learning in classroom. the data were then analyzed both quantitatively and qualitatively. the quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures. the results showed that most students appreciated the use of pbl in the classroom because the method made them to be more independent in learning of how to teach using english and use their talent in creating bussiness.beside this also evoke the students willingness to do their project in creating bussiness, english courses. keywords: project, teaching and learning method, enterpreneursihp, bussiness 1. introduction various curriculums that has been implemented in stkip, there is one subject that being taught that can not be replaced from the curriculum that enterpreneurship subject. the objective of teaching learning in this sibject may change, but the essence is still the same. for students in english education, the enterpreneurship class existed to evoke the willingness of doing bussiness. realize it or not, the chance of fresh-graduated to be recruited as a teacher or goverment employees. the chance should be created by optimalizing the studnts autonomy to create their own bussiness in the class. learner autonomy has been a major area of interest in foreign language (fl) teaching for some 30 years. in aplying the learner autonomy there are some aspects that should be considered. sinclair & lamb (2000) similarly suggests 13 aspects of mailto:jengkayz@yahoo.com smart journal volume 2 no.2, agustus 2016 hlm. 74-84 75 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung learner autonomy which „appear to have been recognized and broadly accepted by the language teaching profession, those are: 1. autonomy is a construct of capacity 2. autonomy involves a willingness on the part of the learner to take responsibility for their own learning 3. the capacity and willingness of learners to take such responsibility is not necessarily innate 4. complete autonomy is an idealistic goal 5. there are degrees of autonomy 6. the degrees of autonomy are unstable and variable 7. autonomy is not simply a matter of placing learners in situations where they have to be independent 8. developing autonomy requires conscious awareness of the learning process – i.e. conscious reflection and decision-making 9. promoting autonomy is not simply a matter of teaching strategies 10. autonomy can take place both inside and outside the classroom 11. autonomy has a social as well as an individual dimension 12. the promotion of autonomy has a political as well as psychological dimension 13. autonomy is interpreted differently by different cultures many researches have been conducted to investigate the benefit of applying the learner autonomy in class. camilleri (2007) presents questionnaire data collected from 328 teachers in six european contexts (malta, the netherlands, belorussia, poland, estonia and slovenia). the instrument used consisted of 13 items each asking about the extent to which learners, according to the teachers, should be involved in decisions about a range of learning activities, such as establishing the objectives of a course or selecting course content. although this project was supported by the european centre for modern languages, it is unclear what proportion of the participating teachers actually taught languages (some of the netherlands sample, for example, taught economics). in terms of the findings, teachers were found to be positive about involving learners in a range of activities, such as deciding on the position of desks, periodically assessing themselves and working out learning procedures. in contrast, teachers were not positive about learner involvement in the selection of textbooks and deciding on the time and place of lessons. smart journal volume 2 no.2, agustus 2016 hlm. 74-84 76 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the latter findings are hardly surprising given that many respondents worked in state schools. camileri grima (2007) replicated this study with a group of 48 respondents made up of student teachers and practicing teachers of modern languages in malta. she compared her results to the malta cohort in the original study and found much similarity both in terms of the positive overall views expressed by teachers as well as in the specific aspects of autonomy they were more and less supportive of. the more recent group of teachers, though, were seen to be more positive than those in the earlier study towards particular aspects of autonomy, such as learners setting their own short-term objectives, their involvement in the selection of materials, and self-assessment. the instrument from the above studies was used once again by balçıkanlı (2010: 98) to examine the views about learner autonomy of 112 student teachers of english in turkey. additionally, 20 participants were interviewed in focus groups of four teachers each. the results suggested that the student teachers were positively disposed towards learner autonomy – i.e. they were positive about involving students in decisions about a wide range of classroom activities, though, again, they were less positive about involving students in decisions about when and where lessons should be held. rather uncritically perhaps, given the limited teaching experience the respondents had and the typically formal nature of state sector schooling in turkey, the article reports that „these student teachers felt very comfortable with asking students to make such decisions‟. more realistically, though, the study does conclude by asking about the extent to which respondents‟ positive theoretical beliefs about promoting learner autonomy would actually translate into classroom practices. this observation reminds us that in using self-report strategies such as questionnaires and interviews to study teachers‟ beliefs we must always be mindful of the potential gap between beliefs elicited theoretically and teachers‟ actual classroom practices. al-shaqsi (2009) was another survey of teachers‟ beliefs about learner autonomy. this was conducted with 120 teachers of english in state schools in oman. a questionnaire was devised specifically for this study and it asked respondents about (a) the characteristics of autonomous learners (b) their learners‟ ability to carry out a number of tasks (each of which was assumed to be an indicator of learner autonomy – e.g. deciding when to use a dictionary or identifying their own weaknesses) and (c) how learner autonomy smart journal volume 2 no.2, agustus 2016 hlm. 74-84 77 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung might be promoted. the three characteristics of autonomous learners most often identified by teachers were that they can use computers to find information, use a dictionary and ask the teacher to explain when they do not understand. the teachers in this study also assessed their learners positively on all of the indicators of learner autonomy they were presented with, with the three most highly rated being asking the teacher to explain when something is not clear, giving their point of view on topics in the classroom and using the dictionary well. finally, teachers made several suggestions for promoting learner autonomy; what was interesting about these is that in several cases the connection between the pedagogical activity being proposed and learner autonomy was not evident; for example, teachers suggested that they could use different types of quizzes and challenging tasks, increase learner talking time or reward learners for good performance. interviews would have been useful in this study to explore the connections that teachers felt there were between such activities and the development of learner autonomy. the final study we discuss here is martinez (2008), who examined, using a predominantly qualitative methodology, the subjective theories about learner autonomy of 16 student teachers of french, italian and spanish. these students were studying at a university in germany and were taking a 32-hour course about learner autonomy at the time of the study. data were collected through questionnaires, interviews, and observations during the course; copies of the instruments were, though, not included with the paper and it was not possible therefore to critique or draw on these in our study. results showed that the student teachers had positive attitudes towards learner autonomy and that these were informed largely by their own experiences as language learners. the conceptions of autonomy held by the student teachers generally reflected the view that (a) it is a new and supposedly better teaching and learning methodology; (b) it is equated with individualization and differentiation; (c) it is an absolute and idealistic concept; (d) it is associated with learning without a teacher. there are many kinds of teaching methodology which can be employed to promote learner autonomy: using process syllabus (widdowson, 1990), employing self-access learning (jordan, 1997; lynch, 2001), involving taskbased and projectbased learning (robinson, 1991; robinson et al., 2001), integrating technology in smart journal volume 2 no.2, agustus 2016 hlm. 74-84 78 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung teaching and learning (todd, 2001; warschauer, 2002). project based learning is mentioned as the teaching methodology that promote learner autonomy. kalabzova (2015: 1) states that project based learning (pbl) represents nowadays an approach to learning which may meet several students´ needs. for one thing it offers a skill-based practice for another it symbolizes the focus on students who should become involved, show inner motivation and creativity. the main advantage is that students deal with real subject matter by working on the real problems. it emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn. however, project work comprises quite a complex topic since its implementation and usage at schools lays increased demands both on organization and psychological aspects of teachers „work. according to beckett (2002: 54)in the context of secondlanguage (l2) education, pbl has a variety of terms that he finds interchangeable, such as project work, project method, project approach, projectoriented approach or project-based instruction. he claims that this method was firstly applied in l2 setting more than 20 years ago in order to provide learners with chances “to interact and communicate with each other and with native speakers of the target language in authentic context.” moreover, ribé and vidal (1993) see pbl as a chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other nonlinguistic tasks and consequently improve their confidence and general attitude towards language learning. however, haines (1989) states that one should also mention the possibly challenging issues that pbl brings along in the area of language teaching. to begin with, most teachers are afraid of students speaking their mother tongue instead of using english. in such case, hutchinson acknowledges that this is very probably to happen mainly during the teamwork, nevertheless, he advises not to considerate it as a drawback but as a natural phenomenon about which there is no need to worry as long as the final product is in english, students are provided with useful translation activities from various source materials and they have the opportunities to practice productive skills in english. then, some teachers express their concerns about the loss of their firm control over the weaker students so that they would be not able to cope with the work. this again might happen, yet, with the right teacher´s attitude, solid regular class preparation and smart journal volume 2 no.2, agustus 2016 hlm. 74-84 79 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the responsible working and social environment, those students are not neglected but either incorporated into cocooperative learning groups or dealt with independently by the teacher, who, in his role of facilitator, is able to devote them more time. the last main concern is associated with correcting students´ language and with the number of language mistakes they are to make during the process. this problem deals with the areas of language accuracy versus fluency and their potential balance. on the one hand, teachers should recognize which stages of pbl are more crucial to the need of accuracy practice and which stages are to produce language which is both accurate and fluent. beside of those worriness about impementation of pbl, if the implementation is succeed and carried out with a careful preparation, right teacher´s attitude and decent knowledge, it comprises not only the general benefits that has been described in the first part of this work but also it produces further advantages. with respect to the english language, pbl affords students to practice the target language they have consider needful, in real and meaningful situations. they are to express their own language needs along with creation of their own chosen end product; hence, it reinforces the learning of both language and the concrete content of pbl. based on those theories it can be assumed that project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity. from that also the learner can learn their language (l2) by doing their project conciously or unconciously. project based learning also believed can promote learner autonomy in class of enterpreneurship. by alowing the students to do the bussiness by opening an english course, the students also can show the talent in other linguistic tasks and improve their confidence and attitude toward learning. afterwards, the perceptions of students need to be analyzed in order to measure the level of success or failur of this implementation. 2. reserch method the participants of this study were 62 sixth-semester undergraduate english education students that registered as students in enterpreneurship class divided in two classes. the data were collected mainly from the students‟essays, written at the end of semester,on the advantages and disadvantages of using pbl as a teaching and learning method in the classroom. the data were then analyzed both quantitatively and qualitatively. the smart journal volume 2 no.2, agustus 2016 hlm. 74-84 80 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures procedure as mentioned in miller (2011), the first phase in applying pbl in classroom is prepration phase. the main thing teachers should bear in mind is to help students to create authentic, engaging and relevant projects and following instructions help teachers to guide them through the sequence of preparation steps. preparation phase is gradually recorded into a logical framework form and covers: 1. selecting the purpose: the teacher gave the explanation about the learning objective in enterpreneurship class. the objectives are to evoke students willingness to create bussiness based language and to create and carry on their own bussiness based on their ideas at the end of the class. 2. determination of the educational aims: to give the education to stduents of how to build and use their talent in creating bussiness. 3. selecting the final product: the final product is the report of the bussiness implementation 4. creating a general structure, timeline and regular check-ins: started from observation, presentation of observation, presentation of ideas, implementation, reporting, and evaluation. total 16 meetings in class. 5. forming teams: the students work in pair, total 31 pairs. 6. producing the final written framework: the students report the final written framework about the implementation of the ideas from the start until the end realization phase. this phase covers stages of launching project work; planning and realizing concrete activities along with project finishing. it consists of: 1. information gathering cycle. teacher gave instruction to do the project in pairs. it means that from 62 students, there were 31 pairs. the first project is observing the school started from private playground, private kindegraten, private elementary school, private junior high school, private senior high school and private english courses. this project allowed them to choose where is the school to be observed. the teacher only gave the guidance about what is being observed. the observation was about asking the principal or the owner of foundation consisted: 1)how to build the institution/ school? 2)how to manage the school administration? 3)how to smart journal volume 2 no.2, agustus 2016 hlm. 74-84 81 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung recruit the employee? 4) what is the marketing strategy? and how? 2. information processing cycle. first, after getting the data, they have to present the data using oral presentation. the presentation session would then be followed by the question-answer session, when their classmates would ask questions. the class would have two terms of 3 questions each. each member of the presenting group had his/her turn to answer the questions. when necessary, the person who asked a question might ask for further details or argue on the issue in question, and the other students might also participate in the discussion. the presentation would usually last 30 minutes, and so would the question-answer session. the lecturer might correct the misunderstanding or misinterpretation of concepts, give or add further details to help the students to understand. from this, the students might know about the detail of how to do the bussiness of opening the course or institution second, moved to the project that we called as “the idea project” in here students asked to share their own creative ideas about the kind of bussiness they would like to create (limited to english course bussiness), logos, mottos, mission and vission, the marketing strategy, and brochure. everything that they have made, they have to share it in front of the class. a pair should have different ideas to the others. third, the implementation of the ideas that they have shared. first, they did the announcement about their course in social medias or in general. they did marketing startegy to recruit the students to follow the course. after that, they taught them english in several meetings. the teaching technique or model would be different from one pair to another to attract the students in joining the course. evaluation phase. pbl assessment does not concern only the final product, in fact students are assessed throughout the process of pbl, which stresses formative assessment and accepts the necessity of final summative assessment. everything that they have done in the project were 3. findings the findings of the study are the students‟ perceptions on the use of pbl as teaching learning method in the enterpreneurship classroom, which include its advantages and disadvantages. smart journal volume 2 no.2, agustus 2016 hlm. 74-84 82 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung table 1 advantages of pbl advantages n % 1 the students deal with real subject matter by working on the real problems. it emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn. 57 91.93% 2 give chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other non-linguistic tasks and consequently improve their confidence and general attitude towards language learning. 40 64.51% the following are some of the students positive comments are still intelligible, yet the grammar is a mess but the content it can be still analyzed. “according to me proyek base learning is good. i can open my course according what i think it is good. also i can get money from it.” “i not good in teaching before but i learn to teach in my course. i have three student in my course from junior high school. i think to become teacher we have to real teach in course so make course in order you can teach.” “at first time, my lecturer said to do project. i feel afraid because i have no confidence although i can use my english bit better in classroom. i am affraid to do the marketing and recruit the students. afterall, my problem was solved because i was not alone. my friend always gave me advice that i can do it. “i always hope that my course will long lasting. before this i think where i can get money while i study in stkip. this enterpreneurship class is good because lecturer gave my a view and way where i can get money” table 2 disadvanatges of pbl disadvantages n % 1 students speaking their mother tongue instead of using english 23 37%` 2 the loss of firm control over the weaker students so that they would be not able to cope with the work. 15 24% 3 the problem deals with the areas of language accuracy versus fluency and their potential balance. 20 32.25% the following are negative comments about pbl. “the weakness is in speaking, students use indonesian language instead of using english as lecturer said before. when doing project i always talk using indonesian language, but in teaching i seldom use english” smart journal volume 2 no.2, agustus 2016 hlm. 74-84 83 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung “the weakness is not only speak english bu mos speak indonesian language.” “the lecturer gave the limited time to do the bussiness or project it makes us in hurry in everything. i cannot do a lot of consultation because i have to find the students and teach them” “my english is bad how can i teach my students. i am not ready to speak english fluently.” 4. conclusion from the data, it can be concluded that this project based learning can be used in enterpreneurship class to evoke students willingness in creating bussiness and also it can make the students to be independent in learning of how to teach students english. however, this method not suitable for all students. students mayalso feel that they learn to speak little bit english when they do the project. therefore, lecturer should ocassionaly vary teaching and learning method. 5. references al-shaqsi, t. s. (2009). teachers‟ beliefs about learner autonomy. in s. borg (ed.), researching english language teaching and teacher development in oman (pp. 157-165). muscat: ministry of education, oman. balçıkanlı, c. (2010). learner autonomy in language learning: student teachers‟ beliefs. australian journal of teacher education, 35(1), 90-103. beckett, g. h. (2002). teacher and student evaluations of project-based instruction.tesl canada journal, 19 (2). retrieved from: http://www.teslcanadajournal.ca/index .php/tesl/article/view/929 camilleri grima, a. (2007). “pedagogy for autonomy, teachers‟ attitudes and institutional change: a case study”, in m. jiménez raya and l. sercu (eds.), challenges in teacher development: learner autonomy and intercultural competence. frankfurt: peter lang, 81-102. haines, s. (1989). projects for the efl classroom, resource material for teachers. hong kong: nelson house. jordan, r.r. (1997). english for academic purposes: a guide and resource book for teachers. cambridge: cambridge university press. kalabzova, m. (2015). thesis: the application of project based language in the english classrooms. university of west bohemia: faculty of education. lynch, t. (2001). promoting eap learner autonomy in a second language: university context.in j. flowerdew& m. peacock (eds.), research perspectives on english for academic purposes (pp. 390– 403). cambridge: cambridge university press. martinez, h. (2008). the subjective theories of student teachers: implications for teacher education and research on learner autonomy. in t. e. lamb & h. reinders (eds.), learner and teacher autonomy: concepts, realities, and responses (pp. 103-124). amsterdam: john benjamins. http://www.teslcanadajournal.ca/index.php/tesl/article/view/929 http://www.teslcanadajournal.ca/index.php/tesl/article/view/929 smart journal volume 2 no.2, agustus 2016 hlm. 74-84 84 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung miller, a. (2011, september 14). twenty tips for managing project-based learning. edutopia. retrieved from: http://www.edutopia.org/blog/20-tipspbl-project-based-learning-educatorsandrew-miller ribé, r., vidal, n. (1993). project work: step by step. oxford: heinemann. robinson, p.c. (1991). esp today: a practitioner’s guide. englewood cliffs, nj: prentice hall inc. robinson, p.c. et al. (2001). the development of eap oral discussion ability. in j. flowerdew & m. peacock (eds.), research perspectives on english for academic purposes (pp. 347–359). cambridge: cambridge university press. sinclair, b., mcgrath, i., & lamb, t. (eds.). (2000). learner autonomy, teacher autonomy: futuredirections. harlow: longman todd, r.w. (2001). induction from selfselected concordances and selfcorrection. system, 29, 91– 102. warschauer, m. (2002). networking into academic discourse. journal of english for academic purposes, 1(1), 42–58. widdowson, h. g. (1990). aspects of language teaching. oxford: oxford university press. smart journal volume 2 no.2, agustus 2016 hlm. 74-84 85 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung jurnal smart , volume 3, no 2 (2017), page. 84-89 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/465.203x 84 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. the effect of a cooperative script in enhancing the students’ narrative writing amrizal 1), zohri hamdani 2) 1 english education department, muhammadiyah lampung university email: iyeck.izal@gmail.com 2 english education department, muhammadiyah lampung university email:zohrihamdani703@gmail.com. abstract the objective of this study is to find out and analyze empirically the effectsofcooperative script in enhancing the narrative writing of students the study used experimental method with a control and experimental group. the study of population was 80 students ‘electrical engineering in the second semester at muhammadiyah lampung university 2016/2017. the subjects of the study were taken from the seven sections randomly elected by the fishbowl technique. the data collection method used pretest and posttest while data analysis used t-tests in spss 16.0 the study of results showed that the mean scores in the pre-test and post-test in both control and experimental groups significantly varied. first, the treatment or the cooperativescript significantly increased the performance of the second semester students in narrative text writing, from good to very good. second, a significant difference existed in the post-test mean scores of the control and experimental groups. the treatment increased the performance of the second semester students in narrative writing. third, the use of a cooperativescript significantly affected the performance, particularly of the experimental group. keywords: cooperative script, writing skill, narrative text 1. introduction writing, speaking, listening, and reading are among the language skills that teachers should develop in students. with the fast-growing pace brought about by globalization, communication has become an indispensable skill that people cannot live without. most importantly, people with a good grasp of language, particularly english, have a competitive advantage. one form of https://doi.org/10.26638/465.203x mailto:iyeck.izal@gmail.com mailto:zohrihamdani703@gmail.com amrizal…… 85 communication that is less likely to be developed among students is writing. writing is a form of communication that allows students to put their feelings and ideas on paper, organize their knowledge, ideas, and beliefs and convey information through properly constructed texts. written texts may be in the form of business communication, love letters, and written notes up to the most difficult forms that include writing poems, news, short stories novels and others. such forms of expression make life meaningful and joyful. based on observations in class, learning how to write is challenging and boring for students. when a teacher gives students writing materials, the normal response is negative. students tend to associate such activity with punishment for not paying attention or failing to submit requirements. the lack of vocabulary skills, low motivation, and the influence of technology make writing skills undeniably discouraging. understanding such, a teacher must think of activities, create suitable writing materials, and provide more inspiring lectures and, most importantly, the teacher herself should write. suparno and yunus (2008: 13) expressed that writing is an activity of message delivery (communication) by using written language as medium tool and tarigan (2008: 22) said that writing provies graphic representations depicting a language that a person understands so that others can read the graphic symbols if they understand the language and graphic representations. based on those explanations, the conclusion can be made that writing is an activity to providing graphic representations depicting a language that a person understands as a media tool so that others can read the graphic symbols. writing skill is not just the ability to write graphic symbols in the form of words that are arranged into sentences according to certain rules. writing skills demand high language mastery that may not be controlled by everyone. to develop good writing skills, a writing ladder needs to be considered. learn the writing skill is done in stages. there are some of stages among others are: 1) copying the manuscript in the language, 2) rewriting/reproducing what has been heard and read, 3) combiningwhat has been memorized and heard with small adaptations, 4) guided writing, and 5) composition with a student's own theme, title, or topic. according to rebecca (2003) narrative text is a text, which paints a series of plausible and timeless events the effect of … 86 experienced by actors. further, he states that some keys to understanding a narrative include, among others, the sense of plot, theme, character, and event, and how they relate. moreover, anderson and anderson (2003a) explained that the text that tells a story so as to entertain the audience. it has characters and settings, and actions. characters, settings, and narrative problems are usually introduced at the beginning. the problem reaches its high point in the middle. the end of the story solves the problem. there are some of generic structures to make narrative text, among others are purpose (social function), text organization (orientation, complication and resolution) and language features(derewianka, 1991). according to slavin, (1994:175), a cooperative script is a learning model that can improve student memory while a’la (2011:97) said that a cooperative script is a learning method in which students work in pairs and verbally summarize parts of the material they learn in the classroom. it is very helpful for students in developing and linking facts and concepts that have been obtained in problem solving. brousseau in hadi (2007:18) wrote that cooperativescript learning is a learning contract between the teacher and the students and the students on how to collaborate. there are series steps of in the cooperative script learning model. they are: 1. the teacher divides the students into pairs. 2. the teacher shares the discourse/material of each student to write a text and read and summarize. 3. teacher and students define who first acts as a speaker and who acts as a listener. 4. the speaker reads the summary as completely as possible by incorporating the main ideas in his summary, while the listener must listen or complete or finalize the underlying basic idea and help to remember or to memorize the main ideas/ideas by linking the previous material or with other materials. 5. exchanging roles, originally acting as speakers converted into listeners and vice versa. then, the activities return first step. 6. formulating conclusions with students and teachers 7. closing (riyanto, 2009:280). amrizal…… 87 from the explanation above, the conclusion can be made that in the cooperative script learning model for narrative text writing, the teacher divides students into groups and then shares the discourse (topic) and students write narrative text based on topic. every student has a job. a student writesa paragraph about orientation, another writes a paragraph about complication and a third writes about resolution. then one member of the group must read the work in front of class and summarize and then ask questions for listeners from other groupsabout what he read. all activities return to first step then teacher and students formulate the conclusion and closing. 2. research method the experimental method was employed in this study using two groups of subjects: 1) the control and 2) the experimental group. the experimental method of research is a method or procedure involving the control or manipulation of conditions for studying the relative effects of various treatments applied to members of a sample or of the same treatment applied to members of different samples. the cause-and-effect relationship is determined by exposing one or more experimental groups to one or more treatment conditions and comparing the results to one or more control groups not receiving the treatment (calderon and gonzales, 1993: 83). population and sample this study was conducted from april 3, 2017 to june 12, 2017 and was done by two researchers. the control and experimental groups were taken from a population of 80 second semester students’ electrical engineering at muhammadiyah lampung university. the subjects of the study were taken from the seven sections randomly selected by fishbowl technique to comprise the experimental and control groups. each section had 30 students. the data collection method this study, the researcher used easy test to know students’ skill and result this study. in this study, students were given twice tests (pretest and posttest) the question about students’ experience. the effect of … 88 the data analysis method the researcher used some of indicator of writing to analysis among others were content, form, grammar, vocabulary and punctuation. every element had score and every indicator was 20 so total of indicator was 100. to use calculate, the researcher used sppss 16.0. 3. findings and discussion a test was conducted after the experiment. the group subjected to treatment was the experimental group while no treatment was done to the control group. using spss, t-tests were computed to reveal whether significant differences existed between the pre-test and post-test scores of the control and experimental groups. findings of the study were several. first, the mean scores obtained in the pre-test of the control group and experimental group were 51.33 and 62.63 respectively. these were interpreted as good. the scores obtained after conducting the treatment revealed that the mean scores of the control group after the treatment were higher than before the treatment. however, the mean score was only 57.66. comparing the mean scores of the experimental group before and after the treatment, the score was higher after the treatment indicated by 75.12 mean rating. this was interpreted as very good. second, the computed t value based on the results of the pre-test in the control and experimental groups was 11.78, greater than the tabular value of 2.04 at df of 29, at 5% level of significance thus, the null hypothesis was rejected. furthermore, the computed t value in the post-test of the control and experimental groups was 4.37, which was higher than the tabular value of 2.04, at df of 29 and 5% level of significance. thus, the null hypothesis that stated that no significant difference existed in the post-test mean scores of the control and experimental groups was rejected. third, the use of cooperativescript had increased the performance in test of the grade seven students’ writing skills using narrative texts. 4. conclusion based on the findings, the following conclusions are drawn. first, the mean scores in the pre-test and posttest in both control and experimental groups significantly varied. this means that the treatment or the cooperativescript had significantly increased the performance of the second semester in narrative writing, from good to very amrizal…… 89 good. second, a significant difference existed in the post-test mean scores of the control and experimental groups. the treatment increased the performance of the second semester students in narrative writing. third, the use of a cooperativescript had significantly affected the performance in the test particularly that of the experimental group. moreover, the cooperativescript is recommended for use by teacher 5. references a’la, m. (2011). quantum teaching. yogyakarta: diva press. anderson, m., & anderson, k. (2003a). text types in english 2. new south wales: macmillan education australia pty ltd. calderon, j.f., & gonzales, e.c. (1993). methods of research and thesis writing.manila: national bookstore. derewianka, b. (1991). exploring how texts work. sydney: primary english teaching association (peta). hadi, s. (2007). statistik. yogyakarta: andi. rebecca, j. l. (2003). a critical handbook of children’s literature. boston: pearson education, inc. riyanto, y. (2009). paradigmabarupembalajaran. jakarta: kencanaprenada media group. slavin, r.e. (1994). educational psychology: theory and practice (3rded.). boston: allyn and bacon. suparno, & mohamad, yunus. (2008). keterampilandasarmenuli s. jakarta: universitas terbuka. tarigan, h.g. (2008). menulis sebagai suatu keterampilan berbahasa.bandung: angkasa developing english......................................... 125 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. developing english material for nursing students amalia rahmawati 1) , ahmad nur syafiq 2) amalia@stikesmuhkudus.ac.id 1), ahmadnursyafiq@stikesmuhkudus.ac.id 2) stikes muhammadiyah kudus 1),2) abstract this research aims to develop the learning material based on the kkni curriculum and need analysis. this research belongs to research and develoment (rnd). the population and sample in this research were the sixth semester nursing students of stikes muhammadiyah kudus. this research concluded that 1) the learning material must be created based on kkni curriculum and need analysis to prepare the students in the work field, 2) the material needs to increase not only english skill but also nursing skill, 3) the use of learning material that has been developed in the experimental group shows significant different from the control group. keywords: developing material, english for nursing, kkni curriculum, need analysis 1. introduction english is one of the suplementary subject especially in health college. although english is as the suplementary subject, it has an important role after government join eac (economic asean comunity) system. in that system, students and cityzen must be able to have competition in international field. based on bp2tk, caregiver becomes the second largest placement of workers working aboard the caregiver in this case is nurse. in caregiver field, there are 45 thousand people and they spread n 133 countries. based on those data there is a big oppportunity for the medical lecturers and students to increase the competence in order to be able to face the competition in the working field. one of the requirementsto able to face the working field, is english. stikes muhammadiyah kudus is one of the education institution which focus in the medical especially in nursing, applying english in the curriculum. based on kkni, english only learnt by the students for 2 sks, but students in jurnal smart , volume 4, no 2 (2018), page. 125-131 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.699.203x mailto:amalia@stikesmuhkudus.ac.id mailto:ahmadnursyafiq@stikesmuhkudus.ac.id developing english......................................... 126 stikes muhammadiyah kudus learn english until 10 sks. the big portion of sks aims to prepare the alumni in facing global era especially eac (economic asean community). with the big portion of sks, the alumni will have good competence in english because many indonesia hospitals and foreign hospitals need many nurses. nurses not only have good medical skill but also english is communication skill. sismiati dan latief (2012) explain that one of the requirements to get job in the international hospital is being able to speak english. moreover, most of the students feel that speaking english is diffucult. speaking becomes the complex skill for the students (seftika, 2015). english in nursing belongs to esp (english for specific purpose). in esp, lecturers must create the material based on the need analysis of students and alumni. hutchinson and waters (1987) said that there were two types of esp, eop (english for occupational purposes) and eap (english for academic purposes). now, esp is developed and one of esp is english for nursing. in the other hand akbari (2015) argued that in learning english there were many university who still focused in grammar and did not pay attention to the professional needs. whereas, the material in teaching and learning process should be based on the professional needs or need analysis. need analysis is needed because it aims to prepare the students in working or practicing in hospital since they must speak english. futhermore, english is needed not only when the students work but also when the students join the student exchange program. in the student exchange program, the students must be able to speak english not only in daily life but also in nursing term. based on the primary study in the health colleges, in teaching learning process the lecturers use five books of english for nusing that are available in the library and internet sources. in those sources, the suitability of material in teaching and learning process and the curriculum have not done optimally. basically, the english competence includeslistening, speaking, reading, and writing. although the kkni curriculum has priority in speaking skill, in fact, english for nursing cannot apply 100%. amalia rahmawati.................................. amalia rahmawati.................................. developing english......................................... 127 sismiati dan latief (2012) add that one of the requirement to get the job in the international hospital is the students must able to speak english. this aims cannot be done maximally because the problem is in the learning material. first, the students have limitation when they must buy the english book because of the geography condition. secondly, the book materials focuson grammar and are not suitable based on the curriculum. thirdly, the english materials which are got from the internet sometimes make the students confused and feel difficulty because the materials come from native speakers. therefore, developing material in english for nursing based on kkni curriculum and need analysis are needed. there are three previous research by medlin (2009), pongsapa, wello, and jabu (2016), and the last mulyadi and prasetyanti (2016). medlin (2009) explains that students and lecturers have difficulties in finding the english for nursing book that is suitable with the needs and focuses on english for specific purposes. moreover, the books usually are not appropriate for the non native speakers. pongsapa, wello, and jabu (2016) also had the similar research but they focused on need analysis of target situation, present situation, strategy, and pedagogic and methodological need analysis. mulyadi and prasetyanti (2016) developed the english material of english or nursing based on taskbased language teaching (tblt) and soft-skills. this research aims to find out the learning material that students need based on kkni curriculum and need analysis, to develop the learning material, and to find out the effectiveness of learning material prototype. 2. research methods this research belongs to research and development (rnd) that has 3 steps. they are primary study, development, and evaluation. in primary study, the resercher had field study, literature study and need analysis. then, the product was developed, evaluated, revised, and evaluated again until finding the valid and effective product. the product was the learning material for nursing students that was based on kkni curriculum, need analysis, and empirical study. developing english......................................... 128 the population and sample were the nursing students of stikes muhammadiyah kudus who were in the sixth semester. there were 86 students. class a was for the control group and class b was for the experimental group. to get the data, this research used total sampling. in this research, there were two types of data. they were primary data and secondary data. the primary data were from the questionnaire and the secondary data were from the books of english for nursing that can be met in the book store. there are three instruments of the research: document analysis, and expert judgement sheet. then, the data of pre and post test were analyed using spss. 3. findings and discussion based on the analysis, the lecturers and students use five books and internet material in teaching and learning english for nursing. the five books have not covered all the materials that are based on kkni curriculum, while the internet materials have not covered it and also the students feel difficult because the sources come from the native speakers. the nursing students have difficulties when they have to learn the material from the native speakers. futhermore, based on the need analysis, developing material of english for nursing is based on kkni and need analysis. the result is (1) the learning material is created based on kkni curriculum, (2) the languange competence and nursing competence must be included in the learning material, (3)developing syllabus and lesson plan is needed to do need analysis and match with kkni curriculum, (4) texts must be chosen based on the characteristic of the topic. after developing the material, the researcher did experiment by applying the new material to the students. there were two groups, control group and experimental group that had pre-test and post test score. in this research, there are four items that will be compared. the four items are the score of pre-test in the control group, post-test in the control group, pre-test in the experimental group, and post-test in the experimental group. based on the analysis of the result score of pretest and posttest in the control group, the result of t test is |ttest| (|-1.595|) < t-tabel (2,015). therefore, h0 is accepted because |ttest| < t-tabel. it can be concluded that amalia rahmawati.................................. developing english......................................... 129 there is no significan defference between pretest and posttest of the control group. moreover, the p value of pretest and post-test in the control group is 0,118. it means that p value (0,118) > alpha (0,05), so ho is accepted. the result is there is no significant difference between pretest and posttest in the control group. the detail analysis can be seen in table 1. table 1. the paired samples test of pretest and post-test in the control group control group paired differences t df sig. (2tailed) lower upper pre_test post_test 1.785 .2077 1.59 44 .118 based on table 2, the result of t test in the pretest and posttest of the experimental group is more than t table. the result of |t-test| (|-10.264|) > t-tabel (2,021), so h0 is rejected. it can be concluded that there is a significant difference between the score of pretest and posttest in the experimental group with the mean 75,4634 for pre-test score and the mean 79,4944 for posttest score. meanwhile the p value of pretest and posttest in the experimental group is less than 0,05. p value (0,000) < alpha (0,05), so ho is rejected. it means that there is a significant difference between pretest score and posttest score in the experimental group. table 2. the paired samples test of pretest and post-test in the experimental group paired difference s t df sig. 2taile d lowe r upper pre_test_exp post_test_ex p 4.82 3.23 10.2 6 4 0 .00 to know the differences between the result of post-test in the control group andexperimental group, t test independent was used. based on table 3, the p value is (0,281) > alpha (0,05). it means that h0 is rejected. the result is the variance of both groups are same. table 3. the mean of post test in the control goup and experimental group grup mean sd std. error mean post tes con 74.8 4.07 .60744 post tes exp 79.4 3.35 .52463 table 4. independent samples test levene's test for equality of variances t-test for equality of means f sig. sig. (2tailed) mean diff std. error diff equal variances assumed 1.17 .281 .000 -4.61 .80 equal variances not assumed .000 -4.61 .80 based on table 4, the sig. (0,000) < alpha (0,05), so h0 is rejected. it can be concluded that there developing english......................................... 130 is a significant difference of pretest and post-test score in the experimental group with the mean of pre-test in experimental group is 74,8778 and for the posttest in experimental group is 79,4944. 4. conclusion based on the analysis, the learning material must be created based on kkni curriculum and need analysis. in the learning material, there are two competences that are developed. they are english competence and nursing competence. nursing competence means that the students learn english in the nursing practice. moreover, the learning material should also be thematic and implemented into individual and group task. based on the result of the research, the use of learning material that has been developed in the experimental group shows significant difference from the control group. it can be seen that the sig. (0,000) < alpha (0,05). because sig.(0,000) is less than alpha (0,05), h0 is rejected. it means that significant difference of post-test score between control group and experimental group with the mean of post test in control group 74,8778 and for the experimental group 79,4944. so by developing the lerning material, the students competence is increased. 5. references akbari, z.(2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. available: https://www.sciencedirect.com/scie nce/article/pii/s1877042815045358 [4 mei 2018]. hutchinson, t & waters, a.(1987). english for specific purposes: a learning-center approach.cambridge: cambridge university press. medlin, l.(2009).english for specific purposes (esp): nursing in the u.s. hospital. thesis master arts teaching international languages. california state university chico. available : http://csuchicodspace.calstate.edu/bi tstream/handle/10211.4/173/thesislaura%20medlin.pdf [12 juni 2018]. mulyadi, d dan prasetyanti, d.c.(2016). developing english for nursing materials integrated with task-based language teaching (tblt) and soft-skills. jurnal lensa. available : https://www.google.co.id/url?sa=t& rct=j&q=&esrc=s&source=web&cd =3&cad=rja&uact=8&ved=0ahuk amalia rahmawati.................................. https://www.sciencedirect.com/science/article/pii/s1877042815045358%20%5b4 https://www.sciencedirect.com/science/article/pii/s1877042815045358%20%5b4 https://www.sciencedirect.com/science/article/pii/s1877042815045358%20%5b4 http://csuchicodspace.calstate.edu/bitstream/handle/10211.4/173/thesis-laura%20medlin.pdf http://csuchicodspace.calstate.edu/bitstream/handle/10211.4/173/thesis-laura%20medlin.pdf http://csuchicodspace.calstate.edu/bitstream/handle/10211.4/173/thesis-laura%20medlin.pdf https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga developing english......................................... 131 ewjb9v2xjcxuahucnjqkhqvv anoqfgg3mai&url=http%3a%2f %2fjurnal.unimus.ac.id%2findex.p hp%2fpsn12012010%2farticle%2f viewfile%2f1959%2f1998&usg=a fqjcnf77ppaj2_fmwmj4jaq_0tsakm3g&sig2=v4bbcffds mkfgsaxbn_jga [2 juni 2018]. pongsapan, n.p dan jabu, b.w.b. (2016). “developing instructional materials for nursing students at toraja south sulawesi, indonesia”. journal of literature, languages and linguistics. vol.23. available : www.iiste.org [1 mei 2018]. seftika. (2015). action research : improving students’ spoken interactions through poster session. smart journal. vol 1(2): 75-83. available: http://ejournal.stkipmpringsewulpg.ac.id/index.php/smart/article/ view/120 [2 september 2018]. sismiati & latief, m.a. (2012). developing instructional materials on english oral communication for nursing. teflin journal. vol.23 (1). available : teflin.org/journal/index.php/journal/ article [4 mei 2018]. https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahukewjb9v2xjcxuahucnjqkhqvvanoqfgg3mai&url=http%3a%2f%2fjurnal.unimus.ac.id%2findex.php%2fpsn12012010%2farticle%2fviewfile%2f1959%2f1998&usg=afqjcnf77ppaj2_fmwmj4-jaq_0tsakm3g&sig2=v4bbcffdsmkfgsaxbn_jga http://www.iiste.org/ http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart/article/view/120%20%5b2 http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart/article/view/120%20%5b2 http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart/article/view/120%20%5b2 developing english......................................... 132 amalia rahmawati1), ahmad nur syafiq2) amalia@stikesmuhkudus.ac.id 1), ahmadnursyafiq@stikesmuhkudus.ac.id 2) stikes muhammadiyah kudus 1),2) akbari, z.(2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. available: https://www.sciencedirect.com/science/article/pii/s1877042815045358 [4 mei 2018]. divercity of races.......................................... 118 diversity of races and its contribution to english phonological error rahmatika kayyis 1) , ulfah putri intan sari 2) 1stkip muhammadiyahpringsewu lampung email: kayyis@stkipmpringsewu-lpg.ac.id 2stkip muhammadiyahpringsewu lampung email: ulfaputriintans@gmail.com abstract this research analyses english phonological errors produced by the diversity races in lampung, those are: jasengnese, javanese, lampungnese, palembanganese, semendonese, and sundanese. case study research design using the principle of contrastive analysis was used in this research. recording pronunciation test and interview were used to collect the data. phonetics transcription online were used to find the error and transcribe it into phonetics symbol. in conclusion, all sample had problems in long vowel, voiced consonant, stressing word at the first, middle, and last, and falling and rising intonation. they were influenced by age, accent, and mother language in english phonology. keywords: diversity races, phonological errors. 1. introduction phonetic and phonology is a part of english subject. it is important to efl context; especially in indonesia because it is the core of how to someone produce the sound correctly. in university especially english program, students must learn about the phonetic and phonology on their lesson. in stkip muhammadiyahpringsewu, it is a compulsory for the student to learn phonetic and phonology on the fifth and third semester. it is the next subject which before the student must learn of pronunciation practice subject. pronunciation practice subject on second semester actually has learnt about phonetic and phonology, but the scope of pronunciation is not clearly enough to be discussed. the subject on phonetic and phonology tends to focus on maximizing speech organ to produce the sounds based on phonetics feature and its phonemes. in brief, in pronunciation there are two important jurnal smart , volume 4, no 2 (2018), page. 118124 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.697.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. mailto:kayyis@stkipmpringsewu-lpg.ac.id mailto:ulfaputriintans@gmail.com divercity of races.......................................... 119 aspects, they are phonetics and phonology. according to kelly (2000: 9) “phonetics is the study of speech sound”. it means that phonetics learn about how speech is produced using our speech organs, what are the properties of speech sounds in the air as they travel from the speaker's mouth to the ear of the listener, and, finally, how we perceive speech and recognize its structural elements as certain linguistic symbols or signs. indonesian language is commonly used by students in indonesia because it is national language and also in daily life, they use it. indonesian language is quite different with english, from the phonetic and its phoneme. moreover ethnic groups who live in pringsewu such as: javanese, sundanese, lampungnese, jasengnese, semendonese, and palembangnese. they have unique and specific language self in their communication daily life. the language same rule in phonetics feature and its phonemes, for example: table 1 phonetics and phonemes from ethnic groups in pringsewu ethnic groups word phonetics phonology javanese opo /o.po/ [opo] lampungnese wat /wa.t/ [wat] semendonese ape /a.pə/ [apə] sundanese naon /na.on/ [naon] jasengnese nape /na.pe/ [nape] palembangnese apo /a.po/ [apo] ethnic groups in indonesia seldom get problem in pronouncing the words because they usually use in the daily life to communication each others. in case reading, they also do not face problem too. the phonetics same with the words and also the language has be brought when they was child, so it is easy to read. in english has rules self in pronouncing or read a word. it is different with language is used by ethnic groups in pringsewu. the word indonesia “apa” in english is same meaning but different to read. the word “what” has phonetic /wɒt/ and spelling [wot]. it can be seen that the word from english is not same with the sound, and the sound is not same too with its spelling. students have to learn because english has rules in pronouncing words and also when students will learn a language, they have to follow the rules. “the phonetics of a foreign language gives us a much better ability both to hear and to correct mistakes that we make, and also to teach pronunciation of the foreign language in this case english” (forel, 1986: 23). but in the reality, the researcher conducted pre-research at the third and rahmatika kayyis.................................. divercity of races.......................................... 120 fifth semester on phonetics and phonology subject, the researcher found students’ problem in learning phonetics when they pronouncing english words especially on lampungnese, sundanese, semendonese,jasengnese, palembangnese and javanese students. lampungnese students. based on the previous researches above, none researchers focus on students’ ethnics in pringsewu especially lampungnese, sundanese, semendonese, jasengnese, palembangnese and javanese students. it takes because almost students or society in pringsewu has particular ethnics as the researcher mentions before. it is interesting topic to go deeper about phonetics field, and also this research used case study to find out the errorsthey committed at producing consonant, vowel, stressing words, intonation, and complementary distribution. also finding out the reason of why some ethnics in indonesia cannot pronounce wellin english words as nativespeaker, why mother tongue become one of theproblems in pronouncing english word, why the age’ factor influence language learners in learning english especially in pronouncingword, and when do language learners can learn english ideally. 2. research method this research used a case study approach, since it is in line with its purpose that is to understand a case or cases in full and in depth. in this research, in order to get the data, the researcher used test of pronouncing english words and recording of each participant’s performance. thus, subjects were asked to pronounce word lists, sentences or passages which have been an abundance of particular sounds in representative environments. the subjects’ performances were recorded for later analysis. further, the recordings of participants’ pronunciation were analysed by using contrastive analysis procedure. it is used by comparing the students record of pronunciation and english native pronunciation online. the population of this research consisted of all students on third and fifth semester of the department of english education for the academic year 2016-2017 at stkip muhammadiyahpringsewu. to gain the data needed, a class of this academic year was chosen. the class contains fifteen students. they were javanese divercity of races.......................................... 121 (jav), lampungnese (lam), palembangnese (pal), semendonese (sem), jasengnese (jas) and sundanese (sun) students who are native speakers of their mother tongue, might not use mother tongue in their daily conversation. 3. finding and discussion after comparing the phonetics pronounced by students and pronunciation of english native speakers, there are several findings was found. jas students committed error more than fifty percents. first, the long vowel was (/ɜː/, /uː/) and diphthong (/ʊə/). the consonant was /d/ and the first, middle, and last stressing words were error. both falling and rising intonation were errors. the last, in complementary distribution was in pronouncing vowel /iː/, /əʊ/, /aɪ/, /ɑː/. jav actually had strongly point was in stressing words. jav almost all word in stressing words were not correct on middle and last but sometime in reading english word still pronounced double d, b, p, g. those sometimes brought in unvoiced consonant /p/ in word” pin” they produced double p. as (hakim, 2012) stated that java students, they were difficult to remove the emphasis in pronunciation javanese accent when they spoke in english. lam had problems in consonant f, v, and p. they couldn’t differentiate n pronouncing english word when those letter in each word. as (dinata, 2015) from her findng at the consonant sounds, [v] and [f] sounds become [p] sound. then, in vowel was [é] sound became [ə] sound. the stressing words had fifty percent errors in pronouncing them (first, middle, and the last). the intonation was more than fifty percents, they committed error both falling and rising intonation. the complementary distribution commonly in vowel /iː/, /əʊ/, /aɪ/, /ɑː/. pal had problems in vowel /ɔɪ/, /eə/, /ɪə/, /ʊə/ and consonant was in /b/ and /d/. the stressing words were in first, middle, and last stressing words. the intonation was both falling and rising intonation. the complementary dist, pal committed error in vowel /ʊ/, /əʊ/, /i:/ /aɪ/, / /ɑː/, and /iːst/. sem had problems in vowel /ə/ became /ɜ/. all of them change /d/ sound at the last being /t/ because of the closer sound of /d/ in english is /t/. sem had problems too in stressing word and the intonation both falling and rising intonation. pal committed error in vowel /ʊ/, /əʊ/, /i://aɪ/, / /ɑː/, and /iːst/. sun had rahmatika kayyis.................................. divercity of races.......................................... 122 problems in vowel, consonant, etc. but researcher found the strongly problem in consonant, f and p. to know the factors of students in producing errors, the researcher interviewed the students. below is the result. 1. do you have problem pronouncing englishwords? 2. mention consonants do you think hard to bepronounced! 3. mention vowels do you think hard to be pronounced! 4. what do you know why some ethnics in indonesia cannot pronounce wellin english words as nativespeaker? 5. what do you think influence from mother tongue become one of theproblems in pronouncing english word andwhy? 6. what do you think age’ factor influence language learners in learning english especially in pronouncingword? 7. when do language learners can learn english ideally, children oradult? from the result of interview from sample jas students, researcher found that they had problem in pronouncing english words. when researchers asked problem in consonant, they answered there was no problem but they had problem in pronouncing vowel e. they realized that learning english especially pronunciation was hard and they told the problem was influenced by mother tongue/ first language. they also answered “agree” that interviewer asked about age influenced in learning english. the last question relating what time ideally learning english child or adult, jas 2 answered learning english was started on childideally. from the result of interview from sample jav students had problem in pronouncing english words. when interview asked problem in consonant, jav students answered there was problem in b and t but they had no problem in pronouncing vowel. they realized that learning english especially pronunciation was hard and the problem was influenced by mother tongue/ first language. . the last question relating what time ideally learning english child or adult, jav 2 answered learning english was started on child ideally. meanwhile based on the interview with lam and pal students, the researcher found that they had problem in pronouncing english words. when interview asked problem in divercity of races.......................................... 123 consonant, they answered there was problem in f and v but lam 1 had no problem in pronouncing vowel. they realized that learning english especially pronunciation was hard and they told the problem was influenced by mother tongue/ first language. they also answered “agree” that interviewer asked about age influenced in learning english. the last question relating what time ideally learning english child or adult, they answered learning english was started from child age. from the result of interview sem, researcher found that sem had problem in pronouncing english words. when interview asked problem in consonant, sem answered there was problem in c and ending of ed and they had problem in pronouncing vowel e. they realized that learning english especially pronunciation was hard and they told the problem was influenced by mother tongue/ first language. when interviewer asked about what first language influenced your pronunciation. answered that it influenced. they also answered “agree” that interviewer asked about age influenced in learning english. the last question relating what time ideally learning english child or adult, they answered learning english was started from children ages. the last interview with sun students, researcher found that they had problem in pronouncing english words. when interview asked problem in consonant, sun 1 answered there was problem in p, v, and f and they had no problem in pronouncing vowel. they realized that learning english especially pronunciation was hard and they told the problem was influenced by mother tongue/ first language. when interviewer asked about what first language influenced your pronunciation. they answered that it influenced. they also answered “agree” that interviewer asked about age influenced in learning english. the last question relating what time ideally learning english child or adult, they answered learning english was started from early ages. those results imply that all races has problem with pronouncing phonemes. they committed errors in some aspects, those supported theory from donegan (2002: 10) who state that phonological processes are universal in motivation and in form, butthey do not apply universally, and when a process is allowed to apply, a selected subsetof its universal implicational conditions may determine rahmatika kayyis.................................. divercity of races.......................................... 124 its application, and this subset is not the same in every language. 4. conclusion from the data, javanese, lampungnese, palembangnese, semendonese, jasengnese and sundanesestudents committed errors almost in part of the consonant, vowel, stressing words, intonation, and complementary distribution. the factors caused students error in pronouncing english words was the influencing from mother tongue and the age in learning english and also differences of phonetics transcriptions. it was inferred from the result of interviews. in brief, dissimilarities between two languages lead to the incorrect pronunciation and between two languages lead to the incorrect pronunciation and similarities between two languages promote correct similarities between two languages promote correct pronunciation. then, interference could also come from the lack of exposure of the target language. those problems also come from the lack of exposure of the target language. those problems could be minimized by learning english started from early ages. 5. references donegan, p. (2002). phonological process and phonetic rules.(online). available:http://www.ling.hawai i.edu/faculty/donegan/papers/20 02phonol-phonetic.pdf (8oktober 2018). dinata, anggi okta. (2015). the influence of lampungnese ethnicity accent on dialect a to lampungnese students’ pronunciation ability at english education study program. thesis.english language education study program, faculty of teacher training and education, bandar lampung university. forel, claire-a &puskas, g. (1986). phonetics and phonology. geneva: university of geneva. hakim, m. a. r. (2012). an analysis of phonetics b, d, g, j, ʤ, and ð into english pronunciation for java students (a study on java students at english department on stain bengkulu academic year 2011-2012). international journal of humanities and social science.vol 2, no 20. kelly, gerard. (2000). how to teach pronunciation. essex longman. england. http://www.ling.hawaii.edu/faculty/donegan/papers/2002phonol-phonetic.pdf%20(8 http://www.ling.hawaii.edu/faculty/donegan/papers/2002phonol-phonetic.pdf%20(8 http://www.ling.hawaii.edu/faculty/donegan/papers/2002phonol-phonetic.pdf%20(8 http://www.ling.hawaii.edu/faculty/donegan/papers/2002phonol-phonetic.pdf%20(8 jurnal smart , volume 3, no 2 (2017) , page. 110-116 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638//468.203x 110 project based learning in evoking students’ willingness to create business: a case study in class of entrepreneurship rahmatika kayyis english department, stkip muhammadiyah pringsewu kayyis@stkipmpringsewu-lpg.ac.id abstract this research has a purpose to report the implementation of project based learning (pbl) as a teaching method to evoke students’ willingness in creating business in entrepreneurship class.the research used qualitative approach which involved the case study method. in doing the project, 62 students of stkip muhammadiyah pringsewu was divided into 31 pairs. the technique of collecting data by using questionaire of motivation in creating bussiness by utoyo. the results showed that pbl evokes students willingness and creates students independency in using their talent in creating bussiness. keywords: entrepeneurship, project based learning, bussiness. 1. introduction asian economic community (aec) gives new opportunity to indonesia for growth and prosperity. aec brings the challenge for indonesian people to be more creative in creating business. this challenge is accepted in sktip muhammadiyah pringsewu lampung by preparing the sudents skill of bussiness in enterpreneurship class. although, the objective of teaching learning in this subject may change, but the essence is still the same. for students in english education, the enterpreneurship class existed to evoke the willingness of doing bussiness. realize it or not, the chance of fresh-graduated to be recruited as a teacher or goverment employees. the chance should be created by optimalizing the students talents to create their own bussiness in the class. of course, the learning method shuld be designed to gve the students autonomy in learning. there are many kinds of teaching creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. https://doi.org/10.26638/468.203x project based learning…… 111 methodology which can be employed to promote learner autonomy: using process syllabus (widdowson, 1990), employing self-access learning (jordan, 1997; lynch, 2001), involving taskbased and project-based learning (robinson, 1991; robinson et al., 2001). project based learning is mentioned as the teaching methodology that promote learner autonomy. kalabzova (2015: 1) states that project based learning (pbl) represents nowadays an approach to learning which may meet several students´ needs. for one thing it offers a skill-based practice for another it symbolizes the focus on students who should become involved, show inner motivation and creativity. the main advantage is that students deal with real subject matter by working on the real problems. it emerges that this sense of solving an authentic difficulty, in the area of group work and cooperation experience has the potential to help students learn. however, project work comprises quite a complex topic since its implementation and usage at schools lays increased demands both on organization and psychological aspects of teachers ‘work. according to beckett (2002: 54) in the context of second language (l2) education, pbl has a variety of terms that he finds interchangeable, such as project work, project method, project approach, project-oriented approach or project-based instruction. he claims that this method was firstly applied in l2 setting more than 20 years ago in order to provide learners with chances “to interact and communicate with each other and with native speakers of the target language in authentic context.” moreover, ribé and vidal (1993) see pbl as a chance for students with poor linguistic skills to be in project work actively participating as they may make use of their other talents in other nonlinguistic tasks and consequently improve their confidence and general attitude towards language learning. based on those theories it can be assumed that project based learning is teaching method that offer learner autonomy and freedom to be enggaged with their learning activity. from that also the learner can learn their language (l2) by doing their project conciously or unconciously. project based learning also believed can promote learner autonomy in class of enterpreneurship. by alowing the students to do the bussiness, the students also can show the talent in other linguistic tasks and improve their confidence and attitude toward learning. afterwards, the perceptions of students rahmatika… 112 need to be analyzed in order to measure the level of success or failure of this implementation in evoking students willingness to create bussiness. 2. reserch method this qualitative research that involved one shoot-case study was conducted in sman 2 pringsewu.. the participants of this study were 62 sixthsemester undergraduate english education students that registered as students in enterpreneurship class divided in two classes. the data were collected mainly from the students’questionaires about their willingness of creating bussiness in the form of motivation doing enterpreneurship. 3. findings and discussion related to the question of how pbl can evoke students willingness to create bussiness the researcher conducted pbl in three phases included preparation phase, realization phase, and evaluation phase (miller, 2011). started from preparation phase, students did the observation and interview to the business owner who run the business on course education. realization phase included planning and implementation. in this phase, students created logos, vision, mission, marketing plan, business plan, and budget plan. those plans reported and consulted to the lecturer before implemented in real situation. in evaluation phase, the result can be concluded that they were reported creating and running the business. the question can be answered based on the result of questionaire about the students willingness in creating bussiness. table 1 the motvation in creating bussiness sosial prestige questions ea a n na dn a 1 i feel proud if i create and own my bussiness 89 % 7% 4% 0% 0% 2 i regard that doing bussiness is one of social prestiges 50 % 32 % 4% 10 % 4% 3 i feel more proud in socialitat ion if i own my bussiness 50 % 30 % 10 % 5% 5% individual challenge project based learning…… 113 questions ea a n n a dn a 1 i alway s want to try new things 60 % 30 % 5 % 4% 1% 2 i have a vision that “if they can do it, i can do it.” 70 % 25 % 3 i am risk taker of the risk that i take 45 % 30 % being an owner questions ea a n na dn a 1 i want to have an obligatio n right of the bussines s result 70 % 15 % 15 % 2 i prefer to make my own decision 60 % 20 % 20 % 3 i have a willingn 80 15 5% ess to be free of being a worker % % inovation questions ea a n n a dn a 1 i am smart in finding and creating idea of bussines s 45 % 50 % 5 % 2 i always prefer of somethin g that needs creativit y 30 % 70 % 3 i always want to create or develop bussines s 40 % 40 % leadership questions ea a n n a dn a 1 i have willingne ss to be inisiative 60 % 40 % 10 % 2 i can make some interactio n with various 70 % 20 % 5% 5 % rahmatika… 114 personali ty 3 i have ability in influenci ng others 50 % 40 % 10 % flexibility questions ea a n n a dn a 1 i preferles s in routinity 40 % 50 % 10 % 2 i want to be free in regulati ng my own bussines s 80 % 10 % 5% 5 % 3 i do not like to be in contract with (compan y as worker) 50 % 35 % profit questions ea a n n a dn a 1 i want to earn my own bussines s profit 90% 10 % 2 i want to be free 95% 5% in managin g the bussines s profit 3 i want to earn and enjoy the profit from my own bussines s 100 % *) ea= extremely agree, a=agree, n=neutral, na=not agree, dna=definitely not agree (utoyo, 2010) based on the result of questionaire, the research found the result as follows: the precentage of social prestige that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their social prestige. pbl offers students to use their talents in creating bussiness. based on the result, the social prestiges was one of intangible rewards that students got afterall. the precentage of individual challenge that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated project based learning…… 115 by the high precentage of their challenge in creating bussiness.of course, pbl is mostly gave autonomy for students to create their project. in this case, the level of independency is high and also the challenge. the precentage of being an owner that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their being an owner. pbl gave students their own control and management in controlling their own bussiness. the precentage of inovation that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their inovation. pbl offers freedom for student to create their innovation of bussiness. the precentage of leadership that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their leadership. each of bussiness they created, they have control on it. exactly it teaches also their leadership. the precentage of flexibility that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their flexibility. bussiness can not be improved alone, it needs to be socialized to improve their bussiness. the precentage of profit that students get after owning a bussines is on high scale. it indicates that pbl were succeed in evoking students willingness to create bussiness indicated by the high precentage of their profit.the motivation that they get after creating bussiness is profit. pbl was suceed in evoking their willingness to create bussiness. 4. conclusion from the data, it can be concluded that this project based learning can be used in enterpreneurship class to evoke students willingness in creating bussiness. it indicates by the high result of motivation of creating bussiness. those asked about their social prestige, individual challenge, inovation, leadership, being an owner, flexibility, and profit that they got after creating their own bussiness. 5. references rahmatika… 116 beckett, g. h. (2002). teacher and student evaluations of project-based instruction.tesl canada journal, 19 (2), 929. [online]. available: http://www.teslcanadajournal.ca/ind ex.php/tesl/article/view/929. [6 may 2016] jordan, r.r. (1997). english for academic purposes: a guide and resource book for teachers. cambridge: cambridge university press. kalabzova, m. (2015). the application of project based language in the english classrooms. (thesis). university of west bohemia: faculty of education. lynch, t. (2001). promoting eap learner autonomy in a second language: university context. in j. flowerdew& m. peacock (eds.), research perspectives on english for academic purposes. cambridge: cambridge university press. miller, a. (2011). twenty tips for managing project-based learning. edutopia journal. [online]. available: http://www.edutopia.org/blog/20tips-pbl-project-based-learningeducators-andrew-miller. [6 may 2016] ribé, r., vidal, n. (1993). project work: step by step. oxford: heinemann. robinson, p.c. (1991). esp today: a practitioner’s guide. englewood cliffs, nj: prentice hall inc. robinson, p.c. et al. (2001). the development of eap oral discussion ability. in j. flowerdew & m. peacock (eds.), research perspectives on english for academic purposes. cambridge: cambridge university press. widdowson, h. g. (1990). aspects of language teaching. oxford: oxford university press. utoyo, f. (2010). identifikasi konsep diri, minat berwirausaha, dan ciriciri wirausaha. thesis. faculty of management of soegijapranata catholic university. smart journal , volume 3 no. 1, januari 2017 page. 28-37 issn cetak : 2356-2048 issn online : 2356-203x 28 received 12 december 2016, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. the use of riddles game to teach speaking to the students episiasi english education study program, stkip pgri lubuklinggau email: episiasi34@yahoo.com abstract the objective of this study was to find out whether or not it was significantly effective to use riddles game to teach speaking at the eleventh grade students. the method applied was pre-experimental method with one group pre-test and post-test design. the sample was 29 students which taken through cluster random sampling. the writer used oral test as technique for collecting the data. the data obtained were analyzed through four techniques : (1) the mean students’ score in the pre-test was 56.25, (2) the mean students’ score in the posttest was 75.96, (3) the result of normality test in the pre-test was 6.79 and in the post-test was 8.73 and (4) the result of matched t-test was 7.61, which was higher than 1.701 value of the table with the degree of freedom (29-1) 28 with 5% signficant level for one tailed test. so, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it means that, it was sigificantly effective to use riddles game to teach speaking. key words : teaching, speaking, riddles game 1. introduction today students are expected to be able to communicate in english since english is one of the international languages and it has become the language of global communication. english also plays important roles in international education because a lot of textbook in many technical and scientific fields are available only in english. in indonesia, english is taught as a foreign language. there are four skills that the students have to master. those are listening, speaking, reading and writing. among the four language skills, speaking is the most important skills in learning besides listening, reading and writing. speaking is the direct route from one mind to another, and is the way we usually choose when we want to ask a question, or give an explanation (turk 2003:9). speaking is a crucial part of the use of riddles …… 29 second language learning and teaching. despite its importance for many years, teaching speaking has been undervalued and english language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. speaking is productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of test taker’s listening skill, which necessarily compromises the reliablity and validy of an oral proction test (brown, 2004:218). if students want to able speak fluently in english, they need to able pronounce phonemes correctly, use approriate stress and intonation patterns and speak in conected speech. speakers of english especially where it is a second language will have to able to speak in range of different genres and situations and they have to be able to use a range of conversational and conversational repair strategies. they will need to be able to survive in typically functional exchanges. based on the interview to the teacher of english of the eleventh grade students of smk negeri 3 lubuklinggau. most of students got bored and confused in learning speaking because they seldom practiced in the class. they have less motivation in learning. their vocabulary was limited. therefore, it was difficult for students to be able to speak. it gives big influence to many students. in fact, many students do not like speaking subject in the classroom. they do not have motivation to talk in the class. finally, the students just silent and do another activity in the classroom without understand in learning english. there are many activities that can be used to transfer materials well to the students in teaching speaking. one of the activities is called riddles game. riddles are verbal play which involves puzzling about “what is like what” (isbell, 1977:20). riddles are question or statements that are intentionally worded in puzzling or misleading way. they are puzzling statements in form description designed to make a person use his/her creative ingenuity. in other words, they contain descriptive elements or metaphor, which the listener has to puzzles out the solution. in most riddles, what is required is that the answerer should identify the object indicated in these allusive general statements. based on the explanation above, the writer was interested in conducting a research entitled “the use of riddles game to teach speaking at the eleventh grade students of smk negeri 3 lubuklinggau “. episiasi … 30 2. research method in this study, the writer was used pre-experimental with the design is one group pre-test and post-test design. preexperimental method is a kind of experiment which is used to get the information about the experiment in the condition unable to control and manipulate all of the relevant variables. latief (2014:96) states that an experimental research is conducted without a control groups. there are two variables in this study, namely: independent variable and dependent variable. fraenkel and wallen (2009:42) stated that independent variable is those that the researcher chooses to study in order to assess their possible effect(s) on one or more other variables. dependent variable is the variable that the independent variable is premised to affect. in this study, the independent variable is riddles games and the dependent variable is speaking achievement. the following chart shows variables of the study: independent variable dependent variable figure 1: variable of the study the population is the group of interest to the writer, the group to whom the writer would like to generalize the results of the study (fraenkel and wallen, 2009:91). it means to compare test score across a sample of a population of the students. the population of this study was the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016. at this school, there were ten classes of the eleventh grade students with the total number of the population were 252 students. according to arikunto (2010:174), sample is a part of population in the research. a sample is the group on which information is obtained (fraenkel and wallen 2009:90). cohen (2007:15) states that there are many methods of selecting sample such as random sampling, probability sampling, systematic sampling, stratified sampling, cluster sampling, volunteer sampling, quota sampling and purposive sampling. in determining sample, the writer used the cluster random sampling. it was done by writing the names of the ten classes. after that, with a random way the writer took one of them which used as the sample in this investigation. the result was class xi tkj 2 of the eleventh as the sample with the total number of 29 students. riddles game speaking skill the use of riddles …… 31 the writer used the test to identity the student’s abilities in learning speaking of expression asking for and telling profession. test is a simple way to know something in related to student’s abilities level; is a simple technique in education. according to fraenkel and wallen (2009:171), a test is common to test subjects at the beginning of the interventions. in this study, oral test was used. it was administered twice, pre-test and posttest. the pretest was given before treatment and posttest was given after treatment. the writer gave instruction to the students for practicing the speaking test about animal. the writer gave 5 minutes for students to finish the test. while the students were speaking, the writer recorded the test while doing the speaking test. 3. findings and discussion findings this section describes and analyzes the result of the tests that were given to the students. the findings of this study were (1) the result of the test, (2) validity and reliability, (3) the hypothesis test. there were 29 students in the class xi tkj 2 as the sample of the study. the students were given the pre-test and posttest. the writer got the data by giving the test. the material was given to the students was speaking about the expression of asking and telling profession. in this study, the writer found out that the students’ average score in the pretest was 56.25 and in the post-test was 75.96. the writer also found that the result of matched t-test calculation was 7.61 while the critical value 5% (0.05) with 28 degree of freedom (df) was 1.701. it means that t-obtained was higher than the critical value of the t-table and it indicted that the null hypothesis (ha) was accepted and the alternative hypothesis (ho) was rejected. from explanation above, the writer concluded that it was significantly effective to use riddles game in teaching speaking to the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016. the result of the test in this part the writer presented the result of the test. the average of pre-test was 56.25 and in the post-test 75.96, the results of the pre-test were presented in order to know the effectiveness of treatment given. the result both of them was shown in the graph below 25 episiasi … 32 figure 2: the result of pre-test & post-test the result of pre-test the pre-test was given before the treatment. the number of students who took pre-test was 29 students. the test consisted of one item and the time to do the test was 2x45 minutes. from the calculation in the pre-test, the writer found that the higher score was 83.33 reached by two students and the lowest score was 37.50 reached by one student. the average of the students score in the pre-test was 56.25. after the students’ scores were tabulated, and based on the students’ minimum mastery criteria. the writer found that the students who got fail category were 25 students. the students who got pass category were 4 students. based on the students’ score (see in table 4.1 in appendix b) can be categorized as shown on chart 3.1. figure 3: percentages of the students’ category in the pre-test the chart above showed that in the pre-test there are 25 students or 80.56% who were in fail category, and there were 4 or 13.79% students who got “pass” category. the result of the post-test after giving the pre-test, the students were given the treatment by using riddles game in teaching speaking and learning process in the classroom. the post-test was given after the treatment. the number of students who were given post-test was 29 students. the test consisted of one item in speaking test and the time to do the test was 2x45 minutes. based on the tabulation of the post-test scoring, the writer found that the highest score was 89.58 by two students, and the lowest score was 57.29 which were by one student. the average score was 75.96. after the score had been 0 20 40 60 80 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 pre-test post-test in the pre-test passed failed 4 students 13.79% 25 students 80.56% the use of riddles …… 33 tabulated, based on the student category score the writer found that the students who got pass category were 19 students, and who got fail category were 10 students and the average from 56.25 to 75.96. the result is showed by chart 3.2 below. figure 4: percentages of the students’ category in the post-test the chart above showed that in the post-test, there were 19 students or 65.52 % who got pass category and there were 10 students or 39.48% who got “fail” category. it means that, the students’ skill in speaking increased after the result of the pre-test and post-test found out. normality test the normality of the data was often tested in inferential statistics analysis for one until more than one sample group. it is assumed that the normality of the data become a requisite to determine what kinds of statistics will be used in analyzing the next data. and the writer would like to show the students’ data of the pre-test in speaking skill. in the pre-test based on the data (see appendix b) the table of the frequency of observation and expectation of the students’ scores in the pre-test, the writer found that 79.6 2 obtained with degree of freedom (df) = 5 (6-1). since level is 95% (0.05), and the data was normal, because tableobtained 22   . in the post-test based on the data (see appendix b) the table of the frequency of observation and expectation of the students’ scores in the post-test, the writer found that 73.8 2 obtained with degree of freedom (df) = 5 (6-1). since level is 95% (0.05), and the 070.11 2 table . the data was normal, because tableobtained 22   . the table that showed the data score in the reading comprehension can be seen appendix b. before the writer calculated test normality, she found that the highest score in the pre-test in the class was 83.33, it was reached by 2 student and the lowest score was 37.50, which was reached by 1 student. besides, the writer in the post-test passed failed 10 students 39.48% 4 19 students 65.52% episiasi … 34 has some steps to calculate the normality test. 1) calculated mean score: 25.56 29 29.1631 x 2) make list of observation frequency and expectation frequency before the writer calculated test normality, she found that the highest score in the post-test was 89.58, it was reached by 2 students and the lowest score was 57.29, it was reached by 1 student. besides, the writer has some step to calculated test normality: 3) calculated mean score 96.75 29 05.2203 x 4) make list observation frequency and expectation frequency 3. matched t-test based on the students’ scores in the pre-test and those in the post-test, the writer calculated the matched t-test to find out whether or not it was significantly effective to use riddles game to the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016. the matched t-test calculation gave as the result. meanwhile, the critical value of 95% (29-1) the significance level with t-table was 1.701. and t-obtained exceeds the t-critical value 7.61. (see in appendix b) showed the calculation between students’ score in the pre-test and posttest. based on the table 4.4 (see in appendix b), it was found that n was29, ∑d was 571.76, ∑d 2 was 16583.9,  1x was 16631.29, ∑x2 was 2203.05, x 1 was 56.25, 2 was 75.96, before finding out tobtained, the standard deviation (sd) must be calculated first, the result of sd = 18.67 (see in appendix b). the formula to calculate sd was as follows: sd =     129 76.57129/19.16583 sd 2          28 4.32909034.09.16583 sd    28 9.111149.16583 sd    28 5469 sd  32.195sd  sd = 13.97 after the write found the result of the standard of deviation, then the writer found that the result of standard error differences was 1.78 and the process of the calculation is as follow: = the use of riddles …… 35 = 29 97.13 = 38.5 97.13 =2.59 standard error differences had been found next the writer calculated the matched t-test. the matched t-test of pretest and post test that found by the writer was 7.30. the process could be seen below: sd xx t obt 21   59.2 25.696.75   obt t 59.2 71.19  obt t 61.7 obt t in addition, the result of matched ttest calculation shows that the t-obtained was higher than t-table. the t-obtained was 7.61 while the t-table was 1.701. it means that the null hypotheses (ho) was rejected and automatically the alternative hypotheses (ha) was accepted. so in this study, riddles game was effective to be used in teaching speaking to the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016. discussion based on the data analysis, the writer interpreted the result of the data. the result of both pre-test and post-test showed that there was significant difference between the students’ average score in the pre-test was 56.25, the highest score was 83.33 which were achieved by 1 student and the lowest score was 37.50 which were obtained by 2 students. referring the students’ mean score, it can be interpreted that the students’ previous ability was in the “failed” qualification. in other words, there were still 25 students or 86.21% who were in “fail” category and there were 4 students or 13.79% who got “pass:” qualification. having analyzed the data got from the test, the writer interpreted that after doing the research by using riddles game, the student’s achievement in speaking were increased. it can be seen from the differences between the student’s score before treatment and after treatment. before the treatment, the students’ average score were 56.25, while the students’ average scores in post-test were 75.96. in the pre-test the students still did some errors in pronunciation, accuracy, fluency, task completion, and comprehensibility. since they did not know how to speak english well, they still used ungrammatical sentence and their pronunciation were still influenced by the dialect of their mother tongue. however, episiasi … 36 after the writer applied riddles game, the students could minimize their errors; especially they could improve their speaking skill and express their idea in material about asking and telling profession. in conclusion riddles game can increase the students’ skill speaking mastery. furthermore, because the students were taught through riddles game, the students had very high motivation in studying english. this can be seen from the activities learning of the students who have became very interested, enthusiastic, and were challenged in learning process at the classroom. as a result, the students’ activeness in learning increased very significantly. a motivation is of particular interest to educational psychologist because of the crucial role it plays in student learning. however, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologist in other fields. it means that the treatment by using riddles game could help the students in speaking. it can be seen that the students’ average score increased after the treatment. so, using riddles game could increase the students’ speaking skill. based on the result of post-test, the mean score in the post-test was 75.96. the highest scores were 89.58 achieved by 3 students and the lowest scores were 57.29 achieved by 1 student. it can be interpreted that their ability was only 19 students or 65.52% were in the “pass” qualification. it was found out that there were only 10 students or 34.48% who were in the “fail” qualification. it means that there was any increasing in their average score, where the students’ score in the post-test was higher than in the post-test. it could be interpreted that the treatment by using riddles game can help the students increase their speaking skill. the effectiveness of the riddles game in teaching speaking can be proved from the result of matched t-test calculation. the coefficient of tobtained was 7.61. it exceeded the coefficient of “t-table” (1.701) for the significant level of 5% for df=28. therefore, the alternative to teach speaking used riddles game in cooperative learning to the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016 was accepted and the null hypothesis (ho) which was stated that it is not effective to teach speaking used riddles game learning to eleventh grade the use of riddles …… 37 students of smk negeri 3 lubuklinggau in the academic year of 2015/2016 was rejected. so, the riddles game could develop the eleventh grade students’ speaking mastery of smk negeri 3 lubuklinggau in the academic years of 2015/2016. 4. conclusion based on the findings in chapter iv, it can be concluded that it was significantly effective to teach speaking by using riddles game to the eleventh students smk negeri 3 lubuklinggau in the academic year of 2015/2016. it could be seen through matched t-test that the result was 7.61 exceeded than t-table 1.701 at 95% (0.05) level of significance for one tailed test. in the pre-test, the writer found that the average score was 56.25. the highest score was 83.33 that were gotten by two students and the lowest score was 37.50 reached by one student. in the post-test, the writer concluded that the average score was 75.96. the highest score was 89.58 reached by two students and the lowest score were 57.29 reached by one student. from the statements above, it can be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted. it means that it was significantly effective to teach speaking by using riddles game to the eleventh grade students of smk negeri 3 lubuklinggau in the academic year of 2015/2016. 5. references arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik: jakarta: rineka cipta brown. (2004). principles of language learning and teaching. (4th ed.). new york: longman. cohen, louis. & morrison, keith. (2007). research methods in education. new york: routledge. fraenkel and wallen. (2009). how to design and evaluate research in education. new york: mcgrawhill, inc. isbell, billie jean. (1977). the ontogenesis of metaphor:riddles games among quechua speaker seen as cognitive discovery procedures.journal of latin american lore 3:1 (1977), 19-49. usa. latief. (2014). research methods on language learning an introduction. malang: um press. turk, christopher. (2003). effective speaking : communicating in speech. french: spon-press. smart journal , volume 3 no. 1, januari 2017 page. 48-56 issn cetak : 2356-2048 issn online : 2356-203x 48 received 14 august 2016, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. improving students’ writing ability through storyboard miftahul janah english department, stkip muhammadiyah pringsewu email: metha25krucie@gmail.com abstract this study is a classroom action research which intended to improve students’ writing ability through storyboard. the participants were the fourth semester students of english department of stkip muhammadiyah pringsewu in academic year 2014/ 2015. the instruments used in collecting data were observation, questionnaire, and documents. observation is used to know what is really happening in the class and the condition when the class activity is taking place. questionnaire is used to know the students’ perception towards storyboard in improving their writing ability, and documents is used to get students’ written texts. then, 1) assembling the data, 2) coding the data, 3) comparing the data, 4) building meanings and interpretations, and 5) reporting the outcomes, are the steps in analyzing the data. having analyzed the data, it was found that there was improvement of the students’ activeness in writing activity and in writing ability. keywords: storyboard, improving writing, writing ability. 1. introduction writing (as one of the four skills of listening, speaking, reading, and writing) has always formed part of the syllabus in the teaching of english. however, it can be used for a variety of purposes, ranging from being merely a ‘backup’ for grammar teaching to a major syllabus strand in its own right, where mastering the ability to write effectively is seen as a key objective for learners (harmer, 2004). writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message. learning how to write in a second language is one of the most challenging aspects of second language learning (richards, 2003). he adds that writing has been identified as one of the essential process skills, because 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 miftahul janah …… 49 teacher. for others, writing is an intricate structure that can only be learned by developing the ability to manipulate lexis and grammar (richard, 2003). many students get difficulty in writing.for many years the teaching of writing focused on the written product rather than on the writing process. in other words, the students’ attention was directed to the what rather than the how of text construction (harmer, 2004). brown (2001) states that the process of writing requires an entirely different set of competencies and is fundamentally different from speaking. the permanence and distance of writing, coupled with its unique rhetorical conventions, indeed make writing as different from speaking. brown adds that written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally. there is no an excellent writer. writing clearly takes more effort than speaking clearly, and it can be a more intimidating experience. getting an idea across requires writing that is well organized, specific in expression, and appropriate for for the recipient or audience (sova, 2004).well-written paragraph has three separate parts: a topic sentence, supporting sentences, and a concluding sentence. in addition to organization, writing in english must also have the characteristics of coherence, cohesion, and unity (boardman & frydenberg, 2008).to make a good writing, sova (2004) adds that the writers should do a role-play and pretend to be their reader when placing words on paper. if they find the explanation unclear, so will their reader. barkley, cross, & major (2005) states that most of english teachers expand their students to be able master all of skill of english, especially writing skill, because writing is a way where students can express their mind, and their feeling.nevertheless, some students are extremely unconfident and unenthusiastic writers. there may be may reasons for this: perhaps they have never written much in their fisrt language. perhaps they think that they do not have anything to say and cannot come up with ideas (harmer, 2009). hidi & boscolo (2007) says that a major problem in writing instruction is students’ lack of motivation to write. this problem may be due to both the difficulty and the limited attractiveness of certain demanding academic genres and writing tasks. motivation is so broad a research field that it is difficult to analyze its various aspects. improving students’ … 50 with students like this who lack familiarity or confidence with writing (or indeed enthusiasm for it) the teacher needs to spend some time building the writing habit—that is making students feel comfortable as writers in english and so gaining their willing participation in more creative or extended activities (harmer, 2004). brown adds as a facilitator, the teacher offers guidance in helping students to engage in the thinking process of composing but, in a spirit of respect for student opinion, must not impose his or her own thoughts on student writing. as a teacher, guide, and facilitator to help students to revise and refine their work before final submission will help give them confidence in their work (2001). one way of doing this, according to harmer (2009), is to give them interesting and enjoyable tasks to do. the teachers need to be ready with enough suggestions to make sure the students can never say i can’t think of anything to write. so that teachers are demanded to be able choose the technique or strategy that can help students learn easier to improve their writing skill. teachers must have a capability to teach with the best strategy or technique for the student. as a mediator for transferring knowledge to the students teacher must have a good strategy, method or media in teaching. mackey (in bustami, 2011) says that method is very important in language teaching analysis because language teaching is partly determined by the different principles of language analysis and the method itself determines to a large extent the teaching techniques. he adds that the method used by teachers has often been said to be the cause of success or failure in language teaching. one of the supporters to achieve the success of learning process technique is storyboard. storyboard help students to write with confidence and enthusiasm. it is like harmer (2009) point out that if students are given a model of story through picture, it is easy to come up with their own slightly different version because pictures can provide stimulation for writing—habit activities. students can describe pictures or write descriptions of the pictures that have given for them or they can tell the story reconstruction activities where students have to build up a story from a set of that pictures. fletcher & munns (2005) says that the picture stories in storyboard provide students with a visual springboard for various activities, which give opportunities for discussion, storybuilding, sequencing, vocabulary miftahul janah …… 51 development, role play, project work and creative writing.good animation and good design never saved a bad story. strong characters can make a weak story tolerable and a good story better, but characters develop within a story context (beiman, 2007). good writing leaves a lot to the reader’s imagination. each reader creates their individual pictures of the settings and the characters’ appearances based on information that the author provides. author and reader collaborate to create the story. beiman (2007) adds that a good character can be developed from a story. a good character can inspire the story. there are three types of story or 'genres' in storyboard: human interest, reportage and comedy. human interest stories (such as gap year and mother theresa) present interesting 'true life' stories about ordinary and extra-ordinary people. reportage stories (such as earthquake hits city and iceland and cuba) are semi-authentic newspaper reports which link easily to genuine news events. comedy stories (such as ufostory and dinner disaster) are light-hearted stories or anecdotes which mayor may not be entirely true (fletcher & munns, 2005). all of the stories are interesting in themselves and stimulate discussion. the related activities give plenty of language input and opportunities for controlled and free practice. this study used those stories in buiding the students’ writing habit to improve their writing capability. 2. research method this study is about an action research. this classroom action research had been conducted in the fourth semester. according to fraenkel et.al (2012), action research is conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice. mills (in creswell, 2008) states that action research designs are systematic procedures done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning. educator aim to improve the practice of education by studying issues or problems they face. educators reflect about these problems, collect and analyse data, and implement changes based on their findings. there were two cycles in this study, and each cycle had same procedure when conducting the action in the class, they are the planning step, the implementing step, and the observing improving students’ … 52 step. the model of action research according to suharsimi (2010): cycle i cycle ii figure 1: action research model the method that used in this research was including data collecting technique and data analyzing technique. both of them was conducted based on the procedures of methodologist. in collecting data, it usedtest, observation, and questionnaire.test was administered to know the students’ improvement in every meeting. this test is writing test in essay form with command make a text individually. after explained about the material, students will be asked to work in group but write the text individually. having wrote the text, the researhcer will observe their writing result. besides doing the test, the researcher also did class observation. observation is more than just looking and seeing. observation has an important role not only for classroom research but also more generally for supporting the professional growth of teachers and in the process of school development. to observe the action research, according to suharsimi, (2010), this study used the observation sheet consisting of three points: 1) the aspect of students’ discussion activity which divided into two points; student as a leader of the group, and students as a member of the group. 2) the aspect of learning condition when the discussion activity is taking place. 3) the aspect of smooth running of discussion activity; how the students get learning sources, how the students make a conclusion and close the discussion. in scoring, in hughes (2003) had been used. the scoring system is as follows: content : 13-30 organization : 7-20 vocabulary : 7-20 language use : 5-25 mechanics : 2 5 total : 100 then, questionnaire used to know the students’ perception towards storyboard in building their writing habit to improve their writing ability. to administered the questionnaire, this study will use questionnaire sheet. planning observing planning observing implementing reflecting implementing reflecting ? miftahul janah …… 53 in analyzing the data, the writer adapted steps of analysing action research data which is proposed by burn (2010). the researcher analyzed the improvement of students’ writing ability by identifying appropriate data analysis and data interpreting technique.the data that had been collected was analyzed and synthesized both qualitatively and quantitatively. the result of observation was analyzed qulitatively by categorising and inductive coding. inductive coding means that we look at the data from the perspectives of people closely involved in the research context and analyze their opinions and views exactly as we find them. then, the data of students’ activity in group was analyzed too. while the result of test and questionnaire were analyzed and sinthesized quantitatively by using numerical scale. 3. findings and discussion there were 2 cycles of this study consisted of three meeting of each cycle. then, there were 11 groups in every meeting consisted of three members of each group. in this study, the steps of teaching writing by storyboard were: first, students work in group. the group is consisting of three students. they will taking turns to show their storyboard and describing ideas for the paper that each group intends to write. as each student describes his or her ideas, the other group takes notes, asks questions, and makes suggestions. second, the researcher will give another storyboard and ask each student conducts research for the individual paper for each part. they must keep an eye open for material that might prove useful to the group.third, students write their papers individually. forth, within each group, students exchange paper drafts for collecting and summarizing the story chronologies. the leader of each group should represent to present about his/ her story result.fifth, all of the group submitted their story paper to the researcher to correct their writing mistakes. sixth, all of the group repair their writing paper and attach the researcher’s improvement form to the final draft and submit it to the researcher for evaluation, and seventh, after meeting for one cycle, students work with the same activity as before in a group. in cycle 1 only 23 % students were active in group activity. it could be seen during the activity. some students in the groups were not active while some other students enjoyed learning in group.the percentage of students who got good improving students’ … 54 score on writing was 31 % (10 students). therefore, the teacher had motivated them to be active. in cycle 2, their writing was better than the first cycle. the percentage of students’ active in writing activity was 71%. it was proven by their behavior in group activity. they were more active to be involved in learning activity. most of the students could elaborate their writing and make it relevant to topic but lacks detail. however, there were still a few students were not motivated in learning. then, any students who did not focus in learning; when they were learning, they giggled and teased their friends. 28% students got excellent to very good score. 62 % students got good to average score, and only 10% who got fair to poor score. it meant that most of students improve their writing ability, although they still had a little difficulty in making fluent expression and organized text well. the following table is the sum up of the improvement of students’ writing ability from pre-observation to cycle 2. table 1 the improvement of students’ writing ability improvement pre observation studentswere confused to express their idea students lacked vocabulary it was difficult for students to write the correct sentences. students’ word/ idiom form were poor and grammatical errors almost entirely in their writing cycle 1 students tried to express their ideas mechanics, grammatical error and inappropriate vocabulary still dominated students’ writing some students had adequate vocabularies but others still lacked vocabulary a few students expressed their ideas fluently some of students could not organized the writing well and had limited subject cycle 2 students vocabulary was occasional error students still made grammatical error and inappropriate prepositions in their writing but the meaning not obscured only some students write fluently, the others had loosely organized but main ideas stand out all of students could make a text well but they found difficulties in using tense constantly. 4. conclusion the steps of teaching critical writing by using peer-editing technique: a. first, students work in group. the group is consisting of three students. they will taking turns to show their miftahul janah …… 55 storyboard and describing ideas for the paper that each group intends to write. as each student describes his or her ideas, the other group takes notes, asks questions, and makes suggestions. b. second, the researcher will give another storyboard and ask each student conducts research for the individual paper for each part. they must keep an eye open for material that might prove useful to the group. c. third, students write their papers individually. d. forth, within each group, students exchange paper drafts for collecting and summarizing the story chronologies. the leader of each group should represent to present about his/ her story result. e. fifth, all of the group submitted their story paper to the researcher to correct their writing mistakes. f. sixth, all of the group repair their writing paper and attach the researcher’s improvement form to the final draft and submit it to the researcher for evaluation, g. and seventh, after meeting for one cycle, students work with the same activity as before in a group. having analyzed the result of the research from the first cycle to the second cycle, it was known that storyboard could be implemented well in the fourth semester students of english education department of stkip-mpl in academic year 2014/ 2015. it could improve students’ writing ability. in cycle 1 only 63 % students were active ingroup activity. it could be seen during the activity.some students in the groups were not active while some other students enjoyed learning in group. in cycle 1, the percentage of students who got good score on writing was 31 % (10 students), the others got fair to poor score. in cycle 2, 28% students got excellent to very good score. 62 % students got good to average score, and only 10% who got fair to poor score. then, the percentage of students’ active in writing activity in cycle 2 was 71%. it was proven by their behavior in group activity. they were more active to be involved in learning activity. so it means that storyboard could build students’ writing habit so that their ability in writing had improved. 5. references barkley, e. f., cross, k.p & major c.h. (2005). collaborative learning technique. jossey bass. beiman, nancy. (2007). prepare to board! creating story and improving students’ … 56 characters for animated features and shorts. focal press. boardman, cyntia a. & frydenberg, jia. (2008). writing to communicate (third edition). longman: pearson education. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. addison wesley longman. burn, anne. (2010). doing action research in english language teaching (a guided for practitioner). london: routledge. bustami, subhan. (2011). practical theories of english language teaching and learning. yogyakarta: debut press. creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson education. fletcher, mark & munns, richard. (2005). storyboard: 24 stories through pictures. scholastic. fraenkel, jack. r. et.al. (2012). how to design and evaluate research in education. mcgraw hill. harmer, j. (2004). how to teach writing. longman: pearson education limited. ________ (2009). the practice of english language teaching (fourth edition). pearson longman. hidi, suzanne & boscolo, pietro. (2007). studies in writing: writing and motivation. elsevier ltd. hughes, a. (2003). testing for language teachers. new york: cambridge university press. richard, j. c. (2003). second language writing. new york: cambridge university press. sova, dawn. (2004). writing clearly: a self teaching guide. john wiley & sons, inc. suharsimi, arikunto. (2010). penelitian tindakan. yogyakarta: aditya media. jurnal smart , volume 3, no 2 (2017), page. 103-109 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/467.203x 103 techniques in teaching vocabulary at the first grade sd citra bangsa school pringsewu tiara noviarini stmik mitra karya bekasi tiaranoviarini140315@gmail.com abstract this study reports on research results aimed at investigating the techniques used by a teacher and techniques employed implemented to be teach vocabulary to students, as well as students’ responses in employing those techniques. interview, observation, and documentation were carried out to collect the data. the findings indicate that the teacher applied various techniques with various responses in teaching vocabulary. in teaching vocabulary, the teacher mostly employed repetition drill, vocabulary networks, guess the word, guess the picture, and sing a song. it is relevant to procedure of techniques in teaching english vocabulary. most of the students of first grade give positive response, they were very enthusiastic and motivated by the techniques used by the teacher. keywords: teaching techniques, vocabulary, presenting vocabulary. 1. introduction vocabulary is main parts of english. by having bundle of vocabularies, the students can speak well, understand what the other say, able to write and comprehend ideas in reading. improving students’ vocabulary is very important, even though it is not main goal of the learning process thornburry, (2002:148). therefore, a teacher in teaching english cannot ignore the vocabulary. it is related to school based curriculum (ktsp). in the school based curriculum, teaching english should be integrated with other skills and language competences like speaking, listening, reading, and writing. vocabulary is a basic component of them. so, the teacher should teach vocabulary first before going to teach other skills. teaching vocabulary to young learner is not easy. there is a difference between teaching to children and adults. according to harmer (2007:82), teaching children is not a simple thing. they have complex characteristic. they do not just focus on creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. https://doi.org/10.26638/467.203x tiara noviarini … 104 what is being taught, but also learn all sorts of other things at the same time, trying to find information from whatever is going on around them. so, the teacher needs to manipulate some techniques to support the teaching learning process and to introduce new vocabulary to the students because it is one of the teacher’s main aims (harmer, 2001:82). based on the information obtained from education office in pringsewu, sd citra bangsa school (the research location) is one of the favorite elementary schools in pringsewu than other elementary school in pringsewu. the average of students’ vocabulary in sd citra bangsa school is higher than the other schools. therefore, based on the explanation above, in this research, the researcher wants to analyze the technique on teaching english vocabulary and the effectiveness of this technique, especially for students of first grade at sd citra bangsa school in academic year 2015/2016. 2. research method this study used qualitative method. according to dornyei (2008: 196), the purpose of qualitative research is to provide descriptions of social phenomena which happen naturally. this qualitative research that involved descriptive study was conducted in sd citra bangsa school pringsewu. the participant of this research was english teacher who teach in first grade and the students in first grade. the data collecting techniques used in this research were observation, interview, and documentation based on takač (2008:67). 3. findings and discussion based on the result of observation, interview and documentation in sd citra bangsa school the researcher got some data about the techniques used by the teacher in teaching vocabulary. then, the researcher discusses about techniques of teaching vocabulary, what techniques are employed by the teacher, how the techniques employed implemented, and what are the students’ responses in employing those techniques. it is also presented in the form of procedural texts. 1. techniques employed by the teacher in presenting the teaching of vocabulary to the learners. based on the result of observation, interview and documentation, the researcher found some data about the techniques used by the teacher in teaching vocabulary. the teacher used 5 techniques in teaching vocabulary. they were repetition drill, vocabulary techniques in teaching vocabulary…… 105 networks, guess the word, guess the picture, and sing a song. 2. how the techniques employed is implemented to be teach vocabulary to students based on the result of observation, the writer got data about the using of vocabulary teaching techniques at first grade students of sd sd citra bangsa school. the detailed uses of those techniques were described as follow: a. repetition drill based on the observation and interview, by used repetition drill can help them to memorize the words. the procedure of this technique is very easy. first, the teacher explained the materials and then at the end the teacher repeated the materials again. in the third observation, the teacher taught about things in the bedroom. first the teacher gave explanation about the things in the bedroom and after that in the end the teacher repeated the lesson again to make the students understood and remembered the words. b. vocabulary network during the observation, the researcher found that the teacher of in the first class used vocabulary networks two times. in the first meeting in english class, the teacher given the the topic part of house. in this lesson, teachers tells the story of the picture given (nation, 2003:129). there is a picture of house shown by teacher provide to students. then, the teacher enthusiastically explained by asking existing space around the house to students. students are able to mention and understand all the room around the house. teacher writes the topic in the middle circle in english, and draws five legs of spider because one of the activities today is making spider word/mind mapping. teacher asks each child to put a word in the middle (related to the topic have learned before) on the five bottom lines of each of the outer circles. students begin to mention one by one. in the second meeting, the teacher given the topic: things in the bedroom. the vocabulary network still used in the class to introduced the new vocabulary. the procedures of this technique is still same with lesson before. teachers tells the story of the picture given. there is a picture of bedroom shown by teacher provide to students. then, the teacher explained by asking existing space around the house to students. students are able to mention and understand all the things around the bedroom. teacher writes the topic in the middle circle in tiara noviarini … 106 english, and draws six legs of spider because one of the activities today is making spider word/mind mapping. teacher asks each child to put a word in the middle (related to the topic have learned before) on the six bottom lines of each of the outer circles. students begin to mention one by one part of living room. and the teachers write down the part of bedroom in english. c. guess the word based on observation, guess the words often used by the teacher of first grade. almost every meeting, this technique is used in various activities. the purpose was to brainstorm students’ ideas and also make students active in class. in the first meeting meeting with the topic: part of house, teacher give the characteristics of a certain room of house. after that, students guess what a room it is. when students began to silent and look surrender to answer, teacher stand in front of class and start to give clues, students try to answer the room is meant by teacher. in the third meeting with topic: things in the bedroom. the researcher found guess the words as a technique that were used by the teacher. at the beginning of the learning, the teacher asks question based on the topic of the day. students guess what things in the bedroom, after that teacher stand in front of class and start to give clues, and students try to answer the question. the observation in the fourth meeting was conducted in the first grade student of sd citra bangsa school pringsewu with the topic: part of body. the teacher used guess the words as one of the technique in teaching vocabulary. the procedures of guess the word are not different with before activity. the first, teacher story about daily routines such as breakfast, brush your teeth, go to school, watching tv, etc. after that the techer given the question about part of body based on the story before. the students try to guess the name’s part of body. the teacher used guess the word to the students and most of the students could remember the meaning of the words. besides that, the students were active in answering the questions. d. guess the picture teacher of first grade teach vocabulary by using picture (flashcard). here, teacher asks certain flashcard and students guess what the picture it is. in teaching vocabulary using pictures (flash card) is a good way to make children understand and easy to follow the techniques in teaching vocabulary…… 107 vocabulary lesson. they study and have fun with the activities from the teachers. the researcher found the guess the picture in three meeting. first, with topic part of body. the procedure and activities of making flashcards in the first meeting at first class as follow: first, the teacher gives a copy of the picture, related to the topic. the topic is house. after that, the teacher asks students to make flashcards as well as their creativity. teachers prepares the tools for making flashcard; scissors, glue and color pencils/crayons. after the ingredients prepared, the students try to make the best colorful flashcards. then, the students start by cut the picture and it’s name were provided by the teacher, the students pressed further into the image and name of colorful paper. and the last, students use their flashcards to learn more about room around the house with the teacher. e. sing a song based on the observation, the researcher found the sing a song as one of the techniques that used by teacher in teaching vocabulary. in the second meeting, with the topic: part of house. and in the sixth meeting, with the topic: part of body. teacher gives song that is related to the topic in the first grade. teaching vocabulary to the sd citra bangsa school students using songs is appropriate and helped them to memorize the new words easily. 3. the students’ responses in employing those techniques. based on the observation and interview in sd citra bangsa school at the first grade, the researcher found 4 techniques used by the teacher in teaching vocabulary. in each technique given, the students gives the responses in each techniques. a. repeatation drill repetition drill became a part of teaching vocabulary by the teacher at sd citra bangsa school to expand the context range of an item and make students easy and always remember the new words. from the observation, the researchers looked at the students actively repeat the word what the teacher said. b. vocabulary network vocabulary network is effective enough to teach vocabulary, but it will be less effective when they know little references of words. it will be more effective when it is used to help them classify group words. when the teacher used this technique, the students gave tiara noviarini … 108 positive response by showing their interest, enthusiasm and motivation during the action. it was known from observation and interview done during the research. c. guess the word based on the result of observation and interview, the teacher of first grade also uses “guessing word” as her techniques to introduce some new vocabularies. most students seem curious to do this activity. it is very effective in improving their curiosity. meanwhile, most students of first grade are enthusiastic in guessing some words using various activities. it is effective to warm up them when they lost their interest in the middle of teaching and learning process. d. guess the picture from the observation and interview, most technique of teaching vocabulary used in first grade is guessing picture by using real objects, pictures, and flashcards. most of the students were enthusiastic to guess some things appointed by teacher. it is very effective to recall their schemata to guess the words in the target language. from the finding research above, it can be described that guess picture is effective to be used in various activities. from my observation, the students were really enthusiastic when cutting and patching the pictures based on the vocabulary given by the teacher. they also patched the pictures with the meaning on the wall so while they sat or played in the class they still remembered the vocabulary through pictures. e. sing a song the result of this study showed that the technique in learning vocabulary using songs can help students memorize some new words easily. besides, it also created a very good atmosphere in class and reduce tense, so every students felt enjoy in their study and the quality of learning process was increasing. the evidence showed that the students were enthusiastic in doing the exercise and the evaluation was very good. similarly, the teacher was also enthusiastic in vocabulary teaching technique through songs because it can help her evaluate and control the classroom. in brief, in teaching and learning english vocabulary by using songs gave a very good response for both students and teacher. so, it constituted a valuable thing in achieving the goal of english teaching and learning process. 4. conclusion techniques in teaching vocabulary…… 109 this research focused on techniques in teaching vocabulary in sd citra bangsa school pringsewu lampung at the frist grade. the purpose of the study was to to find out the techniques employed by the teacher in presenting the teaching of vocabulary to the learners, to find out techniques employed implemented to be teach vocabulary to students, and to find out the students’ responses in employing those techniques. 5.references dornyei, z. (2008). research methods in applied linguistics. oxford: oxford university press. harmer, j. (2001).the practice of english language teaching (3rdedition). england: pearson education limited. ___________(2007). how to teach english: new edition. edinburg gate : pearson education limited. nation, i.s.p. (2003). learning vocabulary in another language.fourth printing.victoria university of wellington: cambridge university press. takač, v. p., & singleton, d. (eds.). (2008). vocabulary learning strategies and foreign language acquisition. canada: multilingual matters ltd. thornburry, scott. (2002). how to teach vocabulary. england: longman: pearson education limited. smart journal , volume 3 no. 1, januari 2017 page. 38-47 issn cetak : 2356-2048 issn online : 2356-203x 38 received 10 october 2016, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. the implementation of oral presentation in promoting learner autonomy in class rahmatika kayyis english department, stkip muhammadiyah pringsewu email: jengkayz@yahoo.com abstract in class of phonetic phonology, students having confusion about a huge differences of each symbol and its phoneme between indonesia and english. only by giving them a lecturer in each meeting would not satisfy their needs. as it simply cannot keep up with it, learners have to be able to process and investigate their curiosity on their own autonomously. oral presentation is believed as one of implementations to promote learner autonomy in university environment. 32 students in the class divided into 10 groups presented several topics about phonetic and phonology. the data were collected through observation, interview, and questionaire. then, they were analyzed using the steps in case study research method. the finding shows that oral presentation had given them “freedom”to discover and autonomy to do their own learning. they also given good response relating of what they had learnt dan investigated during teaching learning in phonetic and phonology class. keywords: phonetic phonology, oral presentation, learner autonomy, case study 1. introduction phonetic phonology is regarded as the continouity subject after students learnt about pronunciation practice. based on what it is stated in stkip muhammadiyah pringsewu‟s academic guide book, the aims of phonetic and phonology course are the students are able to describe the organs of speech and their mechanism to produce the speech sounds, to clarify the distinctive features of the speech sounds, to describe the role of phonology in language learning, to describe phonological rules in english. most of the materials in phonetic phonology have been discussed in pronunciation practice class. the distinctive point is they have to learn deeply about phonetic features and its rahmatika kayyis…… 39 phonemes. it is well known that for indonesian people, in indonesian language there is almost “same” rule of using phonetic features and its phoneme, for example: the word [pergi] the phonetic feature /per.gi/ the spelling /p//e/r//g//i/ indonesian people would not confused to read the words based on its phonetic because the rule is the same or in other words there is „synchronization‟ between sound, spelling, and symbol. different from english, for the same meaning of the word “pergi” in indonesian language the word [go] the phonetic feature / „gō/ the spelling /ˈjē/ /ˈō/ as it can be seen, the symbol is not the same with the sound, and the sound is not same with the spelling. in other words, indonesian language has corespondence between the graphemes (the letters of the alphabet) and the sounds actually pronounced and perceived. several studies have been conducted related to the case. an earlier study conducted by alimemaj (2014) entitled english phonological problems encountered by albanian learners, revealed that this phenomenon also evident in the learning of pronunciation of english as a foreign language (efl) by the albanian speaking learner. phonological differences between foreign languages and english include differences in articulation, rhythm, and intonation. with respect to articulation, we determine which vowels and consonants do not exist in the first language and which ones are simply pronounced differently. examining the vowels of english and standard albanian, we learn that english lacks the albanian vowel phoneme [y] as in the albanian word “ylli” both as a learner and a teacher-researcher of efl, i have had practical experience of and the opportunity to observe the difficulties that the albanian speaking learner usually faces in learning english pronunciation. english is a non-phonetic language since there exists no one-to-one correspondence between the graphemes (the letters of the alphabet) and the sounds actually pronounced and perceived. albanian is a phonetic language so the albanian speaking efl learners, especially the elementary ones try so hard to learn by heart the pronunciations of the words by looking at their spellings, so that sometimes they learn mispronunciations of many of them. for example: in the words “knee”, “know” they pronounce even the first phoneme [k] which should not be pronounced; they say [know] the implementation of… 40 instead of [now]. from the phonetic and phonological standpoint, the albanian speaking efl learners usually face difficulties in, firstly, „speech production' encompassing which articulator(s) to use how to pronounce which speech sound and how to pattern speech sounds to convey meaning and, secondly, in „speech perception' including how to receive which speech sound(s) to perceive meaning. the difficulties certainly have seriously negative impact on their acquiring the speaking and listening skills of efl for albanian and also indonesian. corelated to what is stated above, phonetic phonology course can not be only lecturing, the students should find and investigate their way to comprehend this. they have to be given a right to learn by their perspective by their own or it can be called as learner autonomy. sinclair & lamb (2000) suggest 13 aspects of learner autonomy, some of the aspects are: 1. autonomy involves a willingness on the part of the learner to take responsibility for their own learning. 2. autonomy is not simply a matter of placing learners in situations where they have to be independent 3. the promotion of autonomy has a political as well as psychological dimension those aspects cannot be simply ignored when utilized the learner autonomy in classroom. it means in implementing the learner autonomy, teacher should involves and invites students the willingness to take their responsibilities, facilitate students, guides and motivates the students until they have willingness and motivation to do their own learning. there are many kinds of teaching methodology that can be used to promote learner autonomy. as stated in robinson et al (2001), involving project-based learning and task-based learning can promote learner autonomy. according to robinson (1991), task-based work is enjoyable and actively engages the students. willis (1996) states that oral presentation, which is a talk on a topic to a group of people. in an oral presentation, one or more students present or explain a topic based on their readings to a group of people. the group then joins in a discussion of the topic. at college, a lecturer may assign students to give an oral presentation on a particular topic so the students can learn about something new and then teach the new topic to their classmates. so everyone learns. oral presentations allow students the opportunity to teach one another instead of learning from the lecturer. giving an oral presentation may involve (a) reading rahmatika kayyis…… 41 background material, (b) preparing and delivering a talk, (c) preparing handouts and visual aid, (d) preparing relevant and thought provoking questions, (e) leading a group discussion, and (f) submitting a written assignment based on the presentation topic. based on those theories, it can be concuded that phonetic phonology is the subject that need students extra attention and awareness because there are phonological differences between indonesian and english include differences in articulation, rhythm, and intonation. english is also a non-phonetic language since there exists no one-to-one correspondence between the graphemes (the letters of the alphabet) and the sounds actually pronounced and perceived. the awareness can be created if there is learner autonomy, the autonomy to students to learn in their way. oral presentation who invlolved students to take responsibility of their learning is believed as one of the solution. afterwards, the oral presentation is a necessity to be implemented and investigated to cope with the objective in promoting learner autonomy. 2. research method the research conducted in class of phonetic and phonology class of stkip muhammadiyah pringsewu lampung in the academic year of 2016-2017. case study used as one of the qualitative research method types to see the phenomenon happened during the process of teaching and learning process by implementing oral presentation. the sources of data in this study were the documents, informants and the students. the documents are the lesson plan, the students‟ worksheet and the syllabus. interview, classroom observation, and document were used to collect the data. in order to get the accuracy of the data, source triangulation and method triangulation were used. the data analysis in qualitative research involves three things namely the data reduction, the data presentation/display and the conclusion drawing/verification. in this study, the process of analyzing the data was aimed to describe the quality of the implementation of oral presentation in phonetic and phonology class and to describe of how it can be used to promote learner autonomy. the researcher analyzed the data collected in those three steps. 3. finding and discussion the finding of this part is gathered from the observation, interview and available document. those components the implementation of… 42 are more detail described into three parts: (1) the document used in implementing oral presentation, (2) iimplementation of oral presentation in promoting learner autonomy, and (3) the difficulties on implementing oral presentation the document used in implementing oral presentation teaching and learning document used on implementing oral presentation includes: (1) syllabus, (2) lesson plans, (3) teaching evaluation and (4) phonetic phonology‟s materials. lecturer prepared the syllabus as the main document to determine the teaching goals, indicators, material, media, procedure, evaluation based on the basic competence and competence standard as the rules in curriculum of stkip muhammadiyah pringsewu lampung. as written in syllabus, lesson plan designed lecturer consists of components which includes teaching objectives, indicator, subject material, life aspects developed, learning method, learning activities, time allocation, learning source, teaching media, and assessment/teaching evaluation. in addition, as a formal document it signed by lecturer herself and approved by the chief of english department. after conducting learning and teaching process, teacher needs to conduct assessment. based on the observation, teacher conducted assessment after the learning time by giving students task to answer question in written form. comparing to the following proposed theory by richards and charles (1994: 124): “the teacher gave a task in the last meeting. closure refers to those concluding parts of a lesson, which serve to: (a) reinforce what has been learned in a lesson, (b) integrate and review the content of a lesson, and (c) prepare the students for further learning. typically, the closure sequence of a lecture served to reinforce what has been presented with a review of key points covered in the lesson. this may include questioning by the teacher d to determine how much the students have understood.” implementation of oral presentation in promoting learner autonomy in teaching and learning process, students in group of three or for conducted oral presentation. the group took over the job as the lecturer to present the presentation oraly. it is as a part of promoting learner autonomy. each member of the group read the textbooks and found the necessary details from other sources or via internet so that he/she could have a solid understanding of the topic. the group also prepared the power-point rahmatika kayyis…… 43 slides to facilitate their oral presentation in the classroom. in the presentation, every member of the group had a turn to present or speak on his/her sub-topic. the lecturer gave „freedom‟ to students to use any kind of instrument as long as make them comfortable in explaining the material, including using game, media, stationary, even wearing costume like a real lecturer in order to feel certainity about their role. morevorer, the group of presentation had right to change the classroom management and method that they used. they implemented the theory stated by brown (1994: 411): “classroom management which encompasses an abundance of factors ranging from how you physically arrange the classroom to teaching styles to one of my favorite notions: classroom energy. by understanding what some of variables are in classroom management, you can take some important steps to sharpening your skills as a language teacher. the principles of classroom management centers on the physical environment for learning: the classroom itself, voice and body language, teaching circumstances, planned teaching, teacher‟s role and style, and positive classroom climate.” the presentation limited in 30 minutes so each member of the group divided the material. the next section was questionanswer session, the classmates asked about further details about materials or argued the materials. and the last, lecturer commented on the presentation in term of language and content. the lecturer might correct the misunderstanding or misinterpretation of concepts, give or add further details to help the students understand the topic. the lecturer not only commented on the material, but on the way of teaching learning process. lecturer always reinforced students. the last, the grup gave the task to answer question in writen form and submitted at the end of meeting. however, there is not a lot activity, but it actually involves all the language skills (souillard & kerr, 1987). in the preparation stage, the students should read to understand the material and write what they have understood on power-point slides. in the presentation stage, the students should speak intelligibly and logically so that the class could understand the topic. in the questionanswer session, the students should listen and speak in response to questions. in terms of information processing (cucchiarini & jaspaert, 1995), the students should go beyond mere comprehension or reproduction (the copying and descriptive levels). they should be able to select information, establish the relationships between bits of information, designing a new structure to available information (the restructuring the implementation of… 44 level), and to compare information of two different sources, and to reflect on the possible use and relevance of the information (the evaluative level). those stages of implementation oral presentation created autonomy for learner to lead the teaching activity. they have right or freedom to create the classrooom management. started form seat arrangament, based on the observation it can be found that 5 from 11 groups ordered the audicences to change the seat arrangement, they also asked the students to make seat arrangement in u shaped and o shaped. this has purpose to make students easy to interact with each other and also with the leacturer. this also changed the learning view, it implied on interview: “from the seat arrangement, we can see the presentation clearly, it also improve our understanding about material” student a “different with the old seat arrangement, this seat arrangement makes us easy to watch slide show in lcd”-student c the majority of problems arising in the classroom because of the grup of presentation can not handle the class or can not manage the students. many of them did not obey the rule and then to made their own conversation. 3 groups implemented punishment for the audiences who did not pay attention. they ordered the audiences to repeat what they had explained in front of the class. the rest group gave punishment by ordering the distruptive audiences to stand up during the presentation. both punishment did not make audiences quiet, but made them more noisy. all of grup of presentation raising the voice in order to get the audience‟s attention, but ended with losing the voice in the middle of presentation. this implied on the interview: “it is not easy to control them, miss. they exactly behave like they are students and i am the teacher. however, it is good miss. the bad thing is they behave like students in junor high school.” -student g as the presenter “rising voice made me loosing voice quickly, i felt so thirsty during teaching learning process”-student j as the presenter “some of the students just want to mock the presenter by asking the same thing all over again.”-students v as the presenter “i can keep my self to laugh during presentation because this is my first time doing presentation that more than only present. i feel like i look like a lecturer right now.”-student n as the presenter “this experience wont let me sit down while explaining the material like what rahmatika kayyis…… 45 happened in used presentation. this made me enjoy to stand up in front of the audiences on my own.” students s as the presenter based on the observation, the grup of presentation build the positive realtionship with the audiences. although, some part in classroom management were a mess, but based on the observation and interview both presenter and audiences felt interest in knowing more about material. “this kind of learning makes me so interested. it was like learning with pair but free of nervous and anxiety” student b “the material i thought it was so boring, but the ones who presented was our friends s i can not miss them” student f those results of interview and observation match and support to the result of research conducted by ismail etrus (2015) entitled college students‟ perceptions on the use of oral presentation as a teaching and learning technique in the classroom. the data were collected mainly from the students‟ essays, written at the end of semester, on the advantages and disadvantages of using the technique in the classroom, it taken from 120 patrticipants. it mentioned the advantages of using oral presentation related in promoting learner autonomy as follows: table 1 advantages of using oral presentation advantages n % 1 the students become more independent in learning 101 84.17 2 the students become active in the teaching and learning process 97 80.83 3 it builds self confidence as the students learn how to explain the material in front of their classmates 95 79.17 4 the students can improve their speaking skill 96 80.00 5 by working in groups, the students can help each other to understand the material. 65 54.17 6 the students can understand the material through discussion in the question-answer session. 63 52.50 7 the students can share ideas in the question-answer session. 70 58.33 8 the students can learn how to present well and how to answer questions. 50 41.67 the implementation of… 46 9 there is an interaction between lecturer and the students. 45 37.50 the difficulties on implementing oral presentation based on observation, the difficulties found out by leacturer and group of presentation in carrying out the teaching learning in class of phonetic and phonology. the dificulty as follows: a. group of presentation’s difficulties a) in doing a presentation, it was difficult to memorize all the materials. “in delivering the materials, sometime i stopped then recalled the memory about the material. it is not easy to cover and remember about phonetic features.” student m “it’s my first time to do like this, i become a teacher in presentation. however, i felt nervous a lot so i forget the material that i memorized last night. blank just like that.” student a. “lecturer gave me explanation to make point in every material, but when i saw my friends’ eyes all dissapear.” student d b) the condition of audiences was unpredictable andle the distruptive audiences were not easy to be handled. b. the lecturer’s difficulties a. autonomy involves a willingness on the part of the learner to take responsibility for their own learning. however, the willingness did not emerge directly. lecturer have to evoke students willinness by forcing students and warning them about their objective in taking english education major in stkip muhammadiyah pringsewu lampung. b. autonomy is not simply a matter of placing learners in situations where they have to be independent. placing them as the presenter and lecturer at the same time is not an easy job, it needs an extra effort in guiding them until they can do it. c. the promotion of autonomy has a political as well as psychological dimension. it is not a matter of how well they understand the material, but more than how confidence they are in delivering the material. raising the students‟ confidence is not a merely about ordering or asking but acompanying them and giving them advice and support. rahmatika kayyis…… 47 4. conclusion this research conducted to describe how the oral presentation can promote learner autonomy and to describe the quality of implementation of oral presentation in phonetic and phonology class. based on the description of the finding and the discussion, oral presentation can be used to promote college students‟ autonomy in learning. oral presentation could make the students become more independent in learning and it could also build their selfconfidence. the implementation of oral presentation could be done if there are set of documentation (syllabus, lesson plan, teaching material, and evaluation) provided and group of presentation has desires to learn oral presentation theory and technique and then implemented it on delivering the material, teacher has to cope the problems arising as well as possible, presenter has to be able to manage the classroom contextually based on the situation facing of, teacher has to be able to make and maintain good interaction, communication and relationship with audiences. 5. references alimemaj, z., m. (2014). english phonological problems encountered by albania learners. department of foreign language university of ulurai: albania. brown, h. douglas. (1994). teaching by principles: an interactive approach to language pedagogy. new jersey: a paramount communications company. cucchiarini, c., and jaspaert, k. (1995). taalvaardigheidstoets aanvang lager onderwijs. achtergronden. leuven: steunpunt nederlands als tweede taal. richards, jack c and charles lockhart. (1994). reflective teaching in second language classroom. new york: cambridge university press. robinson, p.c. (1991). esp today: a practitioner’s guide. englewood cliffs, nj: prentice hall inc. robinson, p.c. et al. (2001). the development of eap oral discussion ability. in j. flowerdew & m. peacock (eds.), research perspectives on english for academic purposes (pp. 347–359). cambridge: cambridge university press. sinclair, b., mcgrath, i., & lamb, t. (eds.). (2000). learner autonomy, teacher autonomy: future directions. harlow: longman. souillard, a., and kerr, a. (1987). practicing presentations with science and technology students. forum, xxv, 3, 29-31. willis, j. (1996). a framework for taskbased learning. harlow: longman. the implementation of.......................................... 132 the implementation of genre-based approach in teaching writing achmad fanani universitas pesantren tinggi darul ulum email: achmadfanani@fbs.unipdu.ac.id abstract this current research describes the application of gba in teaching writing to university students. it was conducted by observing an english teacher in implementing gba in his class. the result showed that he had fully implemented gba which worked very well with the students in the beginner level. the roles of the teacher found were as an expert (bkof, mot), a resource person (bkof), a director (bkof), a facilitator (bkof, jcot), an observer (jcot), feedback giver (jcot, icot). the result implies that gba is effective to improve the students’ writing skill and should be considered to implement in writing classes. keyword: genre-based approach, writing, teacher role 1. introduction this article describes the application of genre-based approach by an english teacher at unipdu in general and the teacher’s role in the implementation of gba in teaching writing, as one of the important elements of teaching english as second language. genre-based approach (gba) was developed by sydney school where the students are mostly the immigrants from africa and english was not their first language. in gba, writing is taught as a process and is a complex combination of skills. therefore the teaching of writing should break down the process. there are some steps to follow in producing a complete writing. by focusing on the writing process, students can learn to write successfully. for many times, the indonesian policy of education has continuously changed, from the curriculum starting in 1946 until the current curriculum 2013. the implementation of each curriculum influences as well the english language teaching practice in indonesia(fanani, creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 2 (2018), page. 132141 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.700.203x the implementation of.......................................... 133 2015). the main purpose of the changes was to improve the quality of elt outcomes. one of the curriculums was competence based curriculum which brought about a big change to the english language teaching in indonesia that is text based curriculum (commonly called genre based approach). in this curriculum the students’ learning success is seen through the level of students’ competency. in other words, the language teaching must also consider the importance of competency as the result indicator of the teaching(maisarah, 2018). communicative competence is likely to be the closest tangible competence which can be measured to determine the success of the language teaching. therefore genre based approach is seen as the best method for applying the text-based curriculum in order to attain the communicative competence. this current article would like to describe how a teacher at unipdu implemented gba in teaching writing and his roles in the implementation. the teacher had implemented gba for several years and proved to succeed in his teaching. therefore revealing how he implemented gba is worth analyzing. gba was based on the theory of systemic functional linguistics developed by michael halliday. the students should be taught various types of texts that may encourage them to succeed in school and even in college. gba stresses on apprenticeship, scaffolding, and the zone of proximal development. gba has already been implemented worldwide not only in australia, but also in various countries in europe, latin america, the united states, canada, asia, such as malaysia, singapore, thailand, korea, nepal, japan, and china. text-based learning is a learning orienting to the students’ ability in arrangging texts. this method of learning is based on text modeling and analysis of text’s features and focuses on the relationship between the text and the context of its use. the design of learning units directs students to be able to understand and produce both oral and written texts in various contexts. therefore students need to understand the social function, structure, and linguistic features of a text. achmad fanani.................................. the implementation of.......................................... 134 the term text comes from the latin meaning weaving. the text, according to (halliday & hasan, 1976), is a unity of meaning. furthermore, the text is described as a language that is receptively produced and understood by people, that is what is said and written, and read and heard in everyday life. the term text includes both spoken and written texts. strengthening the definition, eggin (1994) uggests that the text is a socially and contextually complete language that may be in the form of spoken and written language. text is always created in context. the word context refers to the elements that accompany the text (christie and mason in emilia, 2011). context has a very important role in the use of language because what is written or said depends on the topic, when and in what occasion. halliday & hasan (1976) distinguish two contexts, namely the context of the situation and the cultural context. both have an impact on language usage. emilia (2011: 21:22) mentioned some key principles in text-based instruction/genre-based instruction. the principles are as follows. a. emphasizing the importance of developing students' awareness that each text is a unique creation of a unique author as well as relative to a particular group of people and particular context (hyland, 2002). b. considering learning language as a social activity. this requires dependence between students and society, which in this case can be friends, teachers or other adults, including parents, who can help students achieve better learning outcomes. through this principle it is expected that students learn languages, students learn through language, and students learn about languages (feez & joyce, 1998 ). c. emphasizing that learning will work more effectively if the teacher explicitly explains the competencies expected to be mastered by the students after the learning process (feez and joyce, 1998). explicit teaching does not mean a return to traditional grammar teaching that separates grammatical instruction from the use of authentic language. explicit teaching aims to encourage learners' involvement in learning, self-reliance in writing, and the ability to discuss how language is used in authentic contexts, such as the implementation of.......................................... 135 the way in which language is used to persuade or convince. d. affirming that students are studying under the guidance of teachers within the framework of apprenticeship. students act as those who are trained and teachers act as experts in language systems and functions. therefore, in the learning process the teacher should act as an expert who can help students to learn the language. e. believing that grammar instruction is an important part of guiding students to the knowledge of how a language works. however, it should be born in mind that grammatical teaching in text-based learning is not a teaching of traditional language but a grammatical teaching at the text level when personal intent is filtered through the commonly available forms of rhetoric to fulfill the social purpose of language use (hicks cited by kim & kim, 2005). in other words, text-based learning believes that we do not just write, we write something to achieve some purpose (hyland, 2002). grammar teaching allows students and teachers to be able to write, read, listen, and speak, and judge a text written by a person in the types of texts to be taught. hayland(2002) proposes the advantages of the implementation of gba in writing instruction which can be summarized as follows: explicitwhichmeans gba makes clear what is to be learned to facilitate the acquisition of writing skills. systematicwhichmeans gba provides a coherent framework for focusing on both language and contexts. needsbasedwhichmeans gba ensures that course objectives and content are derived from studentsneeds.supportivewhichmeans gba gives teacher a central role in scaffolding student learning and creativity. empoweringwhichmeans gba provides access to the patterns and possibilities of variation in valued texts. gba provides the resources for students to understand and challenge valued discourses and consciousness raising. gba increases teachers’ awareness of texts and teachers’ confidence in advising students on their writing. hammond, joyce, brosnan, & gerot (1992) explain that there are four stages and two cycles (oral and written) in the application of gba. each cycle may involve four stages called building knowledge of the field achmad fanani.................................. the implementation of.......................................... 136 (bkof), modeling of text (mot), joint construction of text (jcot), and independent construction of text (icot). this article would like to describe how the english teachers at unipdu apply gba in teaching writing, more specifically about the techniques they apply. 2. research methods the descriptive approach was used in this study to know how a university teacher in jombang implemented gba to teach english writing. this current study was done at the english department, faculty of languages and literature, in a university in jombang in 2017. the teacher being observed is mr. adi (a pseudonym name). the data were collecting by observing the classroom being taught by the teacher as well as interviewing him. the collected data were then analyzed and presented by describing how the teacher implemented gba in teaching english writing. the english department, faculty of languages and literature, university of pesantrentinggidarululumjombang is a department that stresses on the teaching of writing to their students. since 2013 it has advised all lecturers to implement various methods in teaching writing including gba. the implementation of gba has proven to significantly help the process of teaching writing. 3. finding and discussion 1) building knowledge of the field (bkof) stage based on the observation, the teacher did this stage (building knowledge of the field). in general, in this stage the teachers asked the students together with him to do some activities such as building cultural context, sharing experiences, discussing vocabulary, grammatical patterns, etc. in this stage, the teacher gave the students direct instruction because they were still progressively assimilating the task demands with the procedures for constructing the texts effectively. the teacher tried to link the students’ own experiences with the text type they were studying. in other words, the students were expected to bring their own experiences to the learning process. in the classroom practice, students seemed to have different experiences of a certain text type that can be shared each other. the teacher used this stage as the the implementation of.......................................... 137 starting point for sharing information with his students. in this stage “shared knowledge” took place and was needed before going on to the next stage. in building knowledge of the field, the teacher did some activities as follows: (1) introducing the social context of a particular authentic text type being studied, (2) exploring the features of the general cultural contexts of a certain type of text and the social objectives to be achieved, (3) discussing with students the context and situations used in the text. for example in exposition text, the teacher discussed with the students the role and relationship between people who were involved in a dialogue whether among friends, an employer and an employee, a teacher with students, and so forth. in introducing both social and cultural contexts, the teacher used the following ways: (1) presenting the contexts through pictures and audivisual materials, (2) determining the social objectives through discussion with students, (3) comparing the model text with other texts with the same or different text types, for example comparing a text of job interview with that of conversation between friends. 2) modelling of text (mot) stage after completing the bkof stage, the teacher did modelling of text (mot) which was the second stage in gba. in this stage, the teacher and students discussed and explored a text and its key grammatical features. the main purpose was to make the students focused on the features of the target genre. some examples of texts of a certain genre were analyzed, compared, and manipulated to make the students understand the generic structure needed to produce good pieces of writing. for example, if the main purpose was to make students able to produce procedural texts, then, the short functional texts, conversations, and the monologues were developed with one main communicative purpose, that is, giving instruction or direction. at this stage an analysis and discussion of how and why a certain type of text was organized to express meaning. through text deconstruction, it was possible for students to analyze the text components. to do so, the teacher commonly delivered the following questions: • what is the social function of the text? • who uses it? • why does he/she use it? achmad fanani.................................. the implementation of.......................................... 138 • what is the topic of the text? • who are the participants? • how are they related to each other in the situation? • is the language spoken or written? • what is the function of each section of the text? • what are the linguistic features of the text? • how can we know what the text is about? • what is the relationship between the author and the reader? 3) joint construction of text (jcot) stage after completing the second stage, the teacher went to the third one, joint construction of text (jcot). in this stage, he implemented scaffolding technique. by scaffolding, he gave the students initial explicit knowledge and guided practices. in this stage, he and the students worked together, with the teacher as a guide, to develop targeted texts until the students could do it by themselves. the students attempted to develop texts of the target genre with the help from teachers, with the teacher reduced his or her contribution gradually as learners gained greater control over their writing. in other words, the teacher acted only as a facilitator for the shared writing activities and as a responder to student writing. the main purpose was to make the students show their writing ability and show confidence to write. the activities done by the teacher during this stage were:(1) asking a complex question or problem that has several possible answers to stimulate students' curiosity about the material being taught. the questions delivered were about daily activities, ways of doing things, definitions, procedures, etc., (2) encouraging the students to think, make diagrams, and make common guesses, (3) sharing the text model to the students, along with several questions/problems sorted from simple to complex, (4) providing opportunities for the students to learn the text model independently, (5) providing an opportunity for the students to choose a partner, (6) providing different problems for each pair to complete, (7) asking each partner to exchange answers to each problem, and correcting each pair's answers, (8) providing opportunities for couples to compare answers from each pair with answers from other couples in the class, (9) asking all learners to choose the the implementation of.......................................... 139 right answer for each question and present their best answer, (10) giving reward to learners with best answer. in stimulating the students to learn together in groups, the teacher did some activities as follows:(1) providing opportunities for learners to study text models in small groups or large groups, (2) providing group discussion opportunities to discuss some questions, (3) providing problem-solving tasks to each group, with clear instructions. for example, identifying the generic structure or linguistic features presented in the text, (4) specifying roles to group members to work in groups, e.g., as a facilitator, a writer, or a spokesperson, (5) providing an opportunity for each group to solve problems and present the results of the discussion in front of the class. 4) independent construction of text (ict) stage after the third stage, the teacher went on the fourth stage that is independent construction of text (ict). in this stage, after collaborating with peers and the teacher, the students were expected to be able to produce their own texts independently and smoothly. in this final stage, the teacher gave the students great opportunity to show what they had learnt and to write a text independently while the teacher observed and gave advice from the sidelines. the following were the activities done by the teacher in this stage: (1) establishing groups with with suitable number of students to have a discussion. (2) giving each group a chance to develop ways of presenting or teaching their texts to other learners. (3) providing an opportunity for the students to summarize or make an overview of the lessons of the day, (4) motivating the students to re-learn the teaching materials and / or complete home tasks independently or in groups, (5) giving each group a chance to present their lessons and giving appreciation for their efforts. in closing the activity of learning, the teacher did the following: (1) asking the students to summarize what they had learned either individually or in group, (2) asking the students’ opinions or feelings of what they had just learned, (3) informing teaching materials and or tasks for the next meeting, (4) giving a closing remark. achmad fanani.................................. the implementation of.......................................... 140 discussion based on the explanation above, it can be inferred that gba is very useful for teaching writing. the four stages that exist in the implementation of gba may indicate that this approach may work very well with the students in the beginner level (emilia, 2011)because the process starts from the very basic with the help from teacher and friends until the last stage in which students are expected to be able to work independently. based on the activities of the teacher described previously, it can be seen that there were some roles of teachers in genre-based instruction appllied. in the building knowledge of the field stage, the teacher acted as an expert (jarrett & light, 2008)when describing expressions used in a particular type of text. the teacher also acted as a resource person on topics raised in ongoing learning. the teacher also acted as a director (jarrett & light, 2008)in a discussion that could encourage students to think critically and read the text critically. the teacher also acted as a facilitator when the students read the given text. in the modeling of text stage the role of the teacher was similar to the previous stage, the teacher acted as an expert in explicit teaching. the students, at this stage, actively analyzed the text structure and linguistic elements of the text being studied. in the joint construction of the text the teacher acted as a facilitator or mentor(jarrett & light, 2008)by providing assistance to the students when they needed it. the teacher also acted as an observer. the teacher observed the development of the students' ability in formulating the text that became the focus of learning. the other teacher's role was giving feedback to the texts compiled by the students to make the text better. in the last stage, independent construction of the text, the role of the teacher was the same as that in the previous stage (jcot), which was to give feedback on the text compiled by the students to make the text better. 4. conclusion in conclusion, the teacher at unipdu had fully implemented gba in teaching writing as indicated by the activities done by him. the four stages that exist in the implementation of gba may indicate that this approach may work very well with the students in the the implementation of.......................................... 141 beginner level because the process starts from the very basic with the help from teacher and friends until the last stage in which students are expected to be able to work independently. based on the teacher’s activities, it can be concluded that the roles of the teacher in implementing this approach were as an expert (bkof, mot), a resource person (bkof), a director (bkof), a facilitator (bkof, jcot), an observer (jcot),and feedback giver (jcot, icot). 5. references eggins, s. (1994). an introduction systemic functional linguistics. london: pinter publisher ltd. emilia, e. (2011). pendekatan genrebased dalam pengajaran bahasa inggris. petunjuk untuk guru. bandung: rizqi press. fanani, a. (2015). using english to enhance the elementary school students’sense of nationalism. educate, 9-19. feez, s., & joyce, h. (1998 ). textbased syllabus design. sydney: national centre for english language teaching and research, macquarie university. halliday, m., & hasan, r. (1976). cohesion in english, english language series. london: longman. hammond, j., joyce, h., brosnan, d., & gerot, l. (1992). english for special purposes: a handbook for teachers of adult literacy . sydney: nceltr, macquarie university. hyland, k. (2002). genre: language, context and literacy. in m. mcgroaty, (ed.). annual review of applied linguistics. vol. 22, 113-135. jarrett, k., & light, r. (2008). the experience of teaching using a game based approach: teachers as learners, collaborators, and catalysts. christchurch, new zealand: university of canterbury. kim, y., & kim, j. (2005). teaching korean university writing class: balancing the process and the genre approach. asian efl journal, 68-89. maisarah, m. (2018). modifikasi lagu sholawat untuk pembelajaran bahasa inggris di pesantren. jurnal darussalam: jurnal pendidikan, komunikasi dan pemikiran hukum islam, 294304. achmad fanani.................................. smart journal volume 2 no. 2, agustus 2016 hlm 105-120 105 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung enhancing the listening motivation and achievement of the eleventh graders by using drama movies viewing techniques suramto english department, university of musi rawas suramtokuncoro@gmail.com abstract the present study aimed to investigate whether or not there was a significant difference in students’ listening motivation and achievement after they were taught by drama movies viewing technique. the objects of the study were 60 eleventh graders. a quasi experimental design was used in this study.data were collected by using motivation questionnaire and listening achievement tests. the results showed that the students who were treated by drama movies viewing technique achieved higher mean score in listening motivation (80.57) and listening achievement (81.46). drama movies viewing technique also gave contribution in listening motivation (31.9%) and listening achievement (61.8%). keywords: drama movies viewing techniques, listening motivation, and listening achievement. 1. introduction listening is one of important skills in english mastering. listening skill is usually studied in the first step while children, teenagers, and adults start learning english. listening is introduced and taught effectively at the beginning in order the students are able to achieve english skillwell as the target of learning process. furthermore, the students are able to understand largely in education. according to saricoban (1999, p.6) listening is one of the fundamental language skills. it is a medium through which children, young people and adults gain a large portion of their education, their understanding of human affairs, their ideals, sense of values and their appreciation. in addition, brown (1980, p.43) states a small child listens and speaks and no one would dream of making read or write. reading and writing are advanced stages of language development. the natural order for first and second language learning is listening, speaking, reading, and writing. in other words, listening is studied by the children for first step, and the next steps they are going to learn speaking, reading, and writing skills. it means that the children usually are going to learn speaking, reading, and writing after they learned listening skill. smart journal volume 2 no. 2, agustus 2016 hlm 105-120 106 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung listening is one of fundamental skills in english. unfortunately, most students are not able to achieve listening skill well. there are many factorsthat influence students’ listening achievement is low. monotonous learning media,speaking speed, and limited vocabulary are usually faced the students. stivani and hayati (2011) conducted a research entitled using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang. she found that 52% of students could not reach the skm and 93% of students said that the media used in the class is monotonous. handayani (2009) conducted a research entitled the problems of learning english at smp negeri 9 malang. she found that listening was the most difficult faced the students in english, and 89% of the students said that they found problems in learning listening. the students’ problems in listening are about speaking speed and limited vocabulary. most students complain that from four english skills, listening is the most difficult. they usually blame the recording as the only problem in their listening. there are many problems affect the listening skill. according to underwood (1990, p.16), there are seven potential problems that students may encounter while learning to listen to english. three of them are; the students are not able to get things repeated; the students have limited vocabularies; and the students are lack of control over the speed at which the speakers speak. the problem of english listening skill also happens to the students of islamic senior high school 1 lubuklinggau although not all problems are experienced by all of them. the students’ listening achievement in english can be increased bythe use of movie in practicing in order the students are able to achieve well. in practicing process, the teacher is able to provide and apply the teaching aids properly. movie is one of media in increasing students’ listening achievement. according to hemei (1997, p.45), the use of video movie is a great help for foreign language teachers in stimulating and facilitating the target language. in addition, whatley (2012, p.51) states that the presence of film and video changes the learning atmosphere of the class, as esl/efl students are hearing authentic english in real life scenes and natural settings. in increasing listening achievement, the teacher is able to use moviesas a great smart journal volume 2 no. 2, agustus 2016 hlm 105-120 107 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung media and a positive influence to the students. it can be suitable teaching device in english learning as the target language. rubin (1995, p.157)states using movie can help students develop cognitive strategies. while they view a segment through sound off, the students can be asked to make predictions about what is happening by answering questions and while viewing the segment through sound on, the students are able to modify their predictions. in other words, the students are able to predict what is happening while they are watching movie through sound off and they are able to verify while they are watching movie through sound on. the use of movies will be beneficial. harmer (2007:144) points out using video movie can be much richer than using audio. video movie does not only produce sound but also produce moving picture; speakers can be seen, their body movements give clues as to meaning; so do their clothes they wear, their location, and background information can be filled in visually. in other words, while the students are watching movies, they are assisted through the speakers’ gesture, they know what happen, and they know where the activity is happened. during the students are listening through movies, they get inspiration and motivation because the story of movies are like the real life. canning-wilson (2000, p.6) states that video movies can stimulate and motivate students’ interest. it means that since the animation clips present attractive pictures and stories, they have increased their motivation. in interesting condition, it can drive up students’ willpower in learning. kasbollah and latif (1993, p.56) point out students will be motivated to study if the situation is interesting. interesting condition can boost student’s spirit to learn language. in other words, the students will have good motivation in learning because class atmosphere is interesting. then, it is for this purpose that the present study is carried out. more straightforwardly, the present research is intended to find the answers to the following research problems: 1. is there any significant difference in listening motivation between the eleventh graders of islamic senior high school 1 lubuklinggau who are taught listening by drama movies viewing techniques and those who are not? smart journal volume 2 no. 2, agustus 2016 hlm 105-120 108 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 2. is there any significant difference in listening achievement between the eleventh graders of islamic senior high school 1 lubuklinggau who are taught listening by drama movies viewing techniques and those who are not? 3. what is the contribution of drama movies viewing techniquesto listening motivation and achievement of the eleventh gradersof islamic senior high school 1 lubuklinggau? 2. research method a quasi experimental design (non-equivalent group pretest-posttest design) was used in this study. the objects of the study were sixty students of science class at the islamic senior high school 1lubuklinggau south sumatera. they consisted of thirty students in the experimental and thirty students in control groups. the experimental group was given pre-test, treatment 36 meetings, and post-test. meanwhile, the control group was given pre-test and post-test. the instruments for data collection consist of listening motivation questionnaire and listening achievement test. there were 20 items in the motivation questionnaire sheet, and 40 multiple choice questions in the listening achievement test sheet. in this study, there are three variables: (1) the use of drama movies viewing techniques; (2) students’ motivation in listening, and (3) students’ listening achievement. drama movies viewing techniquesmeansa movie about people, often a famous story, and that is told using sound and moving pictures. it is used for teaching listening. this is a teaching device in assisting the learners’ comprehension by enabling them to listen, to exchange and see such visual support as facial expressions and gestures simultaneously which may boost their insight into the topic of conversations. students’ motivation in listeningmeans that the students’ interest in learning english that encourages them towards target language and they wish to integrate into the target language community after they have received treatment by usingdrama moviesviewing techniques in teaching listening. the motivation used in this study are instrumental and integrated motivations through the following explanations that individual learns a language through a more utilitarian purpose such achieving smart journal volume 2 no. 2, agustus 2016 hlm 105-120 109 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung higher social status and individual learns a language due to the positive manners towards the target language group and wish to integrate into the target language community. students’ listening achievement means that the scores are achieved by the students after they received treatment. the achievement here means the skill of listening in english that students are able to know information listening program from the speakers. the students’ listening achievement in this study is limited to the basic skill ofthe students’ scores in pre-test and post-test. technique for analyzing the data was divided into two categories; motivation questionnaire in listening and listening achievement test. listening motivation questionnaire, t-test analysis was used to find out the significant different in students’ listening motivation. there are two kinds of t-test analysis were used in this study; dependent sample t-test and independent sample t-test (best and kahn, 1993, p. 328-341). first, dependent sample t-test was used to analyze the significant influence in students’ listening motivation of the eleventh graders of man 1 lubuklinggau before and after they were taught listening by using drama movies viewing techniques and those who are not. second, independent sample t-test was used to analyze (research question no.1) the significant influence in students’ listening motivation between the eleventh grade students of man 1 lubuklinnggau who were taught listening by using drama movies through viewing techniques and those who are not. spss program was used to analyze it. listening achievement test, t-test analysis was used to find out the significant difference in students’ listening achievement. there are two kinds of t-test analysis used in this study: dependent sample t-test and independent sample t-test. first, dependent sample t-testwas used to analyze the significant influence on listening achievement of the eleventh graders of man 1 lubuklinggau before and after they were taught listening byusing drama movies viewing techniques. second, independent sample t-test was used to analyze (research problem no 2) the significant difference in listening achievement between the eleventh graders of (islamic senior high school) man 1 lubuklinggau who are taught listening byusing drama movies viewing smart journal volume 2 no. 2, agustus 2016 hlm 105-120 110 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung techniques and those who are not.spss program was used to analyze it. 3. finding and discussion the post-test results of students’ listening motivationand achievement in the experimental group and control group are presented in table 1. table 1. frequency and mean of students’ listening motivation questionnaire and listening achievement test based on achievement level for listening motivation, the students’ mean scores for adequate, high, and very high categories were 71.66, 79.71, and 89.33 respectively. while, in the listening achievement, the students’ mean scores for competent but limited listener, competent listener, and adept listener categories were 68.93, 76.44, and 84.75 respectively. furthermore, the students’ mean scores of listening motivation and achievement in both groups were 80.23 and 76.71. it can be concluded that the mean score of the students’ listening motivation was in high level category and students’ listening achievement was in competent listener category or good level. in the terms of frequency and percentage in students’ listening motivation both in experimental and control groups, there were 29 students (48.33%) who were in the adequate category, 28 students (46.67%) who were in high category, and 3 students (5.00%) who were in very high category. the result showed that the students’ listening motivation could be said in good category because there were 57 students (95%) who were in adequate and high categories. furthermore, there was 5% who were in very high motivation category. moreover, there was no one who was in low motivation category. it could be categorized in good category because the percentage of students’ listening motivation questionnaire more than 75 %. in the listening achievement, the results of the listening achievement test showed that there were 14students (23.33%) who were in competent but limited listener, 26 students (43.33%) who were in competent listener, and 20 students (33.34%) who were in adept listener. there were 46 students (76.67%) who were in competent listener and adept listener categories. it could be said that the students’ listening achievement was good smart journal volume 2 no. 2, agustus 2016 hlm 105-120 111 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung because the percentage of students’ listening achievement is more than 75%. there were three statistical analyses in this study; dependent sample t-test (paired sample t-test), independent sample t-test, and multiple regressions. dependent sample t-test (paired sample t-test) was used to find out: (1) the significant difference in students’ listening motivation and achievement before and after the students were taught by drama movies viewing technique; and (2) the significant difference in students’ listening motivation and achievement in the control group. independent sample t-test was used to find out: (1) the significant difference in students’ listening motivation between the experimental and control groups. (2) the significant difference in students’ listening achievement between the experimental and control groups. multiple regression analysis was used to find out the contribution by drama movies viewing technique in students’ listening motivation and achievement. the table below showed the results of paired sample and independent sample t-test analysis. table 2. the results of paired sample and independent sample t-tes the result of paired sample t-test showed that the mean difference (between the pretest & posttest) of listening motivation in the experimental group was 10.867. the value of df was 29, the value of t-obtained was 7.448 (>t-table), and the value of sig.2-tailed was .000 (<0.05). since the value of t-obtained was higher than that of t-table and the value of sig.2-tailed was <0.05, it means there was a significant difference of listening motivation in the experimental group. based on the table above, the results showed that the mean difference of listening achievement in the experimental group was 11.300. the value of df, t-obtained, and the value of sig.2-tailed were 29, 3.045 (>t-table), and 0.00 (<0.05). if the value of t-obtained > t-table and sig.2-tailed < 0.05, it means there was a significant difference between the pretest and posttest of students’ listening achievement in the experimental group. it could be stated that teaching listening by drama movies viewing technique was effective in the experimental group. smart journal volume 2 no. 2, agustus 2016 hlm 105-120 112 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung in the control group, the results of paired sample t-test showed that the mean difference between the pre-test and post-test of listening motivation was 2.533.the value of degree of freedom (df) was 29, t-obtained was 1.547 (>t-table), and the value of sig.2-tailed was 0.00 (<0.05). it means there was a significant difference between the pretest and posttest in the control group. it can be said that there was some improvement in the students’ listening motivation in the control group but it was not higher improvement than in the experimental group. furthermore, the terms of listening achievement, the mean difference was 2.667. the value of degree of freedom (df), t-obtained, and the value of sig.2-tailed were 29.(2.524) and .017. it means teaching listening without drama movies viewing technique was also effective although the improvement in students’ listening scores was not as higher as the scores in the experimental group. in terms of the students’ listening motivation, t-value of gain between the experimental and control group was 4.901. the value of df, t-obtained, and the value of sig.2-tailed were 58, 9.736 and .000. since the value of t-obtained was higher than the value of t-table (9.736 >2.021) and the value of sig.2-tailed <0.05, it means that ho was rejected and ha was accepted; therefore, teaching listening by drama movies viewing technique was more effective. in terms of students’ listening achievement, the t-value of gain between the experimental and control group was 10.521. the value of degree of freedom (df) was 58, t-obtained was 6.018 (>2.021), and the value of sig.2-tailed was .000. it means the value of t-obtained was higher than t-table and the value of sig.2-tailed was lower than 0.05. it could be said that drama movies viewing technique significantly improves students’ listening achievement. after he found the significant of drama movies viewing technique to listening motivation and achievement, he also found the contribution. multiple regression analysis was used to know the contribution of drama movies through viewing technique towards listening motivation and achievement. the result of contribution showed as below table. smart journal volume 2 no. 2, agustus 2016 hlm 105-120 113 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung table 3 thecontribution ofdrama movies viewing technique towards students’ listening motivation table 4 thecontribution of drama movies viewing technique towards students ’ listening achievement based on the table 3 and 4, it can be concluded that drama movies viewing technique only gave the contribution to students’ listening motivation namely 31.9%. it can be seen from r square 0.319 (table 3). meanwhile, drama movies viewing technique could give contribution to students’ listening achievement namely 61.8%. table 4 showed that r square is 0.618. the percentage showed that drama movies viewing technique gave higher contribution to listening achievement than listening motivation. the writer also analyzed the contribution of drama movies viewing technique to instrumental motivation and integrative motivation. the table showed as follows; table 5 the contribution of drama movies viewing techniques to integrative motivation table 6 the contribution of drama movies viewing techniques to instrumental motivation the table 5 and 6 showed that drama movies viewing technique gave contribution to integrative motivation 0.734 or (73.4%) and instrumental motivation 0.266 or (26.6%). it can be concluded that drama movies viewing technique gave higher contribution to integrative motivation than instrumental motivation. in terms of listening achievement, the students’ mean scores of drama movies viewing technique in listening achievement were to identify words meaning (0,75), to express idea (0.73), to respond satisfied and unsatisfied (0.96), to express feeling (0.96), to identify request (0.91), to respond agreement (0.90), to identify advice (0.81), to identify topics (0.90), to identify the goal of function text (0.83), to identify main idea (0.67), and to identify the cases (0.43), so it could be smart journal volume 2 no. 2, agustus 2016 hlm 105-120 114 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung concluded that the use of drama movies gave high contribution for the skill of expressing feeling and responding satisfied and satisfied. in this study, the writer applied the drama movies viewing technique to teach the eleventh graders of man 1 lubuklinggau. the results of this study showed that the drama movies viewing technique significantly improves the students’ listening motivation and achievement. drama movies viewing technique could improve the students’ listening motivation. this study is supported by cardon (2010, p.152) who states that the power of movie is as potential motivator in lifelong learning. the primary benefits of movies are entertaining, engaging, and motivating. drama movies viewing technique in enhancing students’ listening motivation can be seen from the results of listening motivation questionnaire. the students of experimental group who were taught by drama movies viewing technique had a higher mean score than the students of control group (80.57>72.03). it is also in line with canning and wilson (2000) who state movies or films can stimulate and motivate students’ motivation in learning. in addition, whatley (2012) states the presence of movie or video changes the learning atmosphere of the class, as esl/efl students are hearing authentic english in real life scenes and natural settings. the improvement of students’ motivation can also be seen from the results of pre-test and post-test. in the experimental group, the results showed that the students’ mean score of pre-test (69.70) and the students’ mean score of post-test (80.57). so, drama movies viewing technique can be a proper way in increasing students’ motivation. kasbollah and latief (1993) state students will be motivated to study through interesting situation. interesting condition can boost students’ spirit to learn a foreign language. in addition, gerlach and elly (1980) state films, videos, and animation clips can motivate student because they enjoy the media. by creating fun atmosphere class, the students do not feel that they are forced in doing the tasks given. besides the listening motivation, drama movies viewing technique could also improve the students’ listening achievement. it can be seen the mean scores between pre-test and post-test smart journal volume 2 no. 2, agustus 2016 hlm 105-120 115 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung (70.16-81.46). it means that there was an improvement in the experimental group. it is in line with a study done by kusumarasdyati (2004) she found that movies could be an effective teaching device to develop the english foreign learners’ listening aroused their motivation and their potential to engage in various activities. in addition, bahrani and sim (2012) state movies as one type of authentic audiovisual program and the result can improve language proficiency. sulistyowati (2011) states that the use of movie can improve listening comprehension and the students’ listening could be categorized good. the significant difference between students’ listening achievement in both groups might be caused by the teaching technique, materials, and media used during the teaching and learning process. the writer used laptop, sound system, and lcd. this study confirms what was found by tinio (2012, p.7) who states that the use of ict by the teacher in the classroom can impact the students’ learning achievement. furthermore, dudeney and hockly (2007, p.7-8) state that the use of ict by language teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. using a range of ict can give students exposure and practice in all of the four main language skills; listening, speaking, reading, and writing. the mean scores of the students’ listening motivation and achievement in in experimental group were 80.57 (high) and 81.46 (adept listener category or very good). hence, it can be said that the students were in good category if the mean scores of the students’ listening motivation or achievement higher than ≥ 75. it can be concluded that the mean score of the students’ listening achievement already fulfilled the standard scores of man 1 lubuklinggau but it did not fulfill the writer’s expectation (≥ 85.0). the writer assume that there are some factors such as; the time of the study was limited, the treatment was only conducted in 24 meeting included pre-test and post-test, the teaching learning process was implemented in the afternoon (extra class) at 02.30 p.m. up to 04.00 p.m. because the writer did not want to disturb students’ learning schedule in the class, and the students were so tired because they studied after they finished learning in the class. therefore, the students’ results are not as high as expected by the writer. the writer believes that if the treatment smart journal volume 2 no. 2, agustus 2016 hlm 105-120 116 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung and listening test are done in the morning class, there will be a higher improvement in students’ listening motivation and achievement. the mean scores of students’ listening motivation and achievement in control group were 72.03 (adequate) and 73.38 (competent listener category or good). the results of students’ motivation showed that there was an improvement of the students’ mean scores. it can be seen the mean scores between pre-test and post-test (69.50-72.03). while in terms of listening achievement, the students’ mean scores between pre-test and post-test (70.16-73.38). the mean scores of listening achievement improved but it did not fulfill the standard of man 1 lubuklinggau. the small improvement may be influenced by the technique or media who the teacher used in the teaching and learning process. the english teacher teaches students without using ict. meanwhile, teaching device is part of teaching learning process in the classroom. tinio (2012) states the use of ict by the teacher in the class can impact the students’ achievement. in addition, dudeney and hockly (2007, p.7-8) state the use of ict by the teachers in the classroom is becoming increasingly important and it will become a normal part of elt practice. furthermore, the writer also found that drama movies viewing technique gave contribution to each category in students’ listening motivation and achievement. in terms of the listening motivation, drama movies viewing technique gave higher contribution to integrative motivation than instrumental motivation. it can be seen from the results of multiple regression that r square for integrative motivation (.734) or (73.4%) and r square for instrumental motivation (.266 or 26.6%). it can be caused by technique that the writer used in teaching learning process.so, the students’ motivation of integrative increased in english learning as a target language. according to saville-troike (2006), integrative motivation as the desire to be a part of an important member and it is based on interest in learning the language because of their need to learn the second or foreign language. in addition, crookes and schmidt (1991) state motivation has been identified as the learner’s orientation through regard to the goal of learning a second or foreign language. it can be concluded that drama movies viewing technique is a suitable way in increasing smart journal volume 2 no. 2, agustus 2016 hlm 105-120 117 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the students’ motivation. in terms of listening achievement, drama movies viewing technique gave improvement in students’ listening achievement of competent but limited listener category. it could be seen from the results in the listening achievement test, the results showed that there were 26 students (86.67%) increased in adept listener category. it could be said that from 30 students, there were only 4 students (13.33%) who could not achieve listening skill. it is clear that drama movies viewing technique could improve in students’ listening motivation and achievement. it is supported the study done by kusumarasdyati (2004) which found that movie could be an effective teaching device to develop the english foreign language learners’ listening aroused their motivation. similarly, bahrani and sim (2012) they found that films or movies through good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. the results of the study showed that there was a significant improvement of the students’ listening motivation and achievement in the experimental group. drama movies viewing technique could enlarge the students’ understanding and acknowledgment about english skills and culture. 4. conclusion based on the findings and statistical analysis in this study as explained in the previous chapter, it can be taken conclusions as follows; first, the results of this study showed there was a statistically significant difference in students’ listening motivation after they were taught by using drama movies viewing techniques. in the experimental group, the results between pre-test and post-test showed that there was a good progress in the students’ motivation in listening from the pre-test score until the post-test score (69.70-80.57). in the control group, it was also found that there was a significant mean difference but still lower than the score in the experimental group (72.03<80.57). the results showed that there was a significant difference means score between students’ listening motivation in experimental group and control group (8.334). the results of this study showed that there were 24 students in high motivation and there were 3 smart journal volume 2 no. 2, agustus 2016 hlm 105-120 118 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung students in very high motivation categories. it means that 90% students were in high and very high motivation categories. second, using drama movies viewing techniques significantly improves the students’ listening achievement. in the experimental group, it showed from the students’ score after the treatment by using drama movies viewing techniques in teaching and learning process, the results of the post-test was better than the results of the pre-test (81.46>70.16). in the control group, it was found that there was lower significant mean difference than the mean difference in the experimental group (73.38<81.46). the students’ mean score of listening achievement (81.46) in the experimental group had already fulfilled the standard score of school but it was not happened by the control group (73.38). the result also showed that there was a significance mean difference between students’ listening achievement in the experimental group and control group (10.233). in the experimental group, there were 26 students or 86% in adept listener and in competent listener categories. it can be said that the use of drama movies through viewing techniques for teaching listening in the experimental group was effective. third, it was found that using drama movies viewing techniques gave significance contribution to the students’ listening motivation and achievement. the results showed that it gave high contribution 73.4% to the integrative motivation and 68.1% to listening achievement in the experimental group. 5. references bahrani, t., &sim, t. s. (2012).audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement. the turkish online journal of educational technology,11(4), 56-64. best, j. w., & kahn, j. v. (1993).research in education. needham heights, ma: a division of simon & schuster, inc. brown, d. h. (1980) .principles of language learning and teaching. white plains, ny: prentice-hall. canning, c., & wilson, c. (2000).practical aspects of using video in the foreign language classroom.the internet tesl journal, 8, 1-6. retrieved from http://iteslj.org/article/canning-vide o.html. http://iteslj.org/article/canning-video.html http://iteslj.org/article/canning-video.html smart journal volume 2 no. 2, agustus 2016 hlm 105-120 119 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung cardon, p. w. (2010). using films to learn about the nature of cross-cultural stereotypes in intercultural business communication courses.business communication quarterly, 73, p.150-165. crookes, g., & schmidt, r. w. (1991). motivation: reopening the research agenda. language learning, 41(4), 469-512. dudeney, g., &hockly, n. (2007). how to teach english with technology. harlow, uk: pearson education ltd. geralch, v. s., & ely, d. p. (1980).teaching & media: a systematic approach. white plains, ny: prentice hall. handayani, d. n. (2009).the problems of learning english at smpn 9 malang. (unpublished thesis) malang: state university of malang. harmer, j. (2007).how to teach english.. harlow, uk: pearson education ltd. hemei, j. (1997) .teaching with video in an english class.journal of english teaching forum, 35(2), 45-47. kasbollah, k., &latief, m. a. (1993) . teaching-learning strategy i. malang: debdikbudproyekoperasidanperawat anfasilitas ikip malang. kusumarasdyati. (2004). listening, viewing and imagination: movies in efl class. in the proceeding of the 2 nd international conference on imagination and education.(pp. 1-10), monash university, australia. rubin, j. (1994). a review of second language listening comprehension research.the modern language journal,78(2), 199-221. rubin, j. (1995) .the contribution of video to the development of competence in listening.a guide for teaching of second language listening. san diego, ca: dominie press. saricoban, a. (1999). the teaching of listening.the internet tesl journal, 5 (12).retrieved form (http://iteslj.org/articles/saricoban-l istening.html). saville-troike, m. (2006).introducing second language acquisition.new york, ny: cambridge university press. stivani, r., &hayati, n. (2001) . using animation clips to improve the listening ability of the eight graders of smp negeri 21 malang.(unpublished thesis) malang: state university of malang. sulistyowati, t. (2011). the impact of teaching listening comprehension by audio and audio picture aids on the 3 rd semester students’ listening proficiencies of english education department students of muria kudus university in the academic year 2009/2010. journal of social and culture,4(2). retrieved from http://jurnal.umk.ac.id/?page_id=155 6 http://iteslj.org/articles/saricoban-listening.html http://iteslj.org/articles/saricoban-listening.html http://jurnal.umk.ac.id/?page_id=1556 http://jurnal.umk.ac.id/?page_id=1556 smart journal volume 2 no. 2, agustus 2016 hlm 105-120 120 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung tinio, l., v. (2012). ict in education. new york: stephen brown group leader. retrieved from http://www.saigontre.com/fdfiles/i ct in education. pdf on march 20,2012. underwood, m. (1990).teaching listening:longman handbooks for language teachers. london: longman. whatley, h. d. (2012). the effective use of motion pictures in the esl classroom.journal of arts, science & commerce,3(2), 50-53. http://www.saigontre.com/fdfiles/ict http://www.saigontre.com/fdfiles/ict jurnal smart , volume 3, no 2 (2017) , page. 117-124 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/469.203x 117 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. the english department students’ perception on entrepreneurship education novita eka tristiana english department, stkip muhammadiyah pringsewu novita@stkipmpringsewu-lpg.ac.id abstract the aim of this research is to know what the english department students’ perceptions are on the entrepreneurship. the research was conducted at the sixth semester of stkip muhammadiyah pringsewu which the participant were the students who studied entrepreneurship. there were 50 students who were involved in this research. but, in this research, the researcher only took 5 students as the representative of the students since the design of this research was qualitative research design. the data collecting techniques used in this research were think aloud protocol, interview and observation. in analyzing the data, the researcher did some activities such as; describing, classifying and connecting. the finding of the research showed that the students have positive perception on entrepreneurship and the students also think that entrepreneurship is important seen from the usage perception. keywords: perception, entrepreneurship and english department students. 1. introduction entrepreneurship education consists on the critical consideration toward the concept and the practical of entrepreneurship which the students study about some theories and basic thinking about the entrepreneurship. nian, et al (2014) state that entrepreneurship education or also known as entrepreneurial education is used to deliver entrepreneurial knowledge, skills and abilities to the students for helping them to success their career as an entrepreneur. entrepreneurship education has an eminent role in building up the students’ understanding, mentality and attractiveness since the aims of this education gives both theoretical understanding and practical. duval, couetil & long (2015) state today entrepreneurship program tout associated https://doi.org/10.26638/469.203x the english… 118 benefits, including the development of leadership, communication, business literacy and intrapreneurial skills, in order to draw a broader audience to programs. lackeus (2015) asserts that teaching “for” entrepreneurship means an occupationally oriented approach aiming at giving building entrepreneurs the requisite knowledge and skills. moreover, entrepreneurship education trains the student to gain innovative enterprise skills and capture the opportunities to success in business venture. for summing up, the entrepreneurship education provides the knowledge, skill and experience for the students to build up their mentality, performance and character in handling the entrepreneurship activities. thus, the knowledge and skill can be applied for their life. some previous studies about the students’ perception on entrepreneurship education had been conducted by some researchers such as: nian et al (2014), brijlal (2011), and lame & yusoff (2013). from the results of the research it can be concluded that the students think that entrepreneurship is important and they have positive perception on entrepreneurship. since the students get conceptual understanding and practical about the entrepreneurship. in english department of sekolah tinggi keguruan dan ilmu pendidikan, entrepreneurship is taught in the second semester. in this case, the students study about all the theories of entrepreneurship as well as the practical activities. thus, in this research aims to know the students’ perceptions on entrepreneurship education. 2. research method the research was conducted at the sixth semester in academic year 20162017 at stkip muhammadiyah pringsewu. there were 50 students involved in this research in which the researcher took 5 students as the representative. the research design used in this research was qualitative research. the data collecting techniques in this research were think-aloud protocol, interview and observation. meanwhile, for analyzing the data, the researcher conducted some activities such as; describing, classifying and connecting. 3. finding and discussion for answering the research question that is what the students’ perception on entrepreneurship education, the researcher gathered the data from think-aloud protocol, interview and observation. the results were as follows; novita …… 119 a. the result from think-aloud protocol 1st student my perception in entrepreneurship is about the learning of leadership, how to manage our business for getting new experience, how to take some opportunities that come for us, try to maximize all of the chance in our lie. entrepreneurship not only think about lost and profit but also try to make something else be good thing for others. we do the entrepreneurship cause of love, so that it will be worth it. 2nd student my opinion about entrepreneurship is very good because of increasing my life skill beside english skill. it can lead to new ideas and open a new job. moreover, entrepreneurship also teaches us to be independent and able to open our minds to be entrepreneur. thus, we will be able to create a new job and become good entrepreneur, and also able to manage our financial. 3rd student in my mind, entrepreneurship is very important to us because it helps people to improve economic and make people creative for business. in addition, entrepreneurship has important role in education because if english education students learn entrepreneurship, the students will be active and have knowledge in business. 4th student entrepreneurship is very important to us because it can give opportunity and experience for running business. it also teaches how to be creative and independent but can cooperate well with the others people. 5th student i think entrepreneurship is important to be learned well for me because, the entrepreneurship teaches me to communicate and develop myself. entrepreneurship teaches me to take problem in life and try to overcome the problem by taking the opportunities. b. the result of interview 1st student i take english department then i want to maximize it to be an entrepreneur it will be very useful. for example, when i the english… 120 establish english course, we have to see the opportunity around us. for looking the opportunity of course we should know the background of entrepreneurship itself. 2nd student my expectation after studying entrepreneurship, i will be able to develop my ability in communication and i hope after graduate in this campus i will open shop which content clothes or food to make extra money and by having the knowledge of entrepreneurship i can share my experience. 3rd student entrepreneurship is very important for me as a student of education department. because, i not only can know about how to teach well, how to be a good teacher, know a lot of the material of english but also i learn well the theories of entrepreneurship which motivate me and build my entrepreneur soul. 4th student we can implement the idea of entrepreneurship to be active and creative person by running the entrepreneurship activities like handling business, selling, producing and promoting. 5th student my expectation on studying entrepreneurship, i will be better entrepreneur in the future, because right now, i also run an online shop business, by studying entrepreneurship i will get many benefit such as; have a knowledge how to be good entrepreneur, how to sell product and how to promote the product. so hopefully my business will run smoothly in the future. c. the result of observation in this case, the researcher observed three primary activities of the students in entrepreneurship class, such as; the teaching and learning process about the theories of entrepreneurship, presenting business proposal, establishing bazaar and presenting the business report. novita …… 121 the field note of observation can be seen in this table. activities note teaching and learning process of the theories of entrepreneurshi p • the lecturer explained about the theories of entrepreneurs hip which included the definition of entrepreneurs hip, the entrepreneur, the characteristic of entrepreneurs hip, the kinds of entrepreneurs hip activities • the lecture made asked the students to study in group which consist of 5 students. • each group presented the theories of entrepreneurs hip in front of the class. presenting business proposal • in this process, the students worked in groups which consist of 5 people in each group. there were 10 groups. • the students arranged the business proposal. • the each group presented the business plan in front of the others groups. • the group which had turn in presentation described the business plan that include, the name of the business, the location, the capital and the swot analyzes on their business plan • the others group gave positive responds toward the the business plan and gave some suggestion on their business plan • all of the groups were able to make the organization on their business plan. • all of the group also were able to tell about the marketing plan on their business plan. bazaar • at entrepreneurshi the english… 122 p day the groups sold their products • the bazaar were followed all of the group in entrepreneurshi p class • the groups displayed all of their product • the groups promoted their product to the customers • the groups documented the testimony on their product to the customer. • all of the groups have positive competition on selling their products • the members of the groups had big effort to promote and persuade the customers to buy their products. presenting business report • each group was able to tell their business report. • the group told about their experiences in handling the business • the groups explained their strengths and weakness on their business based on the results of the research above, it can be seen that all of the students have positive perception of entrepreneurship and think that entrepreneurship is important. as mentioned by the first student “entrepreneurship not only think about lost and profit but also try to make something else be good thing for others”,. moreover she also said “‘i take english department then i want to maximize it to be an entrepreneur it will be very useful. for example, when i establish english course, we have to see the opportunity around us” from her statement, it is clear that she has positive sight of entrepreneur, she think that by studying entrepreneur it will help her to create something different. as an english department student she has dream to establish english course that in line with her skill. thus, she can maximize her ability both english skill and entrepreneurship knowledge that will be useful in her life. novita …… 123 in addition, the second student also said the similar rhythm of her perception of entrepreneurship. she said that “my opinion about entrepreneurship is very good because of increasing my life skill beside english skill. it can lead to new ideas and open a new job” from this statement she thinks that she can develop herself through entrepreneur. therefore, she is not only able to develop her english skill but also entrepreneurship skill. moreover, she also said that “my expectation after studying entrepreneurship, i will be able to develop my ability in communication and i hope after graduate in this campus i will open shop which content clothes or food to make extra money and by having the knowledge of entrepreneurship i can share my experience. moreover, the third student also stated that “in my mind, entrepreneurship is very important to us because it helps people to improve economic and make people creative for business” from his statement he thinks that this important to study entrepreneurship that will lead him to run the business in order to help the other people. next, the forth students asserted that “we can implement the idea of entrepreneurship to be active and creative person by running the entrepreneurship activities like handling business, selling, producing and promoting”. from this statement, it can be seen that the forth student thinks that entrepreneurship can make him creative and active person by running some business activities the last statement from the fifth students is “by studying entrepreneurship i will get many benefit such as; have a knowledge how to be good entrepreneur, how to sell product and how to promote the product” from all of those statements it can be drawn up the conclusion that all of the students think that entrepreneurship is essential to the student to increase their life skill. it is supported by nian et al (2014) entrepreneurship education is to prepare graduates to be successful in their career when they set up a new business venture or in small medium enterprise (sme). innovation is one of the most important elements to acquire when students learn about entrepreneurship education. the english… 124 4. conclusion english department students have positive perception on entrepreneurship education. since the entrepreneurship education gives the chance for the students to be creative, active and innovative to develop themselves. 5. references brijlal, p. (2011). entrepreneurial perceptions and knowledge: a survey of final year university students. african journal of business management vol.5 (3), pp.818-825, 4 february, 2011. http://www.academicjournal.org/ ajbm. doi: 10.5897/ajbm10.403. issn 1993-8233@2011 academic journal duval, n., couetil & long, z. career impact of entrepreneurship education: how and when students intend to utilize entrepreneurship in their professional lives. usasbe (2015).journal of small business management editor’s choice award. lackeus, m. (2015). entrepreneurship in education. better policies for better lives .european commission. lame, s.m & yusoff, w.f.w. (2013). the perception of students towards entrepreneurship courses: an empirical study of nigerian polytechnics students. ictmbe 2013. 2nd international conference on technology management, business and entrepreneurship mahkota hotel melaka malaysia 5th december 2013 issbn 978-967-0468-56-3. nian, t.y., bakar, r.,& islam, a.(2014). students’ perception on entrepreneurship education: the case of universiti malaysia perlis. international education studies; vol.7, no. 10;2014 issn 1913-9020 e-issn 1913-9039. published by canadian centre of science and education. http://dx.doi.org/10.5539/ies.v710 p40 http://www.academicjournal.org/ajbm http://www.academicjournal.org/ajbm http://dx.doi.org/10.5539/ies.v710p40 http://dx.doi.org/10.5539/ies.v710p40 smart journal , volume 3 no. 1, januari 2017 page. 8-19 issn cetak : 2356-2048 issn online : 2356-203x 8 received 1 january 2017, published 30 january 2017 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart smart journal : journal of english language teaching and applied linguistics. polite request strategies by male and female of english learners fajri habibi english depatment, stkip kumala lampung email: fajri.habibi88@gmail.com abstract the present study investigated request strategy by non-native english speakers. the study focused at the rank of imposition in the choice of request and politeness strategy between twenty five males and females of postgraduate english students muhammadiyah university of surakarta. the data were collected by discourse completion tests (dct) which consisted of six situations. their responses were categorized using the scale of trosborg request theory and brown and levinson politeness. the findings showed that the students utilized hearer oriented conditions strategy when uttered to the hearer with higher status. however, the male students tended to use direct request strategy in the situation when they had high position status. the combination request strategy was used to pressure the intention of request utterance. the male and female students also used some supportive moves in their utterance. keywords: request, male and female. 1. introduction every day, as human beings we communicate with each other to convey information, share our thoughts and feelings, and maintain relationships. depending on the nature of a situation, we may use linguistic or non-linguistic (e.g. facial expression, body language) modes of communication. successful communication entails not only the knowledge of grammar and text organization but also the pragmatic aspects of the target language and an understanding of social and cultural factors in a situation. the evolution of human communication has taken shape over a period of thousands of years, and both men and women all over the world have contributed to the way we communicate today. therefore, it is natural to expect that the way we communicate is fajri habibi …… 9 influenced by our cultural norms and gender differences. women tend to be more polite than men, and contrary to common belief, men talk more than women do, men pursue a style of interaction based on power, while women pursue a style based on solidarity and support (coates, 2004). a successful request requires some degree of linguistic perception that often varies across languages, thus the transfer of strategies from one language to another may result in inappropriate or nonconventional speech. english students also should know how to communicate politely in requesting. from a structural perspective, requests may vary in terms of the number of utterances they have. where there are several utterances, one of them is usually known as the nucleus of the speech act, referred to as the head act. the head act is the unit that can make up the speech act on its own, while the other elements are supportive. given such worldwide importance, an individual‟s english ability needs to be at least at a comprehensible level. to use english successfully in international communication, people who have different linguistic and cultural backgrounds truly need communicative competence. communicative competence is the ability to use grammatically-correct sentences in appropriate contexts according to canale and swain (bachman, l, 1990). communicative competence subsumes linguistic competence and pragmatic competence. while the former refers to the ability to recognize language rules in order to form grammatically-correct sentences, the latter is the ability to use language appropriately in various contexts. in concurrence with (delahaie, 2011), points out that many advanced language learners are able to utilize complex linguistic systems, but are unable to express and interpret meaning in order to perform language functions (examples; apologies, requests) appropriately. the writer interest to study the request strategy since it is the component of directive speech act of pragmatics. pragmatic skills, the use of language in context, may be one of the most challenging tasks for nonnative speakers to master as they require both linguistic abilities and communicative competence that must fit in the target culture. according to (brown and levinson, 1987), the bigger the face threat (distance, power, and imposition) the higher the number of the strategy to be used in the use of different speech acts. polite request … 10 requests, along with the speech acts of apology and refusal, have received substantial attention in second language acquisition research (ellis, 1994). in another study conducted by (economidou, 2010), her findings showed that participants‟ variation of requesting in regards to power, familiarity and imposition interact with cultural and other situational factors. her findings agreed with blumkulka finding whose study of australian english, german, french, hebrew and argentinian spanish speakers‟ requests showed that „„while the overall distribution along the scale of indirectness follows similar patterns in all languages, the specific proportions in the choices between the more direct and less direct strategies are culture-specific‟‟ (blum, 1989). this study will analyze the level communicate of english students in requesting. 2. research method 25 male learners of english and 25 female learners of english took part in this study. the subjects are taken using the technique of stratified random sampling which means that the learners were selected randomly from among the senior students majoring in english. they were of intermediate level. they were majoring in english and had passed a considerable amount of time in courses run in english. the data can be discourse, sentences, clauses, phrases or words. the data of this research is the student result of discourse completion test (dct) in written form. it will be taken from all sample of this research. the dct outlined sixth written situations that the respondents may counter. they were asked to read a short description for each situation carefully and write their responses based on the situations. the writer made the indonesian situation so that it would be suitable and more real. table 1 the classification category of dct status dct items lower to higher close dct 1 familiar dct 2 unfamiliar dct 3 higher to lower close dct 4 familiar dct 5 unfamiliar dct 6 the dct used in this study involves sixth written situation. in each situation there was a brief description that illustrated the status of participants (higher or lower) and their dominance over each other (close, familiar or unfamiliar). participants were then asked fajri habibi …… 11 to write the expression of request to complete the dct. after collecting data, the researcher analyzed them by doing some activities. they are as follow: 1. categorizing each data based on the category of requests strategies on the theory of trosborg. they are as follows: a. category 1: indirect request b. category 2: hearer-oriented condition c. category 3: speaker-based condition d. category 4: direct request 2. analyzing the request strategies applied by the characters based on trosborg‟s theory. 3. analyzing the politeness strategies based on brown and levinson theory (1987: 92) which consisted four strategies. the first three situations with higher status social consisted three situations; asking some books and files to the lecturer, asking to explain the thesis and asking someone come to the class. it was exposed that the students showed a preference for conventionally indirect request (hearer-oriented condition) in the form of ability/willingness/permission with modality “would, may, can”. 3. findings and discussion the request utterances could be seen that the male and female students had a difference in choosing the request strategies between higher and lower status. the choice of request strategy of male students was almost same with the female students in the first three situations with higher status; they use ability/willingness/permission strategy. but in the second three situations with lower status, the male students tended to apply category-iv direct request and female students use category-ii hearer oriented conditions with ability/willingness/permission. research has shown that women asked more questions than men. fishman (in coates 2004: 92) explains that questions and answers are linked together in conversation. a question, instead of a statement, gives the speaker power. the research found that women used interrogative forms more than men and that this may reflect women´s relative weakness in interactive situations (coates, 2004: 93). the only time when men ask more questions than women is when the hearer has high status. based on the first and the second three situations, it proved that the students applied all request strategies in the different situations. conventionally polite request … 12 indirect in the form of ability/willingness/permission strategy was applied by the students the most often. the second mostly used by the students was imperatives strategy and followed by obligation strategy and the next 5 strategies are more and less similar used by the students. in the first and second three situations, the writer also found some students who applied some supportive moves in their utterance of requesting strategies. supportive moves was additional statements whose function is merely to support the request properly and set context for the requesting as the head act. the supportive moves can be found after and before the head act or request form for softening their request. the writer found some supportive moves of preparing the content (mr, actually i have some tasks) when asking some books and files, checking on availability “may i disturb you?”, marker “please” and apology “i’m sorry”. the speaker who used this supportive move knew the condition that the hearer looks busy with his time. so that he started his utterance by checking on availability. checking on availability was to ensure that the hearer did not refuse because the requester came at an unfortunate time (brown and levinson, 1987: 210). in the second three situations, they did not utilize any kinds of supportivemoves in their utterance of request. they did not apply politeness device mostly in situation when the hearer has lower status mostly in situation vi. the first situation was from lower to higher status with close relationship. this situation was about asking a lecturer to give some books and files. in this situation, most of the respondents used positive politeness and negative politeness as their utterance some combinations strategy in their utterances. the last situation, the writer found also all kinds of politeness strategy and combination politeness, they were bald on record, positive politeness, negative politeness, off record and combination politeness. in (1) (2) (3) the respondents uttered directly what they need with bald on record. in negative politeness, the respondents tended to use be pessimistic (np1) strategy with interrogative form of modality (4) can, (5) could and (6) would. in applying off record, the respondents uttered hint strategy (or1) where the respondents told the request implicitly to the hearer (7) (8). the last was combination politeness, mostly, they just used negative politeness in combining the strategy. in (9) the apology (np4) with sorry was combined with bald record, in fajri habibi …… 13 (10) the respondent used bald then combined with impersonalize s and h (np5). then, in (11) the respondent used apology (np4) also with sorry and bald record. in the first situation, there were difference choice of request strategy between male and female in this situation. the male and female respondents tended to use ability/willingness/permission strategy with difference percentage; there were 64% used by male respondents and 32% used by female respondents. then, the second choice in this situation was wishes and desires strategy. that strategy mostly used by female with 28% compared with male respondents just 12%. the next strategy chosen by respondents was needs and demands strategy; both male and female respondents used the strategy with 8% respondents by male and 4% by female respondents. in the performatives strategy, the male respondents only used it with 4%. in this situation, there were two kinds of strategy; suggestory and obligations which just used by female with total 8% and 4% respondents. the writer also found combination strategy which use two and more strategy in one utterance. the combination strategy consist by male and female respondents with compared; 12% by male respondents and 24% by female respondents. in this second situation, the writer found four kinds of request strategies used by male and female respondents in asking their lecturer‟s explanation about their thesis, they were: (a) hint, (b) ability/willingness/permission and (c) wish and (d) needs/demands strategy. the second situation male and female respondents almost same in the choice of request strategies. the first choice of request strategy was same in this situation. they used ability/willingness/permission strategy and needs/demands as the first choice and the second choice with difference frequency. the difference frequency was also found in hint strategy with 8% used by male respondents and 4% used by female respondents. the difference of request strategy in this situation was 4% female respondents used wishes/desires strategies while the male respondents did not use it. but, there was 8% respondents use only by male respondents. in this section, the writer also found five kinds strategy used by male and female, they were (a) hint, (b) ability/willingness/permission, (c) suggestory, (d) wishes/desires and (e) imperatives. difference with two last situations, both of male and female polite request … 14 respondents used all the strategy with different frequency. as the previous situation, in this situation also the ability/ willingness/ permission strategy was mostly used by the male and female with different frequency, 84% by male respondents and 80% by female respondents. then followed with hint strategy, it was used mostly by male respondents with 8% while female with 4% respondents. the other strategy which was used by male respondents was need strategy with 8% respondents. and the strategy was wishes/desires strategy which was used just by female with 4% respondents. this situation was found that there was modification strategy used only by female respondents with total 12% respondents. the male respondents used imperatives strategy as the first choice with 44% respondents, and the female respondents used ability/willingness/permission as their first choice with 60% respondents. then, the second choice of male respondents was ability/willingness/permission strategy with 32% respondents while the female respondents use hint strategy as their second choice with 20% respondents. other strategy followed was suggestory strategy, it used with 4% male respondents and 12% female respondents. and the wishes/desires strategy was the fourth choice of respondents with 4% by male respondents and 8% by female respondents. the situation showed that, in this situation, male respondents tended to use direct category as their first choice while female respondents tended to use indirect category to express their utterance to someone whit unfamiliar relationship. the first three situations with higher status social consists three situations; asking some books and files to the lecturer, asking to explain the thesis and asking someone come to the class. it was exposed that the respondents show a preference for conventionally indirect request (hearer-oriented condition) in the form of ability/willingness/permission with modality “would, may, can”. then it followed by wishes/desires strategy in uttering the request especially in situation ii. in the second three situations with lower status: asking the students to collect their photos, asking the university students to collect their lesson plans on teaching practice and asking the new students to collect their graduation letter. they also tended to use ability/willingness/permission mostly as the requesting strategy. the writer also found when the respondents request to the fajri habibi …… 15 hearers in lower status but familiar and unfamiliar relationship, they prefer using category iv-direct request with needs/demands strategy, obligation/ necessity strategy and performatives strategy. the request utterances can be seen that the male and female respondents had different in choosing the request strategies between higher and lower status. the choice of request strategy of male respondents was almost same with the female respondents in the first three situations with higher status; they used ability/willingness/permission strategy. but in the second three situations with lower status, the male respondents tend to apply category-iv direct request and female respondents use category-ii hearer oriented conditions with ability/willingness/permission. based on the first and the second three situations, it proves that the respondents applied all request strategies in the different situations. conventionally indirect in the form of ability/willingness/permission strategy was applied by the respondents the most often. the second mostly uses by the respondents was imperatives strategy and followed by obligation strategy and the next 5 strategies were more and less similar used by the respondents. in this first three situations the respondents tend to use mostly negative politeness of be pessimistic (np1) started with “would, may?”, apology (np4) with “sorry, excuse me, pardon me” and deference (np3) with “sir, mr. and mrs”. to the hearer with higher status social. but in the second three situations with lower social status, the respondents tended to use bald on record as their politeness strategy especially in situation vi with unfamiliar relationship. in the first and second three situations, the writer also found some respondents who applied some supportive moves in their utterance of requesting strategies. supportive moves was additional statements whose function was merely to support the request properly and set context for the requesting as the head act. the supportive moves can be found after and before the head act or request form for softening their request. the writer found some supportive moves of preparing the content (mr, actually i have some tasks) when asking some books and files, checking on availability “may i disturb you?”, marker “please” and apology “i’m sorry”. the writer also found some respondents who tend to use some utterance with combination strategy of request. they used some combination to polite request … 16 the people with higher status in the first three situations. the combinations consisted with some request strategies of ability/willingness/permission strategy and needs/demands strategy. in the second three situations with lower status, the respondents use combination strategy with category-iv which was needs/demands strategy, obligation/ necessity and performatives strategy. also, in the politeness strategies, the respondents in the first three situation and the second three situations tended to use modification politeness strategy which combines some politeness strategies in their utterance. most of the combinations were bald on record strategy, positive politeness strategy with use in group identify markers (pp4) be optimistic (pp11), include both s and h in the activity (pp12) and give gift to h (pp15), negative politeness strategy with be pessimistic (np1) deference (np3), apology (np4), off record strategy with hint (or1). it can be concluded that, in the first and second three situations, the male and female respondents tended to use ability/ willingness/ permission strategy then followed by imperatives strategy and obligation strategy. the male and female respondents made a difference in the choice of request strategy in difference situation of higher and lower status. the male respondents used direct category in the second three conditions with lower social status while the female respondents used hearer oriented category in the same social status. some respondents uttered their request form with two or more request strategy. all the respondents used some supportive moves before and after the head acts in their utterance for softening their request utterance. based on the findings above, there were six situations that the writer find when respondents request to hearer. the respondents tended to use ability/ willingness/ permission strategy of conventionally indirect. it could be this strategy was the easiest and the most familiar form they ever use in everyday activity. while the suggestory strategy which was also part of hearer oriented conditions just used by ten respondents. the reason might be the respondents hardly advise someone else. they preferred using modality “would, can, may could, etc” for their simplicity. in situation where the hearer as the lower status, the male respondents tended to use direct category and the female respondents prefer which use conventionally indirect request with interrogative form of modality “would, may, can” although they have imposition fajri habibi …… 17 than the hearers. research has shown that women ask more questions than men. fishman (in coates 2004: 92) explained that questions and answers were linked together in conversation. a question, instead of a statement, gave the speaker power. the research found that women used interrogative forms more than men and that this may reflect women´s relative weakness in interactive situations (coates, 2004: 93).the only time when men asked more questions than women was when the hearer has high status. in this study, the combination request strategy was used by some respondents. the combination means that they uttered two or more request strategies in one utterance. mostly, it was aimed to emphasize the speaker that the respondents really need in requesting. the previous research shows that the respondents used one strategy in their utterance, in fact the study here the respondents can use some strategies in one utterance. the writer also found that the respondents apply some supportive moves before and after the head act for softening their request and politeness strategies when they uttered their request to the hearer with higher social status in first three situations. the supportive moves of checking on availability “may i disturb you?” can be found in the first three situations. the speaker who used this supportive move knows the condition that the hearer looks busy with his time. so that he starts his utterance by checking on availability. checking on availability was to ensure that the hearer doesn‟t refuse because the request comes at an unfortunate time (brown and levinson, 1987: 210). in the second three situations, they tended also did not utilize any kinds of supportive moves in their utterance of request. they did not apply politeness device mostly in situation when the hearer has lower status mostly in situation vi. in this study, the writer also found some respondents used the politeness strategy in uttering the request. most of female respondents apply be pessimistic (np1), deference (np3) and apology (np4). while the male respondents use bald on record, be optimistic (pp11), deference (np3) and apology (np4). it can be known that the male respondents more efficiency and clarity in requesting the hearer. and also, the writer found the combination politeness. it occurred when the respondents combined the different category in one utterance, mostly they combined between positive politeness and negative politeness, then between positive politeness and bald on record. polite request … 18 this study found that the female respondents seemed to be more polite than male in using politeness strategies. the male respondents used politeness strategies a little bit more frequently than female respondents. it could be the ability of respondents to how utters the request. because in using the request and politeness strategy, it depends on their knowledge of politeness and requests itself. it can be concluded that, in the first and second three situations, the male and female students tended to use ability/willingness/permission strategy then followed by imperatives strategy and obligation strategy. the male and female students made a difference in the choice of request strategy in difference situation of higher and lower status. the male students used direct category in the second three conditions with lower social status while the female students use hearer oriented category in the same social status. some students uttered their request form with two or more request strategy. all the students used some supportive moves before and after the head acts in their utterance for softening their request utterance. the previous research showed that the students used one strategy in their utterance, in fact the study here the students can use some strategies in one utterance. in this study the writer also found some students who tended to use some utterance with combination strategy of request. the combination meant that they uttered two or more request strategies in one utterance. mostly, it was aimed to emphasize the speaker that the students really need in requesting. they used some combination request to the people with higher status in the first three situations. the combinations consisted with some request strategies of ability/willingness/permission strategy and needs/demands strategy. in the second three situations with lower status, the students used combination strategy with category-iv which as the needs/demands strategy, obligation/ necessity and performatives strategy. this study also found that the male students seemed to be more polite than female in using politeness strategies. 4. conclusion this study concludes that the male students used politeness strategies a little bit more frequently than female students. it could be the ability of students to how utters the request. because in using the request and politeness strategy, it depended on their knowledge of politeness and requests itself. fajri habibi …… 19 also, it can be known the female students tend to more impolite in requesting than male students. 5. references bachman, l, m. (1990). fundamental considerations in language testing. oxford: oxford university press. blum, k. (1989). playing it safe: the role of conventionality in indirectness. in s. blumkulka, j. house, and g. kasper (eds.), cross-cultural pragmatics: requests and apologies. norwood: nj: ablex. brown, l. (1987). politeness: some universals in universal usage. united kingdom: cambridge university press. coates, j. (2004). women, men and language (3 rd). london: longman. delahaie, j. (2011). sociopragmatic competence in ffl language teaching: discourse markers as contextualisation cues. bristol: royaume-uni. economidou, k. (2010). cross-cultural and situational variation in requesting behavior: perceptions of social situations and strategic usage of request patterns. journal of pragmatics, 42: 2262-2281. ellis, r. (1994). the studies of second language acquisition. oxford: oxford university press. dialogue journals......................................... 107 dialogue journals as a collaborative learning technique (colt) for teaching writing miftahul janah stkip muhammadiyah pringsewu lampung, indonesia miftahul@stkipmpringsewu-lpg.ac.id abstract learning writing is useful not only for developing students’ writing skill but also for improving their english skills. this study was intended to know that dialogue journal is effective to teach writing. this study is a quasi-experimental. based on the data analysis, it was found that in pre-test, there were 20 % students who active in group activity and 23 % got excellent to very good score. meanwhile, in posttest, the students who got excellent to very good score were 43%, and 73% students were active in group activity. it indicates that dialogue journal is effective to teach writing. keywords: dialogue journals, teaching writing, writing ability. 1. introduction in countries where english is not widely used, the curriculum of english departments normally begins with some cempetence skills, including writing/ composition. writing as a part of the language skills besides listening, speaking, and reading, must be taught maximally by the teacher. through writing, students can develop their capability in communicating with people in written form. rozimela (2004), argues that learning to write is useful not only for the sake of developing students’ writing skill but also for improving their english skills. johnson (2008) classifies five steps of writing process; prewriting, drafting, revising, editing, and then publishing and sharing. prewriting identifies everything the writers need to do before they start the rough draft, such as finding the idea, building on the idea, and then planning and structuring. drafting is the activity where the writer starts to write. in this stage, fogetting about word count and grammar is needed. in revising stage, many writers naturally adopt the a.r.r.r. (add, rearrange, remove, replace) approach. creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. jurnal smart , volume 4, no 2 (2018), page. 107-117 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.696.203x dialogue journals......................................... 109 then, editing is the stage where grammar, spelling, and punctuation errors are corrected, because a word of caution is the quickest way to ruin a good writing project, and it is because if writers are editing or worrying about mechanics used in the prewriting, drafting, and revising stages, it means that the flow of ideas and the quality of writing suffers. writing in english has for many years, occupied a large portion in teaching and learning procedures. teaching writing in a foreign language does not mean teaching how to transfer sentences from students’ mother tongue into english. according to richards (2003), learning how to write in a second language is one of the most challenging aspects of second language learning. it is the same as what many teachers of english as a foreign languge (efl) around the world have agreed that the process of teaching and learning writing skill seems to be more difficult and demanding than learning the other skills. the difficulties lie not only in generating and organizing ideas, but also in translating these ideas into readable text. as richard (2003) says that writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and mentally interact with the message. however, the problem is the second language writers have to pay attention more to a higher level of skills of planning and organizing as well as the lower level of skills of spelling, punctuation, word choice, language use, and others. so, many students still get difficulty in writing, and as harmer (2004) states, for many years the teaching of writing focused on the written product rather than on the writing process. in other words, the students’ attention was directed to the what rather than the how of text construction. one of teacher’s roles in teaching is as a facilitator who facilitates learners to have effective, and meaningful learning. about this facilitator, brown (2001) points out that as a facilitator, the teacher offers guidance in helping students to engage in the thinking process of composing but, in a spirit of respect for students’ opinion, must not impose his or her own thoughts on students’ writing. brown (2001) also adds that as a teacher, guide, and facilitator to help students to revise and refine their work before final miftahul janah.................................. dialogue journals......................................... 110 submission, he or she will help give them confidence in their work. nevertheless, english teachers, in teaching writing, face complicated problem, such as finding the appropriate technique or strategy to teach writing, and also the complexity of writing that causes difficulties to write for the students themselves. therefore, english teachers, cannot be passive. an english teacher should consider many things in teaching writing as one of the skills to be mastered by students in learning a foreign language. they should try to find, adapt, or even adopt the appropriate method, technique, or strategy to teach writing skill. as mahfudz (2012) says, all teachers should vary and upgrade the way they teach to have a better and successful teaching and learning. there is no excellent writer. writing is not an easy matter. writing is not a single act of getting words down on paper. writing skill is not the same as speaking skill where speaking skill can be acquired naturally as a result of hearing to the spoken language continuously, while writing skill has to be learned. harmer (2004) says that some students interpret that it is not easy to write english sentences, paragraphs, moreover texts or essays. when writing, students frequently spend more time to think rather than when speaking. however, errors still happen, particularly for beginner students. prihantoro (2016) argues that for students whose l1 is not english, the evaluation of the writing is mostly on grammar; which is how the students can express their ideas logically through grammatically correct sentences. he adds that one of the reasons for these errors to take place is l1 influence (interference or negative transfer). besides, harmer (2009) also states that some students are extremely unconfident and unenthusiastic writers. there may be some reasons for this: perhaps they have never written much in their first language. perhaps they think that they do not have anything to say and cannot come up with ideas. whereas, the first need of students to write is motivation. motivation is a feeling of interest and enthusiasm in doing something. in fact, many students now lack of motivation in wriitng. it is like hidi & boscolo (2007) who says that a major problem in writing instruction is students’ lack of motivation to write. this problem may dialogue journals......................................... 111 be due to both the difficulty and the limited attractiveness of certain demanding academic genres and writing tasks. motivation is such a broad a research field that it is difficult to analyze its various aspects. in response to the fact that students lack of familiarity and confidence in writing (or indeed enthusiasm for it), harmer (2009) states that the teacher needs to give students interesting and enjoyable tasks to do. the teachers need to be ready with enough suggestions to make sure the students can never say “i can’t think of anything to write”. thus, teachers are demanded to be able choose the technique or strategy that can help students learn more easily to improve their writing skill. sokolik (2016) proposes some principles for teaching writing. first, students’ reasons for writing should be understood. it is important to understand the students’ goals of writing. second, the teacher should provide many opportunities for students to write. writing skill requires lot of exercises because it has many aspects to fulfill (vocabulary, content, organization, language use, and mechanics). it is impossible to master them in a short time and with few exercises. third, the teacher should make feedback helpful and meaningful. fourth, the teacher should clarify for himself and for students how the writing task will be evaluated. to avoid students’ misunderstanding toward teacher’s evaluation, the teacher should develop a rubric, a kind of scoring grid that elaborates the elements of writing. then, kroll (2005), says that there are some points to be considered for teaching efl writing course. the first is syllabus design. a syllabus should be designed to take account curricular goals and particular students will face. second, teachers should have techniques to help writers get started. to do this, the teachers can do several activities, such as brainstorming, listing, clustering, and free-writing. third, there should be assignment design. assignment is needed because to make a good writing, practice has an important role. practice helps students to learn how to make a good writing and it includes some criteria of effective writing learning process. sova (2004) adds that the writers should do a roleplay and pretend to be their reader when placing words on paper. if they find the miftahul janah.................................. dialogue journals......................................... 112 explanation unclear, so does their reader. boardman & frydenberg (2008) argue that well-written paragraph has three separate parts: a topic sentence, supporting sentences, and a concluding sentence. in addition to organization, writing in english must also have the characteristics of coherence, cohesion, and unity. muschla (2011:1) also gives statement of good writing that good writing begins with a good idea. without an interesting idea, even the most skillful writing will be resulted in a weak piece. being a good writer, one must be aware of the importance of ideas. then, to make students able to write, or even to make a good writing, teachers must have a capability to teach with the best strategy or technique for the student. because the method used by teachers has often been said to be the cause of success or failure in language teaching and one of the supporters to achieve the success of learning process is dialogue journals. as the information cited in https://en.m.wikipedia.org/wiki/dialogu e_journal) that a dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, or reflections. it is used most often in education as a means of sustained written interaction between students and teachers at all education levels. dialogue journal is one of the collaborative learning techniques (colt) focusing on writing. in this colt, individuals keep a journal in which they write about a readingassignment, lecture, task, or experience. each student then exchanges journals with a peer who reads and responds to the entry with comments and questions. then, dialogue journal is a technique where interaction occurs in notebooks, letters, email exchanges, and audio journals (cited in https://en.m.wikipedia.org/wiki/dialogu e_journal). about this technique, barkley (2005) points out that dialogue journals offer a formal medium for students to record their thoughts, connect coursework to their personal lives, and ask each other questions. he adds that journals can be particularly effective when writers know that someone who is also interested in the topic will read and respond to their entries. there are some procedures of writing activity using dialogue journal according to barkley (2005): http://www.nationalgeographic.org/ http://www.nationalgeographic.org/ dialogue journals......................................... 113 1) on a fresh page in the journal, students draw a vertical line about one-third of the page from the right margin. the writer writes in the left; the responder writes in the right. 2) the writer enters comments or questions after reading an assignment, hearing a lecture, performing a task, engaging in an activity, or listening to the discussion, and dating and signing the entry. 3) the writer gives the journal to the responder, who reads the entries and responds with comments, suggestions, answers, questions, and so forth, also dating and signing the entry. 4) the instructor may read the journals to clarify points, answer questions, and comment on or evaluate the quality of observations and responses. this research was intended to know the effectiveness of using dialogue journal to teach writing. by using this technique, students were expected to have good motivation in learning writing to gain good result in their study. 2. research method research design of this study is one group pre-test post-test design. it is quasi-experimental. mcmillan (2001) says that quasi experimental design is not true experiments. they provide reasonable control over most sources of invalidity and they are usually stronger than the pre-experimental designs. according to cresswell (2008), the researcher uses the experimental research when they want to establish possible cause and effect between the independent and dependent variables. the two variables of this study were independent variable (dialogue journal) and dependent variable (writing ability). creswell (2008) adds that independent variable is a variable which influences the result of the research whether or not there is any difference before and after treatment, while dependent variable is an attribute or characteristic that is dependent on or influenced by the independent variable. the subject of this study was the fourth semester students of stkip muhammadiyah pringsewu in academic year 2017/ 2018 consisting of 38 students. in collecting data, the researcher used tests: pre-test and posttest. pre-test was given before the miftahul janah.................................. dialogue journals......................................... 114 treatment to find out the prior students’ ability in writing before applying dialogue journal. post-test was administered after the treatment to find out students’ ability in writing after applying dialogue journal. in scoring, the scoring rubric from jacobs et al. in hughes (2003) had been used. the scoring system is as follows: content : 13-30 organization : 7-20 vocabulary : 7-20 language use : 5-25 mechanics : 2 5 total : 100 the data of this study had been analyzed by using descriptive statistics and inferential statistics. mcmillan (2001) states that descriptive statistics transform a set of numbers or observations into indices that describe or characterize the data. the statistics are used to summarize, organize, and reduce large numbers of observations. then, inferential statistics are used to make inferences or predictions about the similarity of a sample to the population from which the sample is drawn (mcmillan, 2001), and to test hypothesis, this study used polled variance t-test. 3. research findings and discussion the data analysis showed that there was significant improvement of students’ writing ability after having dialogue journal as a technique to learn writing. in pre-test, there were 20 % students who active in group activity and 23 % got excellent to very good score. meanwhile, in post-test, the students who got excellent to very good score were 43%, and 73% students were active in group activity. the result of this study including of pre-test results, post-test results, and the data analysis. pre-test the pre-test was administered on march 06th, 2018, and it was found that students’ abilities in writing range from fair to poor. there were 14 students who got score 36-43. there were three student who got score 44-51, five students who gained 52-59, ten who got 60-67, and six students who earned 6875. the mean score that the experimental class got in the pretest was 60.52. dialogue journals......................................... 115 table 1. the frequency distribution table of pre-test score class inter val fi xi xi2 fi.xi fi.xi2 1 3643 14 39.5 1560 .25 553 21843. 5 2 4451 3 47.5 2256 .25 142. 5 6768.7 5 3 5259 5 55.5 3080 .25 277. 5 15401. 25 4 6067 10 63.5 4032 .25 635 40322. 5 5 6875 6 71.5 5112 .25 429 30673. 5 ʃ= 38 230 1604 1.25 2037 95350. 5 post-test the post-test was administered on april 24th, 2018. having conducted post-test, the researcher found that students’ ability in writing ranged from excellent to very good category. the students who got score 60-66 were eight. the number of students who gained 67-73 was ten. there were 13 students who got 74-80, five students who earned 81-87, and two who got 8894. the mean score of post-test was 78.82. table 2. the frequency distribution table of post-test score class interval fi xi xi2 fi.xi fi.xi2 1 60-66 8 63 3969 504 31752 2 67-73 10 70 4900 700 49000 3 74-80 13 77 5929 1001 77077 4 81-87 5 84 7056 420 85280 5 88-94 2 91 8281 182 16562 ʃ= 38 385 30135 2807 259671 table 3. the data analysis of pre-test and post-test score data description scores pre-test post-test number of subjects (n) 38 38 mean (m) 58.98 75.17 standard of deviation 11.52 48.52 ranges 39 34 maximum scores 75 94 minimum scores 36 60 normality testing to measure whether the distribution was normal or not, chi square formula ( 𝑓𝑜−𝑓ℎ 𝑓ℎ ) was used. when it was measured based on the level of significance of 5% and degree of freedom (df) 4, it was found that the pre-test result was lower than chi square table (-51.4 < 9.49). it means that the distributions were normal. in the post-test, the result of was the same as the pre-test result. it was lower than chi square table (-80.44 < 9.49). hypothesis testing the criterion of hypothesis is that h0 is rejected if tcalculated ≤ ttable, and ha is rejected if tcalculated> ttable. to prove whether or not dialogue journal was effective to teach writing, polled miftahul janah.................................. dialogue journals......................................... 116 variance t-test was used. by using polled variance t-test with (df) = 44 and standard error 5%, it was found that tcalculated< ttable = 0.67 < 1.6802. refer to the criterion that h0 is rejected if tcalculated ≤ ttable, and ha is rejected if tcalculated> ttable, it means that h0 was rejected and ha was accepted. in another word, dialogue journal was good to teach writing ability to the fourth semester students of stkip muhammadiyah pringsewu in academic year 2017/ 2018. 4. conclusion after given six treatments by using dialogue journal, it was known that students got better achievement in writing. in pre-tes, the students’ ability in writing range from fair to poor. and having conducted post-test, the researcher found that students’ ability in writing ranged from excellent to very good category. then, polled variance t-test was also showed that tcalculated ≤ ttable (1.13 < 1.6802) where the interpreting was dialogue journal is effective to teach the fourth semester students of stkip muhammadiyah pringsewu in academic year 2017/ 2018. 5. references barkley, e. f., cross, k.p & major c.h. (2005). collaborative learning technique (1st ed.). san fransisco: jossey-bass. boardman, c. a. & frydenberg, j. (2008). writing to communicate (3rd ed.). longman: pearson education. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed.). longman: pearson education. creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). new jersey: pearson education. harmer, j. (2004). how to teach writing. longman: pearson education limited. ________ (2009). the practice of english language teaching (4th ed.). longman: pearson education. hidi, suzanne & boscolo, pietro. (2007). studies in writing: writing and motivation (1st ed.). united kingdom: emerald group publishing limited. hughes, a. (2003). testing for language teachers (2nd ed.). new york: cambridge university press. johnson, a. p. (2008). teaching reading and writing. usa: rowman and littlefield education. kroll, linda. r. (2005). teaching as principled practice. united states: sage publications. dialogue journals......................................... 117 mahfudz, a. (2012). cara cerdas mendidik yang menyenangkan berbasis super quantum teaching. bandung: simbiosa rekatama media. mcmillan, j. h. (2001). research in education. new york: addison wesley longman. muschla, g. r. (2011). exploring writing. new york: mcgraw hill. prihantoro. (2016). the influence of students’ l1 and spoken english in english writing. teflin journal volume 27 number 2 july 2016. issn 0215-773 x. richard, j. c. (2003). second language writing. new york: cambridge university press. romizela, y. (2004). the value of english writing skills in indonesia. malang: state university of malang press. sokolik, maggie. (2016). how to write an essay (second edition). united states: wayzgoose press. sova, dawn. (2004). writing clearly: a self teaching guide. new jersey: john wiley & sons, inc. miftahul janah.................................. jurnal smart , volume 3, no 2 (2017) , page. 73-83 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/464.203x 73 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. college policy effects on students’ motivation in learning english as a supplementary subject harits setyawan university of lampung language center haritssetyawan@gmail.com abstract this research aimed to investigate college policy effects on students’ motivation in learning english as a supplementary subject. the research was conducted at two colleges which applied different policies in english language teaching as a supplementary subject. there were 2 classes from each of the colleges. the overall samples were 40 college students who were chosen through systematic sampling method. they derived from 4 different classes. each of the classes consisted of 10 samples. the result showed that there was a significant difference in student attendance at the two colleges. it implies that college policy significantly affects students’ motivation in learning english. keywords: college policy, students’ motivation, english language teaching. 1. introduction mastering english currently becomes one of primary concerns at colleges in indonesia since globalization era requires that college graduates are able to compete with not only indonesian college graduates but also college graduates from other countries. for that reason, colleges in indonesia enthusiastically facilitate their students with english language teaching both as a compulsory subject and as a supplementary subject. english as a compulsory subject can be interpreted as the state in which english is one of subjects that are put in students’ study plan while english as a supplementary subject can be interpreted as the state in which english is not one of subjects that are put in students’ study plan. quantity and quality of l2 input and interaction are determined by social experience, and both have significant influence on ultimate success in l2 learning (savilletroike, 2006: 177). through more exposure in the subject, it is expected https://doi.org/10.26638/464.203x harits … 74 that the students will have better competence in english which can help them at work places. to be successful in learning english indeed needs more than a single factor. some students might be very intelligent but it is certainly hard to find that they are successful english learners if they are not willing to study. in this way, motivation becomes one of main factors in successful english language learning. there are two basic types of motivation; integrative and instrumental, according to gardner and lambert. integrative motivation refers to language learning for personal growth and cultural enrichment; that is, the learner likes to learn a language to enter successfully into the target language society. instrumental motivation arises out of a need to learn the l2 for functional or external reasons which involve aims for learning like passing exams and financial rewards (brown and gardner in alizadeh, 2016: 1). motivation is a crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he preserves (yufrizal, 2008: 111). thus students with motivation for studying english are more likely to be successful in the classroom compared to those who are not motivated. they also ideally act in a particular way which can be distinguished from students who have low motivation, such as motivated students are more eager to attend an english language teaching class and do manage not to miss the class no matter what consequence it takes. in other words, students who are often absent from the english language teaching class do not have higher motivation in learning english than students who never miss it. for that reason, student attendance during teaching and learning in the classroom can be one of indicators to determine students’ motivation in studying english. english language teaching at colleges intends to enhance students’ english proficiency, as the students need english for further goals. as one of the examples, hong kong upper secondary school students overall have stronger motivation, very likely because of their need for further studies and career aspirations (wong, 2014: 1). although the objective of facilitating students with the subject is generally similar in every college, the policy of how the class runs is often different, especially when english is a supplementary subject. some colleges oblige their students to pass the supplementary subject for a certificate college policy…… 75 that will function as one of requirements to have a comprehensive examination of script/thesis, while the others only oblige their students to join it with no consequence for those who fail. this condition will of course create different learning atmospheres in the colleges. studies have found that many things can affect students’ motivation in learning english. considering the findings of the studies, students’ age, habit of solving multiple choice questions, syllabus density, overloading, health problems, shortage of materials, traditional teaching methods, boring and colorless lessons, attention distracters, lack of comprehension and boredom, and too many similar type exercises or questions lead to lack of motivation and enthusiasm in language learning (dislen, 2013: 42-43). however, whether or not college policy affects students’ motivation has not been much discovered. in that motivation plays an important role for successful language learning, it is necessary to investigate this case. therefore, research which aims to investigate college policy effects on students’ motivation in learning english is accordingly conducted. 2. research methods design of the research to find out if college policy gives a significant effect on students’ motivation in learning english, there were two colleges in which the data were taken. both colleges facilitated their students with english as a primary subject and english as a supplementary subject. however, the colleges have different policies one another for english as a supplementary subject. the focus of this research was the effect of college policy on students’ motivation in learning english as supplementary subject. two classes were involved from each of the colleges. in overall, there were four classes in which the research data were taken. student attendance lists were used as the data source. the data were then statistically analyzed to find if there was a significant effect of college policy on students’ motivation in learning english as a supplementary subject. data sources the data derives from four classes. in each class, there were 10 samples which were chosen through harits … 76 systematic sampling method. the selected samples were college students whose names occupied top ten names (number 1 to 10) in the attendance list. totally, there were 40 college students from which the data derived. equally, 20 students came from each of the colleges. the students were non english students at the second semester. they studied english as a supplementary subject at their colleges. there were 2 colleges where the students studied. college a obliged its students to pass supplementary english language teaching for a certificate which would later be used as one of requirements to have final examination of script/thesis. in college a, if students failed the supplementary subject, they had to retake it next year or another year before they had script/thesis examination. differently, college b obliged its students to join supplementary english language teaching for a certificate which would not later be used as one of requirements to have examination. in college b, whether or not the students passed the subject did not give any academic consequence. data collection instrument the data derived from the student attendance lists in one semester. they were collected at the end of semester after 14 meetings of teaching and learning process were finished. since the original attendance lists were needed by the lecturer for further academic purposes, the researcher got the photocopied ones. data collecting procedure determining the samples of the research the samples were selected purposefully through systematic sampling method. it is a method through which individuals were chosen systematically (setiyadi, 2006: 40). college students who learned english as a supplementary subject at two colleges that applied different policies one another for supplementary english language teaching were chosen. each class varied in number of student. for that reason, 10 students whose names occupied number 1 to 10 in the attendance lists were involved as the representatives. furthermore, to minimize the possibility that the way lecturers taught students affected the college policy…… 77 students’ motivation in learning english as a supplementary subject, the selected classes were 4 classes which were taught by 1 lecturer. for that reason, the lecturer had to be a lecturer who taught at more than one college. degree of interest also played a very crucial role in determining how much energy that students devoted for studying. thus, minimizing the possibility that a group of students had very contrast degree of motivation compared to the others in learning english was essential as well. for that reason, all samples in this research were non english students who learned english as a supplementary subject at the second semester, while their colleges applied different policies for supplementary english language teaching. collecting the data the data were collected at the end of semester after the students finished 14 meetings of teaching and learning process. the researcher photocopied the student attendance lists of the selected classes. during the data collecting, the students were not informed that they were involved in the research. it was done to ensure that the they acted normally. there was no special treatment given to the students. they were taught and treated in the same way as other students who also studied english as a supplementary subject. there was no differentiation in age and gender. second semester students whose name occupied number 1 to 10 in the attendance lists of the selected classes would be the samples from which the data derived. furthermore, dispensation or permission letter was not considered as the substitution of attendance. the students were considered attending the meetings if they signed signatures in the attendance lists. data analysis before being analyzed, the collected data were typed into a table and given codes to differentiate between students from college a and students from college b. the data were then statistically analyzed to find out if college policy significantly affected students’ motivation in learning english as a supplementary subject. the attendance lists of 20 students from college a were compared with the attendance lists of 20 students from college b. from the harits … 78 result of statistical analysis, the researcher drew a conclusion. 3. findings and discussions after completely collected, the data were typed into tables. the following table describes when the students came and did not come to the meetings in class a1 where the students were obliged to pass the subject for a certificate that later would be used as one of requirements to have final examination of script/thesis. there were 6 out of 10 students who were never absent during the teaching and learning process, 2 out of 10 students who missed the class once, 1 out of 10 students who missed the class twice, and 1 out of 10 students who missed the class three times. table 1. the distribution of student attendance in class a1 no name time % 1 a 14 100 2 b 13 93 3 c 14 100 4 d 14 100 5 e 14 100 6 f 13 93 7 g 12 86 8 h 14 100 9 i 14 100 10 j 11 79 the following table describes when the students came and did not come to the meetings in class a2 where the students were obliged to pass the subject for a certificate that later would be used as one of requirements to have final examination of script/thesis. there were 6 out of 10 students who were never absent, 1 out of 10 students who missed the class once, 2 out of 10 students who missed the class twice, and 1 out of 10 students who missed the class three times. table 2. the distribution of student attendance in class a2 no name time % 1 a 14 100 2 b 12 86 3 c 14 100 4 d 12 86 5 e 14 100 6 f 14 100 7 g 14 100 8 h 13 93 9 i 14 100 10 j 11 79 the following table describes when the students came and did not come to the meetings in class b1 where the college policy…… 79 students were obliged to join the subject for a certificate but the certificate was not used to be one of requirements to have final examination of script/thesis or the like. there were 1 out of 10 students who missed the class twice, 1 out of 10 students missed the class three times, 2 out of 10 students missed the class four times, 2 out 10 students missed the class five times, 1 out of 10 students missed the class nine times, 1 out of 10 students missed the class eleven times, and 2 out of 10 students who missed the class thirteen times. there was no student who never missed the class. table 3. the distribution of student attendance in class b1 no name time % 1 a 5 36 2 b 9 64 3 c 9 64 4 d 10 71 5 e 1 7 6 f 11 79 7 g 12 86 8 h 1 7 9 i 3 21 10 j 10 71 the following table describes when the students came and did not come to the meetings in class b2 where the students were obliged to join the subject for a certificate but the certificate was not used to be one of requirements to have final examination of script/thesis or the like. there were 1 out of 10 students who never missed the class, 1 out of 10 students who missed the class twice, 1 out of 10 students who missed the class five times, 3 out of 10 students who missed the class six times, 2 out of 10 students who missed the class seven times, and 2 out of 10 students who missed the class eight times. table 4. the distribution of student attendance in class b2 no name time % 1 a 14 100 2 b 9 64 3 c 8 57 4 d 12 86 5 e 8 57 6 f 7 50 7 g 8 57 8 h 6 43 9 i 6 43 10 j 7 50 in overall, in college a there were 12 out of 20 students who never missed the class, 3 out of 20 students missed the harits … 80 class once, 3 out of 20 students missed the class twice, and 2 out of 20 students who missed the class three times. in college b, there were 1 out of 20 students who never missed the class, 2 out of 20 students who missed the class twice, 1 out of 20 students who missed the class three times, 2 out of 20 students who missed the class four times, 3 out of 20 students who missed the class five times, 3 out of 20 students who missed the class six times, 2 out of 20 students who missed the class seven times, 2 out of 20 students who missed the class eight times, 1 out of 20 students who missed the class nine times, 1 out of 20 students who missed the class eleven times, and 2 out of 20 students who missed the class thirteen times. the following table shows the statistical description of student attendance at college a and college b. table 5. statistical description of student attendance at both colleges number 1.0 in the first column represents college a and number 2.0 in the column represents college b. the number of students from each of the colleges is 20 and thus the total number of students in this research is 40. furthermore, the table shows that the minimum score of student attendance at college a is 79.0 and the minimum score of student attendance at college b is 7.0. it means that no student at college a missed the class more than three times, while at college b there were some students who attended the class only once during the teaching and learning process. both colleges achieve the maximum score 100.0 of student attendance. it means that there were students who were never absent from the class during the teaching and learning process at both colleges. the following table shows the variance analysis of student attendance at college a and college b. table 6. variance analysis of student attendance at both colleges the table shows that f count is 45.350, while f table is 4.100. it means that student attendance at college a is significantly higher than student attendance at college b. the finding of college policy…… 81 this research proves that college policy affects students’ motivation in learning english as a supplementary subject at their colleges. college a where students were obliged to pass english language teaching as a supplementary subject for a certificate which later would be used as one of requirements to have final examination of script/thesis reached significantly higher student attendance compared to college b where students were only obliged to join english language teaching as a supplementary subject for a certificate which would not later be used as one of requirements to have final examination of script/thesis. in order for students to have high motivation in learning english, there should be strategies that are applied in english language teaching. vibulphol (2016: 64) suggests that the use of strategies that do not only initialize but also nurture students’ internal motivation in order to enhance sustainable learning of english in and outside the classroom. furthermore, the researcher would like to add that strategies in motivating students to learn english do not depend fully on teachers. this finding of this study implies that college policy plays a significant role in raising students’ motivation. in other words, no matter how well english teachers or lecturers teach their students, they will not be able make their students achieve the objectives of english language teaching maximally if they are not well supported by the institution where they work. for that reason, both the english teachers and the institution where they work should cooperate so the objectives of english language teaching can be reached as expected. the finding of this research is in contrast with jin’s research finding (2014: 257) where most chinese students involved in the study are aware of the important role of english in both life and academic filed, and have clear and strong instrumental and integrative motivation in learning english. the students who were involved in this study did not seem to be well aware of the importance of learning english. it can be seen from the student attendance lists, especially at college b in which there was only 1 out of 20 samples achieved 100 % of attendance. the students do need the institution in which they study to create policies which can trigger their motivation in learning english. although at college a, 12 out of 20 students reached 100% of attendance, it does not guarantee that the students have already high instrumental and integrative motivation in learning english. if college harits … 82 a applied the same policy in english language teaching as a supplementary subject as college b, the same condition would probably happen in college a as well. thus, further study to reveal students’ motivation in learning english is still crucially needed. in this research, there was only one lecturer who taught the four classes from which the data derived. this condition lowers the possibility that the lecturer was the one who was mainly responsible for the students’ low motivation at college b and makes college policy mostly responsible for what happened at college b. however, it does not mean that lecturers who teach at colleges do not play an important role in motivating students to learn english. lecturers/teachers indeed do as they are one of three sources of input in foreign language learning: (a) teacher, (b) materials, and (c) other learners (gass & selinker, 2008: 369). although there have not many scientific studies reveal about it yet, some students at colleges visibly enjoy being taught by lecturers with certain characteristics. for that reason, lecturers should find a way to motivate their students as well. in their study, rehman, bilal, sheikh, bibi, and nawaz. (2014: 257) find that in order to make l2 learning process a motivating experience, teachers need to put a great deal of thought into learning programs which sustain and boost students’ interest and help them to achieve their goal. investigating further, this research which aims to investigate college policy effects on students’ motivation in learning english as a supplementary subject reveals that not only teachers/lecturers but also institutions need to put a great deal of thought into learning programs which sustain and boost students’ interest and help them to achieve their goal. 4. conclusions in conclusion, college policy significantly affects students’ motivation in learning english as a supplementary subject. thus, teachers/lecturers and institutions need to apply strategies to make their students motivated, so the objectives of english language teaching both as a compulsory subject and as a supplementary subject can be achieved as expected. this study remains questions like how well the students can achieved in learning english at colleges that apply different policies in english language learning and if lecturers or institution policies are more dominant in affecting students’ motivation. therefore, further college policy…… 83 studies about it are accordingly conducted. 5. references alizadeh, mitra. (2016). the impact of motivation on english language learning. international journal of research in english education. vol. 1, no. 1. dislen, gokce. (2013). the reasons of lack of motivation from the students’ and teachers’ voices. the journal of academic social science. vol. 1, no. 35-45. gass, s. & selinker, l. (2008). second language acquisition: an introductory course. new york: taylor & francis e-library. jin, meilan. (2014). a case study of non-english major college students’ motivation in english language learning. open journal of modern linguistics. vol. 4, no. 252259. rehman, bilal, sheikh, bibi, and nawaz. (2014). the role of motivation in learning english language for pakistani learners. international journal of humanities and social science. vol. 4, no. 1. saville-troike. (2006). introducing second language acquisition. new york: cambridge university press. setiyadi, ag. bambang (2006). metode penelitian untuk pengajaran bahasa asing. yogyakarta: graha ilmu. vibulphol, jutarat. (2016). students’ motivation and learning and teachers’ motivational strategies in english classrooms in thailand. english language teaching. vol. 9, no. 4. wong, ruth m. h. (2014). motivation to learn english and school grade level: the case of newly arrived hong kong students. porta linguarum, vol. 21. no.37-50. yufrizal, h. (2008). an intoduction to second language acquisition. bandung: pustaka reka cipta. smart journal volume 2 no. 2, agustus 2016 hlm 159-172 159 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung teacher’s perception of teaching writing to young learners using story iin inawati english department, stkip muhammadiyah pringsewu lampung email: inawati.upi@gmail.com abstract this study aims to explore the teacher’s perception of teaching writing to young learners using story and to investigate her practice of teaching writing in primary school context. this study utilized a case study research design in which an english teacher became the participant. the data were obtained from interview and documents analysis. analysis of data showed that the teacher neglect to use story in her writing class because of her perception that story is difficult to be used in teaching writing for young learners. the second finding showed that the teacher had provided various activities in writing development in which the students should use their thinking skill, such as: drawing a school map and writing based on the picture they draw, or open response to a picture. keywords: writing, young learners, meaningful language, story 1. introduction writing is recognized as the most difficult of the four language skills. however, writing english can be a lot simpler than often appears, and the children can have a lot of fun while learning. there are some reasons why writing is important to be learned by young learners (paul, 2005). one reason is simply that by adding another skill, the children can learn target pattern more deeply. another reason is that writing is very visible. the children, the teacher, and parents can all see what the children are learning and can have a better idea of what has been accomplished. this visible record can also help the children look back and clearly see their progress. when the children can express themselves using new pattern, we can be confident that she is ready to move forward according to brewster, ellis and girard (2003), the kinds of writing activities pupils do tend to fall into two sets. the first is learning to write and the second is writing activities that involve thinking process. in the learning to write stage, pupils are involved mostly in tightly guided copying which focus on „surface‟ features, such as handwriting, spelling, punctuation and using the correct words and grammar. it is in line smart journal volume 2 no. 2, agustus 2016 hlm 159-172 160 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung with paul (2005) and suyanto (2007) who state that in this first stage in developing writing skill, the teacher can ask the students to be engaged in copying activities. the second stage is writing to learn, there may be less tightly controlled writing activities, moving to much freer or even creative writing where there are higher cognitive demands and a greater focus on meaning and personal expression as well as form. it is supported by linse (2005) who says that the next stage in writing is using their cognitive skill to formulate ideas and write them onto paper. in this stage, the students thinking skill is needed in accomplishing the task given by the teachers. in doing this task the students will make various writing results, the fluent and correct work is considered. however, the activities of writing in young learners classrooms are dominated with the surface of writing which demand linguistics correct. the range of writing in english language classes for young learners is often limited to gap-fills, vocabulary lists, and short essays (collins, 2008). nevertheless, those activities are only the first stage in writing development. there is another stage of writing development which demand the students to use the language in meaningful context and enhance their thinking skill. to reach the second stage of writing development, the students need guidance from other knowledgeable person , especially teacher. story can be used by the teacher as alternatives to make the students write in meaningful context (collins, 2008) because stories provide rich and authentic uses of the foreign language (cameron, 2003). the other advantage is that story can enhance students‟ literacy skills (hismanoglu, 2005; mok, chow, and wong, 2006; miller and pennycuff, 2008). considering the significance of story to improve the students‟ writing in meaningful context, the researcher attempts to investigate the teacher‟s perception of the use of story in teaching writing to young learners and the practice of the teaching of writing, especially in primary school. hopefully, the finding of this study will provide an insight for teachers of young learners in enhancing students‟ english writing skill. writing tasks for young learners there are some writing assessment tasks that can be used for formal writing assessment, either in the classroom or in external assessment procedures, such as: smart journal volume 2 no. 2, agustus 2016 hlm 159-172 161 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung writing in speech bubbles, writing in response to a picture, completing a story, open response writing, re-forming a text (mckay, 2006). since the use of story becomes the focus in this study, moreover cameron (2003) suggest that the students can be asked to retelling the story to enable the students understand the discourse of the language use. the students can be asked to retell the story in written form. because the demand of retelling story in foreign language is more demanding than retell the story in their first language, the demand will be needed to reduce. for example, the teacher can provide picture as prompter or the teacher can ask them to write the story in a simpler text. in addition, stern (1991) in hişmanoğlu (2005) suggests that there are three main kinds of writing that can be based on story (as a kind of literary work) as a model : the first kind is controlled writing which are used mostly in beginning-level writing typically require rewriting passages in arbitrary ways to practice specific grammatical structures. for instance, students can be reporters doing a live newscast, or they can rewrite a third person passage into first person from a character‟s point of view. the second is guided writing. this activity corresponds to intermediate-level esl / efl. students respond to a series of questions or complete sentences which, when put together, retell or sum up the model. in some cases, students complete the exercise after they receive the first few sentences or the topic sentence of a summary, paraphrase, or description. the last kind is reproducing the model. this activity comprises techniques like paraphrase, summary, and adaptation. these techniques are very beneficial esl / efl writing exercises. in paraphrasing, students are required to use their own words to rephrase the things that they see in print or hear aloud. assessing writing in young learners classroom assessment is “any systematic way of finding out about learner‟s level of knowledge or skills” (rixon, 2003: 1). he suggests that there are two purposes of assessment. the first is the formative purposes which “take place throughout a course of teaching” and the second is the summative purpose that enables the teacher “to see how well learners have done at the end of teaching period”. the following are some specific classroom writing assessment strategies and smart journal volume 2 no. 2, agustus 2016 hlm 159-172 162 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung tasks to supplement the classroom assessment strategies (mckay, 2006): observation : observation of children‟s writing ability involves ongoing checks of children‟s writing processes as well as their writing products. children‟s writing process involve, for example, their abilities to plan their writing, to concentrate on the writing task, to evaluate their own writing and to undertake a drafting process. (cameron, 2003) writing conferences: teacherstudents writing conferences and interactions are perhaps the main informal assessment strategy used by teachers for writing. writing conferences involves teacher and students in one-to one extended discussion of the writing that has been or is in the process of being done. conferences can take place as the teacher moves from student to student. portfolios: portfolios lend themselves very well to writing assessment. samples of work can be collected in chronological order with completed criteria sheets attached to them; observation sheets can be dated and kept together with records of writing conferences with children. (pinter, 2006: 136; linse, 2005: 157). self-assessment: self-assessment gives children an important opportunity to develop their awareness of the nature of their progress and needs in writing. with awareness can come a degree of ownership and control of their own writing development. logs and journals can be used in self-assessment. logs can be used to record their experience in writing, for example, setting out the date, the form of writing, who the audience intended was, and whether they completed the writing. writing journal can be more detailed because children can write reflectively about their writing, setting out, for example, the things they can do, or what they finding hard. logs and journals can be written in the children‟s first language. stories in teaching english for young learners stories represent holistic approaches to language teaching and learning and that place a high premium on children‟s involvement with rich and authentic uses of the foreign language. stories offer a whole imaginary world, created by language, that children can enter and enjoy, learning language as they go (cameron, 2003). further she suggests the features of story can be used to teach english for young learners. smart journal volume 2 no. 2, agustus 2016 hlm 159-172 163 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung the first, obvious, key organizing feature of stories is that events happen at different points in time; they occur in a temporal sequence. the other key organizing feature of stories is their thematic structure i.e. difficulties or evil are overcome, or a major event is survived. in details, she explains the structure of typical stories (propp, 1958 and labov, 1972 in cameron 2003) as follow: an opening: often formulaic in fairy tales e.g. „once upon a time...‟, introducing of characters, description of the setting, introduction of a problem, a series of events that lead to the resolution of the problem, a closing often formulaic in fairy tales e.g. „they all lived happily ever after‟, and a moral which may or may not be explicitly stated. simpler suyanto (2007) highlights the characteristics of story to teach english for young learners, those are if the story is aimed to reach specific goal, the teachers should choose the story that provide repetition vocabularies. moreover, the stories tell the interesting topic for children. the last is that the plot of the story must be simple and not complicated. it should be appropriate with the students‟ language level. advantages of using stories in teaching english for young learners. there are some advantages in using story in young learners‟ classrooms. the first advantage is that story can make the students personally involved in a story as they identify with the characters and try to interpret the narrative and illustration. the second advantage is that story provides ideal opportunities for presenting cultural information and encouraging cross-cultural comparison. the next advantage is that story offer positive concrete outcomes in the form of games, competitions, quizzes, drama, songs, projects, book making, etc. the other advantage is that story can enhance students‟ literacy skills (miller and pennycuff, 2008). in addition hsiu-chinh (2009) finds that children literature, especially story picture books bring three main values to the children based on their own views as follow: 1) linguistics value: help students to understand lexical and syntactic level; 2) value of the story: help students motivation; and 3) value of the picture: stimulate the students‟ imagination and expanded their perspectives of the world. stages in teaching writing to young learners using stories smart journal volume 2 no. 2, agustus 2016 hlm 159-172 164 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung teaching writing using story needs preparation and stages that should be fulfilled. the following stages are the basic procedure in teaching writing for young learners suggested by brewster, ellis and girard (2003: 125): the first stage that must be done by the teacher is preparing pupils with a range of pre-listening activities to listen to a story to introduce the topic and key words. the teacher can give the pupils a list of key words and make them understand about the new words. introducing the new vocabularies or the key word can be done by using pictures, gestures, realia, etc. the next stage is tell or read the story once, not too fast. after the first hearing the key words list is read through and pupils find the words. pupil may listen to the text a second time and while they listen they tick off the words from the list. afterwards pupils complete the gap-filling activities. the third stage is re-tell the story orally in pairs. this activity can be done by using the completed gap-filling text and pictures. after they share their understanding toward the story orally, pupils now re-tell the story in writing working in pairs or individually, trying to reconstruct the text together. they must not try to reproduce the text exactly but recreate the meanings with grammatical accuracy and well organized ideas. the last stage is displaying finished versions and discuss the story produced. before the students display their work, ofcourse, the teacher can give feedback and comment variation is that pupils try to create a different ending. when the students can join all stages, it means that they are engaged in different activities that develop their oral and literacy skill. it is because this task involves listening for details, predicting words, matching spoken to written words, working out what is missing from sentences by using memory, clues from visuals and the context and constructing coherent sentences. it also involves discussion, drafting, and revising a text. it provides a good example of the way in which writing can be integrated with other skills and how pupils can produce writing collaboratively. 2. research methods this study can be regarded as a case study since the researcher explores a single entity or phenomenon (”the case”) bounded by time and activity (a program, event, process, institution, or social group) and collects detailed information by using a variety of data collection procedures during a smart journal volume 2 no. 2, agustus 2016 hlm 159-172 165 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung sustained period of time (meriam, 1988; yin, 1989 in craswell, 2008) . since this study focus on investigating the teacher‟s perception, interview is the primary data of this study. the purpose of the interview is to find out what is on their mind—what they think and how they feel about something (fraenkel and wallen, 2007). besides, to enhance the validity of the data, documents analysis is also utilized. the documents were gathered from the students work on writing task. the participant of this study was an english teacher who responsible for teaching third until sixth grade at a private primary school in bandung. the reason for choosing the participant was that she had taught english in primary school more than five years. her experiences on teaching english skill for young learners seems to be appropriate to be investigated. data collection interview was utilized to gather the primary data besides documents analysis to support the primary data. the interview was used since one of the aims of this study was to investigate the teacher‟s perception of the use of story in writing instruction in young learners‟ classrooms. it is in line with fraenkel and wallen (2007) who state that the purpose of interviewing people is to find out what is on their mind. the interview was conducted face-toface took sixty minutes. there were 25 questions which devided into two parts. the first part included the teacher‟s perception of teaching writing using story which covers the importance of story in teaching writing, the stages in using story in teaching writing, and difficulties encountered in teaching writing using story; and second, the implementation of teaching writing for young learners which includes the importance of writing in young learners‟ classrooms, the commonly used method in teaching writing and the teachers‟ strategy in assessing students' writing. besides, to enhance the validity of the data, documents analysis was also utilized. the documents were gathered from the students work on writing task. data analysis all data were transcribed and subsequently categorized and interpreted in a condensed body of information (alwasilah, 2002: 229), and lastly conclusion could be drawn. to enhance the validity of the conclusion of the study, data source triangulation (cohen and manion, 1994) were conducted, to make contrast and smart journal volume 2 no. 2, agustus 2016 hlm 159-172 166 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung comparison of all data obtained from different sources, i.e. interview and document analysis. 3. findings and discussion the findings here reveal the implementation of the teaching of writing using story in a case study school, which include 1) the teacher‟s perception of teaching writing using story which covers the importance of story in teaching writing, the stages in using story in teaching writing, and difficulties encountered in teaching writing using story; 2) the practice of teaching writing for young learners which includes the importance of writing in young learners‟ classrooms, the commonly used method in teaching writing and the teachers‟ strategy in assessing students' writing. the teacher’s perception of teaching writing using story this section discuss about the importance of story in teaching writing, the stages in using story in teaching writing, and difficulties encountered in teaching writing using story. the importance of story in teaching writing as mentioned earlier in the literature review that writing can help students develop oral and literacy skill in a discourse (cameron, 2003). it means that story can provide students the activity of writing in the second stage where they can use their cognitive and thinking skill on their writing (brewster, ellis and girard, 2003). however, the following data showed that the teacher did not use story in her class because she thought that the students would get difficulties when stories were used in the class, moreover in writing section. “i think, it is too difficult to use story in teaching writing. i never use (popular) story in my class, only when they want to join an english competition.” it seemed to suggest that the teacher had limited knowledge about the use of story in teaching english for young learners. furthermore, this perception is in contradiction with the findings of mok, chow, and wong (2006) who state that the use of story (as one of language arts activities) in the english class have been rewarded with very positive comments from students and fellow teachers. besides, based on the data, the teacher looked like also has limited knowledge about the characteristics of good story to teach english for young learners. “it must be interesting but, i think, it is still difficult for the pupils to understand the smart journal volume 2 no. 2, agustus 2016 hlm 159-172 167 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung story. for example, the story ugly duckling contains difficult vocabulary for them.” simpler suyanto (2007) highlights the characteristics of story to teach english for young learners, those are if the story is aimed to reach specific goal, the teachers should choose the story that provide repetition vocabularies. moreover, the stories tell the interesting topic for children. the last is that the plot of the story must be simple and not complicated. it should be appropriate with the students‟ language level. cameron (2003) suggests the features of story can be used to teach english for young learners. the first, obvious, key organizing feature of stories is that events happen at different points in time; they occur in a temporal sequence. the other key organizing feature of stories is their thematic structure i.e. difficulties or evil are overcome, or a major event is survived. the stages using story in teaching writing teaching writing using story needs preparation and stages that should be fulfilled. nevertheless, the teacher appeared that she did not have adequate information about the stages in using story in teaching writing to young learners. the following data can be used as prove: “it depends on the materials, for example, the topic is occupation. i would like to make the students understand about the material then i will ask the students to answer the questions.” the data showed that the teacher‟s understanding about the stages of using story in teaching writing did not match with the basic procedure in teaching writing for young learners suggested by brewster, ellis and girard (2003: 125) as mentioned earlier in literature review. actually, the teacher could refers to cameron (2003) and suyanto (2007) to select the story to teach english for young learner. furthermore, she might also refer to basic procedure in teaching writing for young learners suggested by brewster, ellis and girard (2003: 125) to guide her to teach writing using story. the difficulties encountered in teaching writing using story from the interview, the teacher admitted that she rarely used story in her class because she thought that story was difficult to understand because of the strange vocabularies. the following data could be used as a prove: “the students do not understand the story. for example, they always ask the meaning of the new vocabularies. even they can not understand the questions and they do not understand how to answer the questions. i think, it is too difficult to teach them using story.” the data indicated that the teacher faced difficulties in choosing the story that smart journal volume 2 no. 2, agustus 2016 hlm 159-172 168 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung appropriate to be used in english for young learners classrooms. she also looked like that she had the difficulties in introducing new vocabularies for the students. the practice of teaching writing for young learners this following section discusses the practice of teaching writing for young learners which includes the importance of writing in young learners‟ classrooms, the commonly used method in teaching writing and the teachers‟ strategy in assessing students' writing. the importance of writing as mentioned earlier in literature review that writing is important to be taught to young language learners because of two reasons. the first reason is that writing can support the development of other skills. another reason is that writing is visible (paul, 2005). the following data could be used as the prove about the teacher‟s perception on the importance of writing in her class: “writing can be taught maximum 50% because writing is hard for elementary students, so the focus is in speaking. the heart of learning activities in primary school is in „calistung‟ but in english lesson the center is the speaking because there is no one to one correlation between the letter and the sound in english.” based on the data from interview, it seemed to suggest that the teacher focused more on the teaching of speaking skill. she uttered that writing is hard for the students so it is better to make them brave to speak in english first. the activities used in teaching writing however, when the teacher provided writing activities; whether it was before, while of after they master the oral skills, in a classroom must be considered. “i think, the students can learn to write after they understand the meaning of the words or sentences. it is better for them to learn about the pronunciation at the beginning. if the students that have literacy skills learn about the writing form of the words or sentences, the way they say english words will be influenced by the indonesian language.” however, when the teacher provided writing activities; whether it was before, while of after they master the oral skills, in a classroom must be considered. the important principle at all levels is that children should not be asked to write something that they cannot say in english (brewster, ellis and girard, 2003: 119). it is in line with mckay (2006: 217) who states that „oral language is the foundation for reading and writing‟. it means that before the students understand and have the capability smart journal volume 2 no. 2, agustus 2016 hlm 159-172 169 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung in saying the english words, the students should not learn the written form of the target language. the other consideration in teaching writing in young learners classrooms is the stages of writing development of the students. “i ask the students to write greeting cards, making picture and write based on the picture, game, whishpering game, the students are divided into some groups then i will tell one of the member of the group a sentence.” according to brewster, ellis and girard (2003), the kinds of writing activities pupils do tend to fall into two sets in the same way that they do for reading. the first is learning to write and the second is writing activities that involve thinking process. in the learning to write stage, pupils are involved mostly in tightly guided copying which focus on „surface‟ features, such as handwriting, spelling, punctuation and using the correct words and grammar. further, they say that copying at this level provides opportunities to practice handwriting, learn and consolidate their understanding of new vocabularies. it is in line with paul (2005) and suyanto (2007) who state that in this first stage in developing writing skill, the teacher can ask the students to be engaged in copying activities. the second stage is writing to learn, there may be less tightly controlled writing activities, moving to much freer or even creative writing where there are higher cognitive demands and a greater focus on meaning and personal expression as well as form. it is supported by linse (2005) who states that the next stage in writing is using their cognitive skill to formulate ideas and write them onto paper. in this stage, the students thinking skill is needed in accomplishing the task given by the teachers. in doing this task the students will make various writing results, the fluent and correct work is considered. the assessment in teaching writing there are some writing assessment tasks that can be used for formal writing assessment, either in the classroom or in external assessment procedures, such as: writing in speech bubbles, writing in response to a picture, completing a story, open response writing, re-forming a text (mckay, 2006). dealing with the task the teacher used in teaching writing, writing in response to a picture, open response writing, drawing and writing, id cards are used in her classrooms. it seems to suggest that the teacher has used various activities, not smart journal volume 2 no. 2, agustus 2016 hlm 159-172 170 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung merely answering the questions or filling the gap activities. beside the activities, assessments strategies are also important to be considered. in this case study, the teachers used some assessments strategies to investigate the students' development in writing. the teacher used observation in writing process and product, writing conference, portfolio. further the teacher explained that she paid attention not only in product but also the process of writing. when the students made error or mistakes, she would like to give clue in the mistakes. the following excerpt can be used as evidence: “i will tell them that there is a problem in their writing. i usually give an underline or circle in the mistake then ask them to change it. some time they can correct it but some time they make the correct one become false.” moreover, she explained that she gave the score and also the score and also the correct one bellow or above the false answer. the difficulties encountered in teaching writing the data from interview showed that the teacher did not find any serious problem in teaching writing for young learners. she thought that she only needed some improvement. the following excerpt can be evidence: “i have not been satisfied my self toward the result of my teaching of writing. however, it must be fun, simple, appropriate with the materials and acceptable. for time, i think, it is enough.” however, the data seemed to suggest that actually the teacher still looked for the other interesting methods to teach writing even though she felt that the way she used was enough now. 4.conclusion this study has investigated the teacher‟s perception of teaching writing to young learners using story and the practice of teaching writing for young learners in the case study school. based on the first research findings, the first research question has been answered. the teacher avoids to use story in writing class because of the difficulties of choosing the story and also finding the appropriate techniques in using the story in young learners classrooms. the result of the study also put the demands placed on the teachers to find the stories than can be used in teaching english, especially writing. story provides authentic and meaningful language that is very beneficial for young language learners as well as smart journal volume 2 no. 2, agustus 2016 hlm 159-172 171 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung motivation. moreover, the teacher also requires to get training in using story in english lesson, especially in writing class. the finding of the second problems also indicates that some various methods and activities provided by the teacher help the students to write not only in „surface‟ but also deeper. however, the freer activities give by the teacher have not given the students chance to use their thinking skill yet. the use of story, particularly in primary school should be encouraged and developed to arouse students to use their thinking skill in writing process. the use of story in writing class, such as re-tell the story in written form or write different end of a story may become alternatives activities to enhance the students thinking skill and their capability in understanding a discourse in language use since story provide authentic, meaningful language and language in a context. 5. references alwasilah, adeng. c. (2002). pokoknya kualitatif: dasar-dasar merancang dan melakukan penelitian kualitatif. bandung: pustaka jaya. brewster, j., ellis, g., and girard, d. (2003). the primary english teacher’s guide. england: penguin english. cameron, l. (2003). teaching languages to young learners. uk: cambridge university press. creswell, j. w. (2008). educational research. new jersey: pearson education. cohen, l. and manion, l. 1994. research design and methods: a process approach. fourth edition. london: routlegde 11 new .fraenkel, j. r. and wallen, n. e. (2007). how to design and evaluate research in education. new york: mcgraw-hill. hismanoglu, m. (2005). teaching english through literature. journal of language and linguistic studies. vol. 1, no. 1, april 2005. pp. 5366. hsiu-chinh, s. (2009). efl children‟s views on english picture story books. the asia efl journal quarterly. vol. 11, issue 4, pp. 215-234. linse, c. (2005). practical english language teaching (david nunan, series editor). new york: mcgraw-hill. mckay, p. (2006). assessing young language learners. cambridge: cambrdge university press. meriam, s. b. (1998). qualitative research and case study applications in education. san francisco: jossey-bass inc. smart journal volume 2 no. 2, agustus 2016 hlm 159-172 172 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung miller, s. and pennycuff, l. (2008). the power of story: using storytelling to improve literacy learning. journal of cross-disciplinary perspectives in education. vol. 1, no. 1 (may 2008). pp. 36-43. mok, a., chow, a., and wong, w. (2006) strengthening language arts in english language teaching in hong kong. in planning and teaching creatively within a required curriculum for school-age learners (edited by penny mckay). virginia: tesol, inc. paul, d. (2005). teaching english to children in asia. hongkong: pearson longman. pinter, a. (2006). teaching young language learners. oxford: oxford university press. rixon, s. (2003). assessment of young learners of english. disney pearson longman. suyanto, k. k.e. (2007). english for young learners. jakarta: bumi aksara. speech acts......................................... 93 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. speech acts on efl learners’ teaching performance and its implication in teaching and learning activity hajjah zulianti stkip pgri bandar lampung email: hazaulie@gmail.com abstract this research attempts to find the classification of speech acts and its implication in teaching and learning activity. the researcher uses observation and recording technique to collect the data. in analyzing the data, the researcher uses descriptive qualitative method. it was found that there are two types of speech acts: direct and indirect speech acts. it is categorized into four: representative, expressive, directive, commissive. the use of speech acts gives some implications: improving students’ understanding of speech acts, increasing level of decency in a communication, improving class atmosphere and students’ motivation, and building good relationship between teacher and students. keywords: speech acts, efl teaching performance 1. introduction communication is a way of getting information from others which is done by using a language. the use of language could help people share their intention to other in social community. the language used in a communication could be in formal or informal form, written or spoken form, and verbal or non verbal form. in doing a communication, through the use of language people deliver a message or messages in their utterance. kurdghelashvili (2015: 306) said that as one of the functions of a language is to convey meaning, it is indispensable for language users to know how to utilize various grammatical or lexical units for effective and rational interaction. in addition kreidler (1998: 181) said that whenever one person speaks to another, the speaker has some intention in producing the utterance, and the addressee interprets the utterance. as searle (1969: 42) puts it, “all linguistic communication involves linguistic acts”. this is to say that there is an act in every communication that people perform (albantany, 2013:22). in this case, through the utterances they might ask someone else to do something, invite someone else in some events, complain jurnal smart , volume 4, no 2 (2018), page. 93 106 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.693.203x mailto:hazaulie@gmail.com speech acts......................................... 94 something, order something and so forth. the use of such utterance in a study of language is called speech act. mccarthy (1991: 9) said if we are doing something with language in speech or writing for example the language is used as a request or an instruction or an exemplification, we are concentrating on what that piece of language is doing, or how the listener/reader is supposed to react, such entities is called speech acts. speech act is one of topics which is discussed in pragmatics. it is an utterance considered as an action, particularly with regard to its intention, purpose, or effect. as stated by yule (1996:47) speech act is action performed via utterances. in english, are commonly given more specific labels such as apology, complaint, compliment, invitation, promise, or request. basra and luthfiyatun (2017: 75) stated that speech acts are those acts of making statement or question, giving commands or order, refusing, complimenting, apologizing, and etc. in a communication, the use of speech act can occur in formal situation or in informal situation such as in daily life. in formal situation, it can be used by some teachers in their communication with their students in a classroom. student-teacher or trainee in teaching practice could also use speech act during the teaching and learning process. the interaction between the teacher and the students will run well if both of the teacher and the students understand what is meant through the utterance. in this case, the teacher and the students should have the same background knowledge; share the same experience, and capable to observe the context of the communication. as stated by zulianti and febriyanti (2018:166) to understand the meaning of someone’s utterances, it is important to have the same comprehension between the speakers and the listener or the writers and the readers, so the meaning of utterances or sentences can be reached well. furthermore, hymes in brown and george (1983:38) in interpreting the utterance, someone needs to observe the context of the utterance such as channel (how is contact between participants in the event being maintained), code (what language), message-form and event. he adds other features such as key and purpose. discussing about speech acts, teacher as a person who transfer knowledge is possible to produce speech acts in a classroom communication. the producing of speech acts can be done consciously or unconsciously. beyond hajjah zulianti.................................. speech acts......................................... 95 that, the speech acts produced could have some explicit and implicit meaning which is shared to be understood and expect appropriate response. based on the explanation above, here the researcher is interested to investigate the use of speech acts on students’ teaching performance and would like to understand its implication on teaching and learning activity. it is hoped that the finding of the research could give some information and contribution for english teachers and students in understanding of speech acts and its effect on their learning and teaching process. besides that, both of the teachers and students can increase their ability in understanding what someone else says through his/her utterance. it is done to have better communication and avoid misunderstanding. this research also gives benefits for the teachers and students of english who study pragmatics and those who want to do the same researchin the same field. 2. research methods this research is descriptive qualitative research. the data of the research are taken from the oral communication among trainee and students in teaching and learning activity. the writer analyzes the use of speech act by using pragmatic approach to know the meaning of the utterance and its implication in teaching and learning activity. in collecting the data, the writer uses recording and observation technique. to have the data in written form, it is combined with writing technique or noting technique. it is the continuation technique which is applied in recording and observation technique. in analyzing the data, the writer uses the theory of pragmatics proposed by yule and paltridge. the data analysis helps the researcher to interpret the meaning of utterance used by the teacher or students-teacher and to find its implication in teaching and learning activity. 3. findings and discussion in the research finding, the researcher divides the data analysis by using pragmatics theory by yule and discourse analysis by paltridge. in the first part, the researcher shows and describes the data of speech acts which are divided into two categories namely direct and indirect speech act proposed by paltridge. meanwhile, in the second part, the researcher shows and describes the data which are divided into five parts speech acts......................................... 96 according to yule’s theory of speech act. in the third part, theresearchers describe the implication of using speech act in teaching and learning activity. for the detail explanation, the researcher begins the description in the section below. 3.1 types of speech act based on the result of analysis, the researcher classifies the types of speech act into two namely direct and indirect speech acts. the researcher finds 76 data out of 112 which include in direct speech act and 36 data out of 112 which include in indirect speech acts. here are the percentage of occurrence and explanations of each type: table 1: the percentage of direct and indirect speech acts no type of speech acts number of occurrence perce ntage 1. direct speech acts 76 67 2. indirect speech acts 36 33 total 112 100 3.1.1 direct speech acts it is not unusual for what someone says to have direct relationship between the utterance and the function. direct speech act is an action performed via utterances which has direct relationship with the structure. as yule (1996:55) said that direct speech acts is a direct relationship between the structure and the function of utterance. in this research, the researcher finds 76 data which have direct relationship between the structure and the function. here are some examples: (1) speak in english please! (2) repeat it in more than three times! (3) i will invite some of you to read the dialog in front of the class. (4) where can we find the example of obligation? (5) in which line can you find the expression of compliment in the dialog? from the data above, some of the students-teachers used direct speech acts to communicate with their students. in data (1) and (2) the trainees used imperative structure in their utterances which represent direct speech act. the function of the utterance is observable directly through the use of structure of the utterance. in the data above, the trainee asked the students to speak in english in the classroom (shown in datum 1) and asked the students to hajjah zulianti.................................. speech acts......................................... 97 repeat the material in three times (shown in datum 2). in this case, the students understood what the trainee means through the use of imperative sentence which function as request. in datum (3), the trainee used declarative sentence in the communication. the declarative sentence in this datum used to make statement. the trainee only stated that he/she will invite the students to do something. meanwhile in data (4), and (5), the trainee used interrogative sentence which represent direct speech act. datum (4) shows that the trainee asked the students directly by using wquestion ‘where’ to find in what place the example of obligation can be found, and datum (5) to find the expression of compliment in the dialog. the trainee used interrogative sentence which functions as request someone to do something directly. in this case, the students could observe the structure of utterance to find what the speakers means through his/her utterance. 3.1.2 indirect speech act referring to the analysis, there are also some data which show indirect relationship between the structure used by the speakers in communication and its function. the researcher finds 36 data out of 112 which include in indirect speech act. here are some examples and explanation: (6) can you find the differences between banner and poster? (7) can you write the example of letter on the whiteboard? (8) i left my book at office. (9) you are standing in front of whiteboard. (10) ok. you still have 2 minutes. (11) why didn’t you move your chair here in the group? (12) who know the meaning of ……? according to the data analysis, some trainees produced indirect speech act during the teaching and learning process. the structures of the utterance found in the data are in the form of interrogative and declarative. each utterance has different function depend on the context of the communication. the context may include the goal and situational context in the classroom. in datum (6) and (7), the speaker used interrogative sentence to make utterance. generally in english, modal auxiliary ‘can’ is used to make ‘yes/no question’. in this case, by using ‘can’ the listener can answer speech acts......................................... 98 the question ‘yes or no’. but in pragmatics study, there is a difference related to the function of ‘can’. as shown in data (6) and (7), modal auxiliary ‘can’ does not only ask the listener about the ability to do something but it requests an action. in datum (6), the speaker asked the students by saying “can you find the differences between banner and poster?”. in this case, the students are not only asked whether they can find it or not by saying “yes/no”, but they need to mention the differences between banner and poster. in line with this case, the speaker of datum (7) asked the students by uttering “can you write the example of letter on the whiteboard?”. by observing the context of the utterance, the speaker does not only ask the students about the ability to do something but she/he requested the students to come forward to write the task on the whiteboard. both of data (6) and (7) include in indirect speech acts because there are implicit meanings which cannot be observed directly through the structure of the utterance. in understanding the meaning, the listener should be able to observe the context of the communication. data (8), (9), and (10) are indirect speech acts in the form of declarative sentence. the declarative sentences here are not used to make statement. based on the context observed, datum (8) has a function as request. the speaker requested the students to take the speaker’s book at office because it will be used in learning activity. meanwhile in datum (9) the speaker tended to command towards the students’ standing position in the class. looking at the context, other students could not see the material on the whiteboard when others tried to practice the task in front of the class. the trainee tried to give command by uttering the sentence in datum (9) which meant the students should move aside so others can see the material. in datum (10) the trainee used indirect speech act in the form of declarative which functions as instruction. the trainee uttered “ok. you still have 2 minutes”. according to the context of the conversation, the hajjah zulianti.................................. hajjah zulianti.................................. speech acts......................................... 99 trainee instructed the students to finish the task immediately. in this case, through the use of indirect speech acts the trainee instructed the students to do something. data (11) and (12) showed other forms of indirect speech acts. the trainee used interrogative form in their utterance by applying w-question ‘why’ and ‘who’. generally in english the word ‘why’ is used to ask the reason of something, while the word ‘who’ is used to ask a person as subject or object in a conversation. in the case of datum (11), the trainee uttered “why didn’t you move your chair here in the group?”. based on the context observed, datum (11) has an implicit meaning that the student pointed should move her/his chair. in this case, the students can not only respond by giving the reason, but he/she should move to another chair. relating to the datum above, the trainee gives more information than is said. meanwhile in datum (12), the trainee used ‘who’ in her/his utterance. the word ‘who’ in this context is not only used to ask the person in the classroom but also asking the students to explain the meaning of something. in this case, in order to have good communication, both of the speaker and the listener should observe the context of the conversation because as stated by levinson (1983: 236) in uttering sentences, one is also doing things and we must first clarify in what ways in uttering a sentence one might be said to be performing actions. 3.2 classification of speech acts yule classifies speech act into five categories namely assertive, representative, expressive, directive, and commissive. based on the analysis, efl students’ speech acts are classified into four categories namely assertive, expressive, directive, and commissive. the explanation of each category will be described in the following section: 3.2.1 representative representatives are those kinds of speech acts that state what the speaker believes to be the case or not (yule, 1996:53). in using representatives, the speaker makes the word fits the world. in addition cutting (2002:17) explains that speech acts......................................... 100 these acts can be used to perform some functions such as describing, claiming, hypothesizing, insisting and predicting.referring to the analysis, the researcher finds that representative speech acts used by trainee are in the form of explaining, informing, stating, agreeing, correcting, confirming, and disagreeing. for the detail description of each form, the researcher provides some examples below: (13) the differences between hortatory and analytical exposition text is in the last paragraph of each text. (14) to be able to have deep understanding of caption, next week you will have an exercise about it and present your task in the class. (15) oohh..hopefully she will get better soon. (16) i agree with your friend’s statement that smoking is not good for our health. (17) not combine, but join. (18) ok. so the function of advertisement is to persuade the reader to buy a product. (19) no, other students can give other opinions? looking at the example of the data above, the trainee or speaker uses different kinds of representative speech acts. in the datum (13) the speaker tried to give explanation about the material to the students. it includes in explaining which describe or tell someone about the fact. meanwhile in datum (14), the speaker informed to the students about the next week activity. informing is used to make the students are aware of fact. the third datum (15) includes in stating. the trainee stated something to the students who got sick and could not come to the class at that time. this kind of representative is used to show a respect of the teacher to his/her student’s condition. in the forth datum (16), the speaker uttered an agreement with the student’s opinion. in this case, the speaker has the same view as the student about the topic. different case lies on the example (17). correcting student’s used of vocabulary becomes another example of representative speech acts. the speaker checked students’ answer by giving them the correct one. in hajjah zulianti.................................. speech acts......................................... 101 this case, the speaker believes what he/she said to be true. other examples of representative is confirming and disagreeing. in the example (18) the speaker established the truth or correctness of students’ opinion about the topic. meanwhile in the example (19) the speaker denied the students’ opinion and gave the chance to other students. disagreeing is a statement which is used to represent different opinion. 3.2.2 expressive expressive is a kind of speech acts in which the speaker’s utterance express what the speaker feels. they express psychological states and can be statements of pleasure, pain, likes, dislikes joy, or sorrow (yule: 1996: 53). in addition leech (1983: 56) states that the illocutionary force of these acts can be in the forms of apologizing, condoling, praising, congratulating, thanking and the like.based on the analysis, expressive speech act in the data includes in different forms namely surprising, thanking, complimenting and apologizing. here are some examples of expressive found in teaching and learning process: (20) ohh.. why she didn’t come? (21) thank you for presenting the task, give applause.. (22) ok..that’s good.. you’ve done a great job! (23) i’m really sorry for the media that is not working properly. referring to the example above, the speaker expressed his/her feelings in different forms. example (20) shows us the expression of surprise. based on the context observed, the teacher was feeling surprise when he/she called one name of the students but he did not come (absent). the second datum (21) is the example of thanking. the teacher expresseshis/her thanking through the use of language. meanwhile in datum (22) the speaker expresses his/her feeling about students’ task. the speech acts include in complimenting or praising towards the students’ job. in this case, compliment is used as a polite expression of praise or admiration. datum (23) includes in apologizing. the speaker expressed his/her regret by using verbal language because the media speech acts......................................... 102 used in teaching and learning process was not running well. 3.2.3 directive directive is a kind of speech acts deal with attempting someone to do something.as stated by yule (1996: 54) it is a kind of speech acts that speakers use to get someone else to do something.the illocutionary point of directive is to try to get the hearer to behave in such a way as to make his behavior match the propositional content of the directive (searle, 1998:148). based on the analysis, the researcher found directive speech act in teaching performance in the form of asking, requesting, and suggesting. here are the data: (24) speak in english please! (25) ok you, what is your opinion about it? (26) you need to read a lot of english text books to improve your pronunciation. ok! from the data of the research above show us the examples of directive. the first directive is in the form of requesting. in this datum (24) the speaker requested the students to speak in english while learning in the classroom. meanwhile in datum (25) the speaker asked the students to answer the question relates to the topic discussed in the class. in the third datum (26) the speaker suggested his/her students to read english text books to improve their pronunciation. all the example of directive speech acts above require the students/listener to do something based on the context of the communication. 3.2.4 commissive commissive is the kind of speech acts that speakers use to commit themselves to some future action (yule, 1996: 54). the whole point of commissive is to commit the speaker to a certain course of action (austin, 1962:156). cutting (2002: 17)adds that promising, threatening, refusing, and pledging, offering, vowing and volunteering are some examples of illocutionary forces that fall under the category of commissives. according to the result of analysis, commissive speech acts occur in two forms namely offering and promising; here are the examples: hajjah zulianti.................................. speech acts......................................... 103 (27) if you do not understand the rule, just ask me. i will help you to do it. (28) for the next section, i will provide some examples of conditional sentence in different types, and you should compare them to find the differences. from the example above, the first example (27) shows us the form of offering. based on the context observed, the speaker committed future action by offering him/herself to help the students in doing something in the classroom. while in the second datum (28), the speaker committed future action by saying to the students that he/she will provide something relates to the topic of the lesson. 3.3 implication of speech acts in teaching and learning activity referring to the analysis of efl students’ speech acts above, the use of speech acts can give possible future effect on teaching and learning activity. speech acts as the basic unit of languagewhich is used in communication such as in the classroom could influence the effectiveness of communication between the teacher and students. looking at the result of observation, the use of direct speech act in the classroom influences the students in understanding the meaning of the utterance. the students are easily to catch the meaning of direct speech acts than indirect utterances. it is also said by hansen (2008: 27) that in giving learner feedback, direct speech is more easily understood than indirect speech. the indirect relationship between the structure and the meaning requires the students to observe the context of the communication and require them to have the ability to understand the message conveyed.it is supported by paltridge (2006:58) indirect speech acts are often difficult for second language learners to recognize as they may not necessarily know that in english it is request someone to do something, order to do something or something else. whereas indirect speech acts have greater politeness than direct speech act. as stated by yule (1996:56) indirect speech acts are generally associated with greater politeness in english than direct speech acts. in this case, some students are failing to understand the teacher’s intended meaning because different background speech acts......................................... 104 knowledge, experience, and culture. thus, the language teachers are required to take a concern and draw an attention to the students to have an awareness of different culture in a communication. another result of observation shows that the use of speech acts which have implicit meaning such as in the form of declarative and interrogative could create a pleasant environment. for example, when the teacher asks the students to do something, it is more polite than he/she used imperative as an instruction. to modify the explicit politeness, in this case sometimes the teacher added “please”in the utterance. besides, the use of speech act with excessive intonation could influence the students’ happiness in learning activity as in the example ‘ok..that’s good.. you’ve done a great job!’. this positive attitude can increase the class atmosphere and students’ motivation. another example of speech act which can improve class situation when the teacher used commisive speech act in the form of offering. when the teacher tries to offer some helps to the students, it will bring closeness between the teacher and the students. the students will feel comfort in the classroom when they get more attention from the teacher. the teachers’ closeness to the students can improve their achievement in learning. as stated by zulianti (2017:342) the relationship between the teacher and the students is very important. it can increase the students’ achievement.it is supported by rimmkaufman, sara and sandilos (2016) those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships. 4. conclusion in learning and teaching process, it is not impossible for the teachers to produce some speech acts in their communication. the producing of speech acts may have their own function and meaning depends on the context of the communication or speech situation. in order to be able to understand what the teacher’s means towards his/her utterance, the students need to observe the context around them. besides, understanding different culture, background knowledge and experience are also needed to gain the meaning of the utterance. in this case, hajjah zulianti.................................. speech acts......................................... 105 the students should have an ability to catch the meaning and are aware of those differences in some aspects. the other results show that, the use of speech acts in teaching and learning activity give some implications. two different types of speech acts give a different in the level of decency. indirect speech acts have greater politeness than direct speech act. the use of speech acts also could increase the students’ motivation and class atmosphere. besides, it also builds good relationship between teachers and students in learning and teaching process. 5. references al-bantany, nabilah fairuz. (2013). the use of commissive speech acts and its politeness implication: a case of banten gubernatorial candidate debate. passage e-jornal universitas pendidikan indonesia. vol. 1 no. 2: 21-34. austin.j. (1962).how to do things with words. oxford: oxford university press. basra, sri meiweni and luthfiyatun hoyyibah. (2017) a speech act analysis of teacher talk in an efl classroom. international journal of education.vol. 10 no. 1: 73-81. brown, gillian and george yule. (1983). discourse analysis. cambridge: cambridge university press. cutting, j. (2002).pragmatics and discourse: a resource book for students. london and new york: routledge. hansen, rachel e. (2008). the effects of second language status on the comprehension and perception of direct and indirect speech in written teacher feedback.all thesis and dissertation. provo: brigham young university kreidler, charles w. (1998). introducing english semantics. london: routledge. levinson, stephen c. (1983). pragmatics. cambridge: cambridge university press. leech, geoffrey n. (1983). the principles of pragmatics. london: longman. paltridge, brian. (2006).discourse analysis: an introduction. london: continuum. kurkreidghelashvili, tinatin. (2015). speech acts and politeness strategies in an efl classroom in georgia.world academy of science, engineering and technology international journal of cognitive and language sciences. vol. 9 no. 1: 306-309. mccharty, michael. (1991). discourse analysis for language teachers. cambridge: cambridge university press. rimm-kaufman, sara and lia sandilos. improving students' relationships with teachers to provide essential speech acts......................................... 106 supports for learning. american psychology association. available at: http://www.apa.org/education/k12/re lationships.aspx (accessed on may 2016) searle, john. (1969). speech acts: an essay in the philosophy of language. cambridge: cambridge university press. _______.(1998). mind, language and society philosophy in the real world. new york: basic book. yule, george. (1996). pragmatics. oxford: oxford university press. zulianti, hajjah. (2017). english foreign language learners kinesics on tecahing performance. iqra’ jurnal kajian ilmu pendidikan.vol 2 no 2: 325-346. zulianti, hajjah and febriyanti. (2018). assertive utterrance used in readers’ forum on jakarta post newspaper.smart: journal of english language teaching and applied linguistics. vol. 4 no. 1: 19-32. hajjah zulianti.................................. http://www.apa.org/education/k12/relationships.aspx http://www.apa.org/education/k12/relationships.aspx jurnal smart , volume 3, no 2 (2017), page. 90-102 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/466.203x 90 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. swearwords used in detected movie viewed by speech act theory merry rullyanti 1), fenti devita 2) 1 faculty of letters, university of dehasen bengkulu merry.rullyanti85@gmail.com 2 faculty of letters, university of dehasen bengkulu abstract this thesis examines the swearwords using the speech act theory in accepted movie directed by steve pink. the objectives of this research are; (1) to find kinds of swearwords used by the characters. (2) to classify the speech act categories used by the characters when they uttered the swearwords. (3) to investigate the contexts of swearing. the dominant kind of speech act in the swearwords that the characters use is expressive because americans get used to express their feelings spontaneously. the most dominant context that appeared is dysphemistic context that makes the movie more interesting with the creative metaphors. keywords: swearwords, speech act, accepted 1. introduction analyzing how people use language in different contexts provides impressive information about the way language works. every language expresses how people think, feel, act and how they draw the connections between the statement and its meaning based on the situation. a major challenge that linguists face is the speakers completely show the expression or feeling of anger, disappointment, happiness, sadness, and loneliness through the language by producing the swearwords.andersson, l.g., & trudgill, p. (2007, p. 195) gave an understandable definition, that swearwords are the words’ choice from speakers that have negative meanings because they are rude and offensive. they also listed three different motives for swearing; psychological motives, social motives, and linguistic motives. furthermore, rullyanti (2014) in her research found out that the psychological motives occurred frequently behind saying the swearword. this motive mostly came from unpleasant or https://doi.org/10.26638/466.203x merry…… 91 unexpected events that do not go well according to plans.swearwords considered as bad languages, hence the name, which are restricted to be used in conversations because it could offend the addressee and the listeners, e.g. shit, fuck, bitch, dick, damn, etc. on the contrary, steven pinker (2007, p. 68) mentioned that swearwords are a natural part of our language, and they are undoubtedly one of the most efficient ways to do away with extra frustration or anger in difficult situations. it can be one of the parts of spontaneous forms, kinds of jokes, and it depends on the contexts that occurred. as the result of steven pinker’s study in the stuff of thought: language as a window into human nature (2007, p. 68), people often have experience being misunderstood with the using of swearwords in conversations and the contexts in which the swearwords are used. so, when a speaker utters a swearword, he is attempting to accomplish something with it; specifically he intends to have some intentions to the listener, and wants the listener to recognize this intention. one way to investigate this uniqueness is through the perspective of speech act in pragmatics. pragmatics is concerned with the study of meaning as communicated by a speaker (or a writer) and interpreted by a listener (or a reader), george yule (1996, p. 3).this branch of linguistic explores how the interpretation of the speaker’s intended meaning and how the languages are more communicated than is said.in an attempt to express them, people do not only produce utterances containing grammatical structures and words, they also perform actions via those utterances, john searle (1975) in george yule (1996, p. 47). actions performed via utterances are generally called speech acts. searle’s theory emphasized a psychological interpretation (based on beliefs, intentions, etc.). swearwords as the highlight of this research can be analyzed through the characters in this movie who often state whatever they feel through the expressions in utterances. for example, take the word of ‘the hell’ in this sentence, “what the hell is going on here?” stated by schrader, (one of the characters in accepted). the word is considered as a swearword and it is influenced by shrader’s curious feeling that is expressed when he entered a room full of the students and his close friends. it becomes the researcher’s challenge to analyze the kinds of swearwords, the swearwords used … 92 actions performed via utterances which are swearwords based on the context of swearing when the characters uttered the swearwords. therefore, the research could be an interesting and a worthwhile project to conduct. the data was selected using movie transcription developed by mr. sanju, which is the most compatible with the movie than another developer. the transcription will be analyzed in more details in the analysis section to investigate the swearwords through speech act theory. supported by the theories from andersson, l.g., & trudgil, p., steven pinker, and john searle, the title of this research is an analysis of swearwords detected in accepted movie (2006) using speech act theory. andersson, l.g., & trudgill, p. (2007, p. 195) stated that swearwords are the rude words that a person chooses to say while communicate with the others. they also explained that swearwords have negative meanings because they are offensive. they divided swearwords into 7 (seven) different kinds, they are (a) sexual organs, sexual relations, (b) religion, church, (c) excrement, (d) death, (e) the physically or mentally disabled, (f) prostitution, and (g) narcotics and crime. in contrast with andersson, l.g., & trudgill, p, steven pinker (2007, p. 68) had different opinion that swearwords are a natural way to state a language in human mind, and they are undoubtedly one of the most efficient ways to do away with extra frustration or anger in difficult situations. in an attempt to express them, people do not only produce utterances containing grammatical structures and words, they also perform actions via those utterances. actions performed via utterances are generally called speech acts and in english are commonly given more specific labels, such as directives, commissives, representatives, declarations, and expressives (searle,1975 p. 70). based on the pragmatic point of view, swearwords also concerns with the context when they are occurred. according to steven pinker (2007, p. 72) there are five contexts of swearing: dysphemistic, abusive, idiomatic cathartic, and emphatic. 2. research method this research used a descriptive qualitative method which is used to analyze and to identify conversations containing swearwords in selected movie.the research is conducted by using descriptive qualitative approach because the results of the data analysis is in the descriptive phenomenon such as merry…… 93 words, sentences and utterances, creswell, (2003, p. 24). the techniques of the data analysisthatwere used to analyze the swearwords in a movie entitled accepted; (1) watching the movie to understand the story line and the using of swearwords used by the characters, (2) cutting the scenes that contains swearword utterances in the movie, (3) selecting the utterances in the transcription which used the swearwords and coding them, (4) classifying the word in the dialogues in which the types of swearwords, (5) analyzing the speech act categories used by the characters when they uttered the swearwords, (6) analyzing the context of swearing in the dialogues and (7) concluding the results of swearwords analysis in speech act theory and the context of swearing. the utterances are existed as supporting ideas in strengthen the research especially about the use of swearwords. reading related articles about swearwords from many books is another way besides reading journals and articles from internet. 3. findings and discussion based on the findings, the amount of swearwords in analysis instrument is 83. from the 83 swearwords that are found in the movie, the using of excrement swearwords mostly appeared in the utterances. there is about 24 excrement swearwords that have been detected, the second swearword that commonly used is sexual organs that appeared 19 times, and then religion swearword that appeared 16 times. physically and mentally disabled swearwords then come afterward with 9 times appearances, and then there are also narcotics and crimes with the amount of swearwords are 10, prostitution swearwords are 4, and the last kind that less appeared than the others is death swearword. in the movie, there is only 1 utterance that has death swearword. as the most commonly used by the characters, the excrement swearwords can be analyzed by the words such as “shit” and “snot”. take a word of “shit” that is uttered by bartleby in accepted. “so, we'll just pack everybody up and get out of here.” (bartleby) “okay, let's go!” (schrader) (the bell rang) “shit!” (32-34 (bartleby) 00:01:42,200 --> 00:01:47,5000). the word of “shit!” as human or animal excrement has considered a dirty material. but when it is used in the utterance above, it also means something that is unwanted by the speaker who say it. so, based on the excrement swearword finding in the movie, the words such swearwords used … 94 “shit” and “snot” are considered as a swearword. although the meaning of them does not always refer to the dirty materials – it can be a form of some kind of misfortune. whenever people state it in every occasion, it is still a swearword, that is connected with the theory from andersson, l.g., & trudgill, p. (2007, p. 195). so, the reason why the characters used excrement swearwords is because they intended to express their feeling based on the misfortunes that they had in the movie..sexual organs and sexual relationsas the second kind of swearword that used in the movie, can be analyzed in a utterance spoken by ben. “i'm going off the grid. no more, uh, franchises, no more botox, no more "eh, oh, let's clone another goat." and certainly no more sexual harassment suits. what's wrong with saying, "hey! nice tits." (495 499 (ben) 00:21:35,235 --> 00:21:47,700). the word of “tits” actually means nipples on human breasts. it becomes swearword because talking about nipples in front of the people is inappropriate. it is related by the theory from andersson, l.g., & trudgill, p. (2007, p. 195) who stated that sexual organs can be considered in impolite statement even the situation is in biology class or medical occasions. the third kind of swearword that commonly used in the movie is religion and church, which appeared in the utterance spoken by schrader. “what the hell is going on here?” (39-41 (schrader) 00:01:12,800 --> 00:01:14,500). the word of “the hell” that uttered by schrader actually related to the religion worshippers who believe that there is a certain place for bad people afterlife. but when it is used as a swearword in an asking sentence, the meaning has changed into the emphasizing to the question sentence that is influenced by the curios feeling of the speaker. the following utterance below also contains a swearword about religion. it is connected by the theory from andersson, l.g., & trudgill, p. (2007, p. 195) who stated that the changing meaning from the the religion worshippers who believe that there is a certain place for bad people afterlife to the emphasizing expression toward the intention of the speaker for asking sentence. the researcher also found the fourth swearword kind which is commonly used by the characters in the movie. the physically and mentally disabled is used in this utterance. “it's not my fault the kid's a crybaby! little dipshit.” (507(ben) 00:22:03,100 --> 00:22:06,000). the word of “dipshit” that uttered by ben is considered as a swearword because the meaning belongs to the mentally disabled or someone that merry…… 95 has a lack of intelligent mind and behaves stupid which is inappropriate to state in front of people and can annoy the people who hear it. it is related to the theory from andersson, l.g., & trudgill that the using of words about physically and mentally disadvantaged soon become offensive, which is match with the situation when ben uttered the swearword to the little kid, the little kid and his mother became angry with ben. so, the word of “little dipsit” is categorized as a swearword. the same pattern of analysis also happened in the fifth, sixth, and seventh swearwords that are used in the movie. narcotics and crimes as the fifth swearword that commonly used, can be seen in a utterance spoken by mr. and mrs. gaines. “are you huffing? are you high? you're huffing grass?” (150151(mrs. gaines and mr. gaines) 00:06:12 --> 00:06:14). the words of “huffing” and “huffing grass” actually refer to some kind of activities that related to sipping, using, or consuming drugs and marijuana. meanwhile, the word of “high” here means a hallucinogenic from drugs, making the people who consumed it can not behave and think clearly. by understanding the meaning of the words, so the researcher categorized these words in narcotics swearword. as the sixth swearword, the example of prostitution swearword that uttered by ben, “look, we throw a lot of fancy words in front of these kids, in order to attract them to going to school, in the belief that they're gonna have a better life. and we all know that all we're doing is breeding a whole new generation of buyers and sellers. buyers and sellers! pimps and whores. pimps and whores!” (594-601(ben) 00:25:14,900 --> 00:25:32,700). the word of “pimp” actually means a man who controls prostitutes, finds the customers from them and makes a profit for them. meanwhile, the word of “whore” also has negative meaning, because it refers to women prostitutes. both of them are rude and inappropriate to be said in the conversation, so we call them as swearwords. death swearword as the last kind of swearword has a less usage than the others can be seen in the utterance that also spoken by ben. “i'm glad my mother's dead.” (473 (ben) 00:20:53,600 --> 00:20:55,200). the word of “my mother’s dead” is inappropriate to be said in the conversation. so, it is considered as a swearword. the last three swearwords above are also related by the theory from andersson, l.g., & trudgill, which swearwords used … 96 categorized the swearwords based on the meaning of the swearword when it is occurred. as an addition, the researcher also analyzed the characters who mostly used the swearwords are bartleby and ben. about 21 swearwords from the 79 amount of it are spoken by bartleby, who acted as a main character who has an expressive personality and acted smart to find some excuses when he was involved in troubles. meanwhile, ben also utters about 20 swearwords. steve pink as the director of the movie seemed to want to give a color to the movie by the free expressions of the characters who state whatever they feel through the utterances that makes the movie becomes more interesting. the character of ben is described as a desperate old man who was a former of a great lecturer in a famous university, was disappointed with the system of education in america. so, during his desperate time, he cursed whenever he felt the negative emotion even as an expression to state something. it is connected with the theory from steven pinker (2007, p. 68) who mentioned that swearwords are a natural part of our language, and they are undoubtedly one of the most efficient ways to do away with extra frustration or anger in difficult situations. the analysis of kinds of speech act used as swearwords detected in accepted swearwords detected in the movie are analyzed using the theory of speech act by john searle (1975) about the classification of speech act, they are representatives,directives, commisives, expressives, and declarations. the amount of speech act utterances in the movie is 83. there are 39 utterances that contain expressives, 21 utterances that contain directives, 17 utterances that contain representatives, 4 commisive utterances and 2 declaratives that are found in the movie.based on the finding, most of speech act used as swearwordsthat are occurred in accepted movie is expressives. expressives can be recognized by the utterance that reflect the speaker’s feeling, apsychological state and can be a statement of pleasure, pain, upset, disappointment, likes, dislikes, disbelief, joy, sorrow, and anxiety, thanking, congratulating, apologizing, even cursing to state the misfortune, according to john searle (1975 in george yule, 1996, p. 53). it will be understood by the example of utterance that contains that is uttered by mr. gaines. “i didn't get accepted anywhere.” (bartleby), “oh, bartleby.” (mrs. gaines) 00:06:48 --> 00:06:52 , merry…… 97 “damn it.” ( 162-164 (mr. gaines) 00:06:52 --> 00:06:53). through the using of religion swearword of “damn it!”, mr. gaines already stated an expressive speech act sample. he wanted to express his disappointment through the word so that bartleby would know if he wasn’t happy at all with bartleby’s failure. so, based on the utterance, there is a reason why expressives mostly used the movie. the characters in the movie which live in america that already get used to express everything they feel through the utterances spontaneously. steven pink seemed to make the plot of the movie more interesting with the variety of swearwords expressions every time the characters find troubles. the second speech act that mostly used in the movie is directives. directives can be recognized by the utterance that attempts by the speaker to get theaddressee to do something and to express what the speaker wants, such as requesting, asking, suggesting, commanding and ordering, according to john searle (1975 in george yule, 1996, p. 53). the researcher found the using of directives that is connected to the theory above. it can be seen in the utterance stated by schrader. “fine. get off me, you idiot. but we need some sort of, like, mission statement or something.” (274-275 (schrader) 00:11:57,135 --> 00:12:03,900). the speech act category for the utterance is directives as an asking expression from schrader to ask bartleby to stop hugging him. he wanted bartleby to get off his hugging so bad, so he called bartleby as idiot, which is considered as a mentally disabled in swearword. so, through the swearword, schrader actually did not want to be hugged bartleby and ask him to stop hugged him. the third speech act that mostly used in the movie is representatives, that can be recognized in the utterances that commit the speaker to the truth of the expressed proposition, such as statement of facts, assertion or description, according to john searle (1975 in george yule, 1996, p. 53). a utterance found by the researcher in the movie is connected with the theory. it can be understood in the utterance stated by ben. “what were you expecting? a renaissance of the human spirit? american education is in the shitter. you know why? because people forget the most important rule.” (1005-1007 (ben) 00:43:51,635 --> 00:44:01,000). the utterances contain a speech act when ben uttered a swearword “the shitter”. ben commits to the implied assertion to describe that the system of education in america is in a swearwords used … 98 mess. it is another way to state that the system of education in america now is not worth it to be applied to the students. the representative here more refers to the assertion of something which is being the case as the truth in ben’s point of view. there is a lack of amount when it comes to the next kinds of speech act category. commisives speech act can be analyzed when the speaker commits to some future course of action,such as promising, offering, praying, and threatening, as stated by john searle (1975 in george yule, 1996, p. 53). the utterance that connected with the theory is stated by schrader. “i want lilac shirts! i want visors kind of tilted to the side, with hair gel coming out of it. i want to have sex with girls that look like this!” (1469-1471 (schrader) 01:07:20,200 --> 01:07:28,100). the utterance has been considered as commisive speech act by researcher, because it commits schrader to some future course of his hopes that he would do-especially when he used the swearword of “have sex” if he officially joined the brotherhood. schrader’s hope becomes the highlight in this utterance as the type in commisive. meanwhile, declarations speech act can be recognized when the speakers effect immediate changes in the institutional state of affairs andwhich tend to rely on elaborate extra-linguistics institutions, for instance: declaringwar, firing from employment, christening, and giving a name based on the theory from john searle (1975 in george yule, 1996, p. 53). the utterance that is connected to the theory is stated by the shoe store manager. “you are an asshole, and you're fired.” (509 (the shoe store manager) 00:22:08,100 --> 00:22:10,20. the speech act category for the utterance which used the swearword is declaration as firing from employment and changing ben’s world to unemployment. firing from unemployment becomes one of the features in declarations speech act. there is a reason why declarations usage is less than the other types of speech act in the movie. there are only a few plots that contain a scene when the speaker attempts to change the institutional state of affairs or to change someone’s world because steven pink wants to keep the movie interesting without too many changes in the institutional state of affairs. so, that’s why declaration speech act can only be found in less amount than the others. the analysis of kinds of the swearing contexts detected in accepted merry…… 99 there are five contexts of swearing that the researcher found in accepted movie, they are, dysphemistic, abusive, idiomatic, emphatic, and cathartic. the amount of the context of swearing in the movie is 83. there are 22 utterances that contain dysphemistic context, 18 abusive contexts that are found in the movie, 17 utterances that contain cathartic, 14 utterances that contain emphatic, and 12 idiomatic contexts.as the most dominant context found by the researcher in the movie, dysphemistic context is influenced by the metaphor that the speakers used when they want to express something. the changing from one object to another becomes the uniqueness point in dysphemistic context. it can be seen in one of the utterances in the movie. “you know, a lot of people say that college is the time when young men and women expand the way that they look at their world, when they open their minds to new ideas and experiences and when they begin that long journey from the innocence of youth to the responsibilities of adulthood. now isn't that a load of horseshit?” (582-590 (ben) 00:24:37,500 --> 00:24:59,700). the utterances had been spoken by ben. the context is dysphemistic swearing as an expression to force listeners to think about negative matter. so, ben used metaphor to change the object (in this case the word “a load of horseshit” refers to all of his saying is a nonsense) and to force bartleby’s family to think about negative matter against the statement that he was saying. he used “horseshit” because he did not even believe that the statement he uttered before is right. it is connected to the theory from steven pinker (2007, p. 72) that dysphemistic context forces listener to think about negative matter. there is also a reason why the using of dysphemistic context takes the dominant position in the movie. the using of dysphemistic context makes the movie more interesting with the creative metaphors that the characters used as the reflection of their feeling towards a case from the speaker’s point of view. the second commonly used context while the characters in the movie uttered the swearwords is abusive. it can be recognized by the example that uttered by rory, “college is for pussies!” (217 (rory 00:08:52,535 --> 00:08:54,400). rory had stated abusive context to insult people through a word of “pussies” which are meant people who have man and woman personality in one body, which known as sissy, that refer to rich kids who cheat during the selection http://www.askdefinebeta.com/search?q=dysphemism http://www.askdefinebeta.com/search?q=dysphemism swearwords used … 100 to yale university. she actually did not care with the formal occasion when she uttered the swearword, because she was in a farewell party of graduate students where the parents and the teachers were also there too. it is connected with the theory from steven pinker (2007, p. 68) who mentioned that swearwords are a natural part of our language, and they are undoubtedly one of the most efficient ways to do away with extra frustration or anger in difficult situations.the third commonly used context while the characters in the movie uttered the swearwords is cathartic context. it can be recognized when the speakers uttered the swearwords as the reaction of something that is not favored. the researcher found some examples of it, but one of them can be checked in the utterance spoken by glen. “did you just say you got accepted here?” (bartleby) 00:28:30,800 --> 00:28:32,900, “well, yeah, yeah, yeah, we all did. thank you so much!” (abernathy) 00:28:53,300 --> 00:28:54,800), “holy balls.” (66366700glen)(:29:00,100 --> 00:29:02,800). in america, ball has a special meaning if it used with the word of “holy”. it means a man's testicles where sperm is produced. so, “holy balls” is a swearword with the sexual organs its type. the context for the utterance that stated by glen above is cathartic swearing through the sexual organ “holy balls” as a reaction of a misfortune because glen had a disbelief feeling with the fact that there were many students – especially men, who got accepted in their fake college that was supposed to be a secret. the utterance also explains that the speaker who used the swearword towards the misfortune is under the negative emotions. so, it is connected to the theory from steven pinker (2007, p. 72) who said that cathartic context refers to the reaction of life’s misfortunes or when something bad happens like coffee spilling, people curse. emphatic as the fourth context that commonly used by the characters in the movie can be recognized in the utterance stated by schrader. “schrader, where have you been? i've been calling you for half an hour.” (bartleby) 00:32:51,100 --> 00:32:53,100, “what the hell, man? i'm in the middle of rush.” (756-757 (schrader 00:32:53,200 --> 00:32:55,100). the context is emphatic swearing as an expression to emphasize schrader’s asking sentence spontaneously because he is totally curious why bartleby could come to b.k.e party while he’s not invited. it is also connected with the theory from merry…… 101 steven pinker (2007, p. 72) who stated that emphatic swearing is to emphasize something with swearing. the last context that less appeared than the others contexts is idiomatic that spoken by bartleby. “oh, man, i heard about the scholarship. that's insane. you're one of the best receivers in the state.” (192-193 (bartleby)” 00:07:58 --> 00:08:02,500). when bartleby stated the swearword, it is to arouse interest through a word of “insane” which meant a nonsense condition that is unbelievable as an expression from bartleby to hands and it showed that the setting is informal. bartleby also wanted to show his empathy feeling. the utterance is related to the theory from steven pinker (2007, p. 68) that swearwords as a natural part of our language that has different purpose based on the context when it is occurred. in this context, the purpose of swearword is to show the empathy feeling between two close friends that can tighten the friendship. meanwhile, different context is spoken by ben as a fake dean of south harmon institute of technology when he was in a formal meeting with bartleby’s family. “it is so refreshing to have somebody approach education so rationally.” (mrs. gaines) 00:26:26,300 --> 00:26:31,600, “fuckin' a!” (613615(ben) 00:26:32,100 --> 00:26:33,200). the context for the first utterance is idiomatic swearing, when ben used it without really referring to the matter to show that he’s agree with mrs. gaines compliment. the theory from steven pinker (2007, p. 72) about idiomatic that is uttered without really referring to the matter just using the words to arouse interest is proven based on the example. 4. conclusion the researcher would like to conclude that there are seven kinds of swearwords found in accepted movie, they are; sexual organs, sexualrelations, religion, excrement, death, physically or mentally disabled, prostitution, and narcotics and crime. the amount of swearwords in the movie is 83. there are about 24 excrement swearwords, 19 sexual swearwords, 16 religion swearwords, 9 physically and mentally disabled swearwords, 4 prostitution swearwords, 10 narcotics and crimes swearwords, and 1 death swearword. it can be seen that the characters used excrement swearwords is because they intended to express their feeling based on the misfortunes that they had in the movie. the swearwords utterances are http://en.wikipedia.org/wiki/idiom swearwords used … 102 analyzed using the theory of speech act. as the result, the amount of speech act utterances in the movie is 83. there are 39 utterances that contain expressives, 21 directives, 17 representatives, 4 commisive and 2 declaratives. from the dominantly kind of speech act, it can be seen that the characters used expressive in the swearwords because the characters in the movie which live in america already get used to express everything they feel through the utterances spontaneously. all swearwords in the speech act analysis have their own context when they are occurred in the movie. the amount of the context of swearing in the movie is 83. there are 22 dysphemistic contexts, 18 abusive contexts, 17 cathartic, 14 emphatic, and 12 idiomatic and that are found in the movie. the most dominantly using of dysphemistic context which makes the movie more interesting with the creative metaphors that the characters used as the reflection of their feeling towards a case from the speaker’s point of view. from the analysis above, the research has come to primary conclusion. the way the characters as the americans behaving and stating their feelings through a variety of expressions are related to their identity as free expression speakers, which makes them state whatever they feel through the expressions in utterances spontaneously. 5. references andersson, l.g., & trudgill, p.(eds).(2007.), “a cultural approach to interpersonal communication”(pp. 195-199). oxford: blackwell.2007. creswell, j. (2013).research design: qualitative, quantitative, and mixed methods approaches. california: sage publications. pinker , steven. (2007).the stuff of thought:language as a window into human nature.new york: wiley-blackwell. rullyanti, merry. (2014). swearwords used by bengkulunese: a case study of taboo expressions. premise journal of english education. vol 3: 18-27. searle, jhon. (1975).expression and meaning, studies in the theory of speech acts, a pragmatic analysis. cambridge: cambridge university press. yule, george.(1996).pragmatics (oxford introductions to language study). oxford: oxford university press teaching listening.......................................... 143 teaching listening ability by using somatic, auditory, visual, and intelectual (savi) technique fatma yuniarti language and art faculty, stkip muhammadiyah pringsewu lampung fatma@stkipmpringsewu-lpg.ac.id abstract the objective of the research is to find out the effectiveness of using savi (somatic, auditory, visual and intellectual) technique to teach listening ability. the research was a case study method. the data from classroom observation were obtained from video recording, student’s checklist and lecturer’s field notes. the findings of this study showed the use of savi (somatic, auditory, visual and intellectual) technique is an effective technique for teaching listening ability. significantly, it can be seen that the students enjoyed their listening. as a result, they responded positively and enthusiastically to lesson, and engaged easily in the whole learning process. keywords: listening ability, somatic, auditory, visual and intellectual (savi) technique 1. introduction today, english becomes more widely used. english is not only an international language for general communication, but also a language for specific needs. people willingly learn english because they realize that english is meaningful to widen their knowledge in their work fields. as an international language, english plays an important role in many aspects of human life all over the world. english regarded as the second foreign language is used to transfer and to develop science and technology. besides, english has function as an aid to conduct international relationship with the other countries and nations in the world. hutchinson and waters (1987: 6) state that english becomes the accepted international language of technology and commerce. it creates a new generation of learners who know jurnal smart , volume 4, no 2 (2018), page. 143155 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.710.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. mailto:fatma@stkipmpringsewu-lpg.ac.id teaching listening.......................................... 144 specially why they are learning a language businessmen and who want to sell their product, mechanics who have to read instructional manuals, and who needs to keep up with the development in their field and a whole range of students whose course of the study include text books and journals available in english. in teaching and learning process, english receives high priority. in our formal education, english is one of the compulsory subjects taught from kindergarten to university. in indonesia, the goal of teaching-learning of english is that students are expected to be able to communicate in english well. in english, there are four abilities which must be mastered. they are listening, speaking, reading, and writing. all of these abilities are important, but in learning language, listening is regarded as one of the most important as a basic important ability of communication. according to byrnes (1984: 9), listening is the ability to express oneself intelligibly, accurately, and reasonably. it means that the listening ability is the capacity or power to do something physical or mental. according to hornby (1963: 140) listening is the language modality that is used most frequently. it has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. often, however, language learners do not recognize the level of effort that goes into developing listening ability. far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them. listening involves a sender (a person, radio, and television), a message, and a receiver (the listener). listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead. in addition, listeners must cope with the fatma yuniarti.................................. teaching listening.......................................... 145 sender's choice of vocabulary, structure, and rate of delivery. the complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language. given the importance of listening in language learning and teaching it is essential for language teachers to help their students become effective listeners. in the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom. according to nunan (1997:48), there are two reasons that listening is more difficult than the other abilities. second, unlike reading or writing, listening happens in a real time; usually the person you are talking to is waiting for you to speak right then. second, when you speak, you cannot edit and revise what you wish to say, as you can if you are writing. teaching listening is sometimes considered a simple commercial language schools around the world hire people with no training to teach conversation. although listening is totally natural, listening in a language other than our own is simple but everything. a lecturer should know about the condition of their students and make the students able to master the subject well. they also should know some problems that are faced by the students in studying english language and give them good understanding of english. graddol (2006: 122) says good english is an entry requirement for much tertiary education in a global market where english gives the user a competitive advantage. english in indonesia is very difficult because english is foreign language. the students need to think hard and even translate to catch the meaning from the target language to the second language. it means that the students should learn deeply to master the target language in their school because it is a compulsory subject to study. in this research, the researcher observed the second semester students of english educational program of stkip muhammadiyah pringsewu lampung, to know the situation in the learning process, especially english listening ability. in addition, the researcher also wanted to get the teaching listening.......................................... 146 english syllabus for english education that should have been learnt in this level: such as how to make a good meeting, to open a meeting, to give & respond to opinions etc. then, the researcher tried to get information about what the factors that caused it happen. there are some problems in mastering listening ability. firstly, motivation is important in learning process. it can help learners to get spirit in getting knowledge. some problems that may prohibit the students to develop their listening ability which are inhibition lack of ideas, like lack of vocabulary, lack of grammar, low participation, and students preference to use their mother language and not to have a good habit to listen english with the other friends. besides, some of the students are naturally shy or lack of confidence when it comes to listening in public. this may cause students to speak too fast or stumble over their words. they might even listen in low, muffled or with a high-pitched and squeaky voice. secondly, the lecturer is having difficulties to teach listening in a big class. the main problem is the way to manage it. during the teaching hours, the teacher should make the students pay attention to the materials given to them. it needs hard work for getting the students’ attention. lack of control also occurs when they teach in a big class. therefore, it is difficult to implement the individual control for each student. thus, the teacher cannot evaluate each student’s proficiency. the third are media and material of learning that support students’ activity in the classroom. media and material have a big role in the english teaching and learning process. actually, media and material that are available are more than enough. the examination of media and material to facilities and to supports the english teaching learning process will be rarely done. although there are some computers provided in the institute such as computer assisted laboratory and language laboratory, but the english teacher never uses it normally. an interactive computer uses the language laboratory because there are many personal computers. if we use interactional computer successfully is the classes we need to be aware of potential problems such as, poor viewing conditions. we have to be sure that students operate the computer and do not operate another program in the computer. learning method, in this fatma yuniarti.................................. teaching listening.......................................... 147 case, is important thing that should be prepared well by the lecture in delivering the materials to the students. one of them that can support teaching learning process is the material. because materials contents are not always suitable with the context. good materials should be based on the students’ need. it means the material that is given to the students must be appropriate to the context. teaching material is a key component in most language programs. preparing effective teaching materials is similar to the processes involved in planning and teaching a lesson. the goal is to create materials that can serve as resources for effective learning. materials may also serve as a form of teacher training. the provide ideas on how to plan and teach lessons as well as formats that teachers can use. nowadays, language teaching that occurs in the world could not take place without the extensive use of commercial materials. these may take place the form of (a) printed materials such as books, workbooks, worksheets or readers (b) non print materials such as cassette or audio materials, videos, or computer based materials, and (c) materials that comprise both print and non-print sources as self-access materials and materials on the internet. based on the observation above, it can be inferred that the students learn trough all the body and mind by the verbal, nonverbal, rational, emotional, physical, and intuitive as the same time (meier : 1999). collin rose said that “if you know to use the techniques that match your preferred way of learning, you learn more naturally. because it is more natural for you, it becomes easier. then, because it is easier, it is quicker, hence the name, accelerated teaching (colin, 1997). based concept from this study is the study taking place quickly, pleasing and gratifying. based on meier’s (2003: 90) book the accelerated learning handbook names the way of learning with term “savi approach“ which stands for somatic (learning by physical activity that uses the body in some way), auditory (learning by talking and social interaction), visual (learning by watching and listening ), intellectual (learning by reflecting, thinking and analyzing). meier in hernowo (2003:91) stated that if a study could entangle all the element of savi, it would take place effectively and attractively. specifically when it was teaching listening.......................................... 148 applied for improving listening ability. somatic, auditory, visual, and intellectual (savi) is a method which involves all of the potentials in the body to study or all of sensory registers, this method was created by meier (1999). somatic means learning by moving and doing, auditory means learning by talking and hearing, visual means learning by observing and picturing, and intellectual means learning by problem solving and reflecting. if a study can entangle of all the elements of savi, the study will take place effectively and attractively, especially when it applied in reading activity. 2. research methods this study employed qualitative method by involving a case study. in a case study, the behavior of the subject or subjects is measured at two or more points in a time. as it was mentioned earlier that the decision to use this method was based on the researcher’s intention to get an in-depth understanding by investigating the process and responses occurred in the class by somatic, auditory, visual, and intellectual (savi) in listening ability. this study focuses on a program, event, or activities, and provided a detailed descriptions and analysis of a case based on extensive data collection (cresswell: 2012). the choice of using this method considers the research questions and the aims of this study that is to go in-depth understanding. a case study is appropriate for this research because the aims of this study is to investigates the students’ responses in their listening ability by using somatic, auditory, visual, and intellectual (savi) as the learning media and to find out the challenges that by the lecturer and students in using somatic, auditory, visual, and intellectual (savi) in listening class. observation and questionnaires would be used as instruments in order to acquire information regarding participants’ background, which includes participants’ identity, participants’ prior institute, participants’ confidence in their english, participants’ view regarding the importance of listening ability and participants’ view regarding the difficulties they have been facing in listening ability. this study was conducted at stkip muhammadiyah pringsewu lampung. there are 37 students. this class was chosen for two reasons. first, the class authorities allowed the researcher to conduct this study in their class; hence this enhances the feasibility of this research. the last, also enhances the feasibility of the fatma yuniarti.................................. teaching listening.......................................... 149 present study which focus on investigating listening ability. there were some steps and instruments used in gaining the data to reveal the answer of the research questions. the data were collected through several instruments namely: classroom observation and questionnaire. the research was conducted along with the regular schedule in stkip muhammadiyah pringsewu. the data were collected in three weeks. during the research, the researcher took part and acted as the lecture. classroom observation classroom observation is one of the characteristics in a case study. in this study, observation was used to gain the data during the use of somatic, auditory, visual, and intellectual (savi) in teaching listening ability that include students’ behavior. the classroom observations were conducted six times. the type of observation in this study was participant observation (merriam 1988, cited in sugiyono, 2009) since the researcher took part as the teacher who used the somatic, auditory, visual, and intellectual (savi) in teaching listening ability as the media. note-takings and running record were conducted during the observations in order not to miss the important points, and also to obtain the natural reaction and interaction during learning english through savi, the students’ activities were videotaped. the data from classroom observation was obtained from students’ checklist and lecturer’s field notes during the teaching program in the classroom. each meeting spent 60 minutes per meeting. video recording was used in each meeting to be observed by the researcher to gain more data about the students’ activities in classroom in learning english by using savi. questionnaire questionnaire was given to students at the second semester of english education study program stkip muhammadiyah pringsewu. it was aimed to confirm and strengthen the data gained from the observation in the classroom. it is because by contributing a questionnaire, the respondents, in this case are the students, may be free to answer their own time and pace, thus eliciting more truthful responses towards the field being asked. since the students are indonesian, the questionnaire was adapted and translated in bahasa indonesia before administering the questionnaire to avoid misunderstanding to the students. the data gained from the questionnaire were analyzed by using scale.the questionnaire was used to collect data about participants’ teaching listening.......................................... 150 perceptions on methods of learning english by using savi. data analysis after collecting the data, the gained data from video transcription, students' checklist and teacher’s field notes were analyzed by the researcher. the data analysis is presented in a form of descriptive explanation. lecturer’s field notes and student’s checklist were very useful to comprehend lecturer’s belief in carrying out the lesson plans. to fully understand, lecturer’s field notes and student’s checklist were read over and over again, categorized into several aspects related to the research questions and it was also paired with relevant theories. then, the data from the video recording was analyzed differently. there were several steps to analyze and identify the obtained data from video recording, such as transcribing, coding the data, and summarizing the result. the data collected from questionnaire were analyzed and summarized by using the frequency table, then represented by graphs, to make a conclusion about the correlation between the results of the questionnaire and the result transcribed of the video transcriptions, lecturer’s field note and student’s checklist, in order to seek the students’ response and result toward the use of savi (somatic, auditory, visual and intellectual) method in their listening classroom. the data from the questionnaire were classified to know whether the response of the students to the use of savi (somatic, auditory, visual and intellectual) method as the learning media were positive or negative. furthermore, the percentage of the students who answer. percentage (100%)= total students who answer an item (fo) x 100% total students to classify the average percentage into the form of interval, the categories are as follow: table 1. r% ( percentage respondents) criterion no r% criterion 1 0 none 2 1-25 small number of 3 26-49 nearly half of 4 50 half of 5 51-75 more than half of 6 76-99 almost half of 7 100 all of fatma yuniarti.................................. teaching listening.......................................... 151 3. finding and discussion data presentation and discussion the data acquired from observation was used in form of teacher field notes, students’ checklist, and video transcriptions. these three data enclosed specific behaviors of students and learning circumstances conducted by the researcher during the teaching activities. the following are the data acquired from lecturer field notes, students’ checklist, and video transcriptions related to the responses towards the use of savi (somatic, auditory, visual and intellectual) technique in learning activities. after the data were analyzed, coded, and categorized, then the researcher classified their responses into two types; positive and negative responses. the summary of the students’ responses can be seen as follows: table 2 students’ responses stages students response s questi oning obse rving expl oring associ ating comm unicati ng 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 enthusia stic x v v v v v v v v x v v v v v x v v v v v x v v x v v v v v attractiv e v x v x v v x x v x v v v v v v v v x v v v v v x v v v v v distracte d x x v v x x x x x v x x x x x v x x x x x v x x v v v v v x reluctant x v x x x x v x x v v x v x x v x x x x x v x x x x x v x x silent x x x x x x v x x v x x v x x v x x x x x v x x x x x v x x confused v x x x x v x v x v v x x x x x x x x x x x x x x x x x x x (+) as x x x x v v x x x v x x x v v v v v v v v x v v v v v v x x (-) as x x x v x x x x x v x x x x x x x x x x x v x x x x x v x x notes: (+) as = longer attention span (-) as = shorter attention span from the table above, the students showed their positive responses during meeting one, three, five and six in which almost in every stages of learning activities they were enthusiastic and showed attractiveness to the listening activity. they were also engaged with the listening activity that the teacher provided in every stage. the students’ responses towards the use of savi (somatic, auditory, visual and intellectual) technique in teaching listening ability were dominated by enthusiasm and attractiveness. they were enthusiastic in every stages of learning process. they were really enthusiastic when they knew they would listen to the savi (somatic, auditory, visual and intellectual) technique in their activity. however, in the first meeting, the students were teaching listening.......................................... 152 still confused with the learning tasks that were given by the lecturer, because such learning activity was new for them. but, the teacher could handle this problem by giving clear instructions and repeating the instructions, and also providing the example. the students were interested with the savi (somatic, auditory, visual and intellectual) technique because they had already known the savi (somatic, auditory, visual and intellectual) technique. the success of listening instruction is determined by a number of factors, one of which is the types of materials. according to harmer (1991) the material available outside the classroom (e.g., radio, tv, personal computer, the internet) can be used for extensive listening. their familiarity with the savi was given is likely due to the fact that they use various media to listen outside the classroom. however, some of the students started to show their negative responses in two ways. first, some of them tend to be reluctant, gave their negative attention and became less enthusiastic when they found that the savi (somatic, auditory, visual and intellectual) technique were not interested. teaching english by using savi (somatic, auditory, visual and intellectual) technique is really useful and fit the student’s characteristics, especially for students at the second semester of english education study program stkip muhammadiyah pringsewu lampung, that were included into young learners category. savi (somatic, auditory, visual and intellectual) method can help increase the students’ interest and motivate them to learn the target language. therefore learning english through song savi (somatic, auditory, visual and intellectual) technique is fun and enjoyable. however, using savi (somatic, auditory, visual and intellectual) technique in the classroom is not an easy way to do. teacher and students commonly find some difficulties in using savi (somatic, auditory, visual and intellectual) method in the students’ learning activities, such as preparing the multimedia, less effective class condition, and the language used in the savi (somatic, auditory, visual and intellectual) technique. fatma yuniarti.................................. teaching listening.......................................... 153 for the students, learning through savi (somatic, auditory, visual and intellectual) technique were rewarding because savi (somatic, auditory, visual and intellectual) technique could help them to cope with range of learning materials. they could expand their knowledge related to the theme of the savi (somatic, auditory, visual and intellectual) technique. by using savi (somatic, auditory, visual and intellectual) method in the classroom, the students developed intrinsic motivation that stimulates their feeling and gave them the desire to learn. by engaging in a pleasurable experience, learners became more relaxed and more attentive than usual, therefore more receptive to learn. furthermore, songs could sustain students’ attention and enthusiasm because it makes them feel less frustrating than learning with conventional way. however, using savi (somatic, auditory, visual and intellectual) technique in the classroom is not an easy way to do. lecturer and students commonly find some difficulties in using savi (somatic, auditory, visual and intellectual) technique in the students’ learning activities, such as: (1) the availability of multimedia, (2) students’ limited vocabulary and (3) the selected savi (somatic, auditory, visual and intellectual) technique used in the classroom. the findings reveal that some students faced the difficulty in finding the exact word of the savi (somatic, auditory, visual and intellectual) technique. the stress, rhythms, pronunciation, and intonation of the savi (somatic, auditory, visual and intellectual) technique are the factors that brought about the difficulties. students’ limited vocabulary became the other problem to consider in selecting the material to be used in the classroom. it was because the learners learn english mostly with their native language as a medium of instructions. so, they had to make efforts in adjusting with the language used in the savi (somatic, auditory, visual and intellectual) method. therefore, the role of lecturer was very important to help them overcome the difficulty encountered. to deal with this problem, lecturer tried to present the topic which is interesting and appropriate with students’ characteristics that would invite their full engagement in the classroom. besides that, preparing the multimedia teaching listening.......................................... 154 when using savi (somatic, auditory, visual and intellectual) technique in the class was the common challenges faced at every stage. it was because the limited access to multimedia available in the class. during the second meeting, the lecturer had already prepared the media such as speakers before the lesson began, but unfortunately, the digital projector availability at the university was strictly limited. preparing the multimedia was time consuming. it was noted that the school only provide digital projector in some classroom. 4. conclusion the results of this research towards the using of somatic, auditory, visual, and intellectual savi) savi in teaching listening ability brought positive responses from the students. the data from lecturer filed notes, students’ checklist, and video transcription show that most of students gave their enthusiastic and attractive responses during the learning process by using somatic, auditory, visual, and intellectual savi) technique as the media of learning. the findings of this study showed the use of savi (somatic, auditory, visual and intellectual) technique as an effective technique for teaching listening ability. significantly, it can be seen that the students enjoyed their listening activity. as a result, they responded positively and enthusiastically to the lesson, and engaged easily in the whole learning process. however, using savi (somatic, auditory, visual and intellectual) method in the classroom is not an easy way to do. lecturer and students commonly find some difficulties by using somatic, auditory, visual, and intellectual savi) method in the students’ learning activities. 5. references allen, j.m and yen, m.w. (1979. introduction to measurement theory. wadsworth: california. amiruddin.(2004). enriching the vocabulary of the second year students at smun 1 walenrang kabupaten luwu by using jumble letters. unpublished. a thesis fbs unm. byrnes, h. (1984). the role of listening comprehension: a theoretical base. foreign language annals. oxford: oxford university press. colin rose . (1997). accelerated learning for the 21st century. london: piatkus. fatma yuniarti.................................. teaching listening.......................................... 155 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson. graddol. (2006). educational research: competencies for analysis and application. columbus: pearson education ltd. harmer, jeremy. (1991). the practice of english teaching. fourth edition. united kingdom: pearson education ltd. harnowo. (2003). andaikan buku itu sepotong pizza. bandung: mizan hutchinson, t., & waters, a. (1987). english for specific purposes: a learner-centered approach. cambridge: cambridge university press. hornby, a.s, et.al. (1963). the advanced learners dictionary of current. oxford university press. legget, gien, et.al. 1982. hand book for writers. prentice hall: new york. meier, dave. (1999). the accelerated learning hand book. america. mizan pustaka. merrill meier. (2003). definition of somatic, auditory, visual, and intellectual on the web. available at; http://www.google.com.// nunan, d. (1997). designing and adapting materials to encourage learner authonomy. harlow: longman. sugiyono, (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung : alfabeta. http://www.google.com/ smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 57 analysing the students’ grammatical error on writing narrative text miftahul janah english department, stkip muhammadiyah pringsewu email: metha_krucie@yahoo.co.id abstract this qualitative study described about grammatical error on students narrative writing. the participants were the second semester students of stkip muhammadiyah pringsewu lampung in academic year 2013/ 2014. in collecting data, this study uses forms with general, emerging questions to permit the participant to generate responses. then, gathering word (text) from the participants, and collecting information from individual of participants. data analysis tends to consist of text analysis, to involve developing a description and themes, then interpretation tends to sonsist of stating the larger meaning of the findings. after analysing the students writing, it was found that most of mistakes made by students were: missing subject, missing be in simple predicate, wrong simple predicate missing be, superfluous be, misinformation of passive form, the verb comes after the subject, pronoun form, agreement, and reference. key word: grammar, grammatical error, writing skill, narrative text 1. introduction language is a means of communication. by using a language people can communicate with each other. using a language is not as simply as we thought because there is a set of rules that must be followed, which is called grammar. actually grammar is used to mean the structure of a language. it is an essential part of the use of language process, both in spoken and written language. huddleston (2005) states that although a knowledge of grammar will not on its own create writing skills, there is good reason to think that understanding the structure of sentences helps to increase sensitivity to some of the important factors that distinguish good writing from bad. it would be impossible to learn language effectively without knowing the grammar, because grammar helps learners to identify grammatical forms, which serve to enhance and sharpen the expression of meaning. like all languages, english is a collection of dialects. based on altenberg (2010) explanation that is smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 58 while society views some of these dialects as having more social prestige than others, when we look at them objectively we find that all dialects are equal linguistically. that means that all dialects have grammatical rules, and the grammatical rules of one dialect are no more precise, pure, or logical than the grammatical rules of another dialect knowing the grammar of our native language is an enormous help for anyone embarking on the study of another language, even if it has rather different grammatical principles; the contrasts as well as the parallels aid understanding (huddleston, 2005). he adds that some think the study of english grammar is as dry as dust, probably because they think it is virtually completed, in the sense that nothing important in the field remains to be discovered. grammar for writing narrative text writing is one of four skills in language learning. learning how to write in a second language is one of the most challenging aspects of second language learning (richards, 2003). then, knapp & watkins (2005) state that speech and writing are both forms of communication that use the medium of language, but they do so quite differently. it is usual to think that they are simply different aspects of the same thing; however, writing is far more than speech transcribed. narrative does not have, for example, a singular generic purpose as do some of the other genres. according to knapp & watkins (2005), we cannot say that narrative is simply about entertaining a reading audience, although it generally always does so. narrative also has a powerful social role beyond that of being a medium for entertainment. narrative is also a powerful medium for changing social opinions and attitudes. then, narrative is also a ‘big’ or macro genre in that it can easily accommodate one or more of the other genres and still remain dominant. one of the language features of narrative text is using action verbs in past form. about narrative, knapp and watkins (2005) adds that formally, narrative sequences people/characters in time and space. smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 59 in its most basic form, in text types such as recounting and retelling, the genre does little more than simply sequence. a key characteristic for all text types in the genre, however, is the requirement to orient or introduce the reader/listener to the people, time and place in the story. the structure of narrative is generally more complex than the orientation and sequencing typical of recounting. common error on grammar for writing second language learner (students) are demanded to comprehend english well, including grammar in order to the target of teaching learning process has achieved. in fact, students often make a mistake or an error when they asked to make a sentence. it is like bustami (2004) says that students often transfer the system of their mother tongue (l1) into the target language (l2). it was happen naturally because the strong of mother tongue by students. james in darus (2009) stated that errors in writing such as tenses, prepositions and weak vocabulary are the most common and frequent type of errors that are committed by learners. since grammar is seen only as a means to an end, some learners tend to reemphasize its importance and in the process, they make many more errors. the learners usually face difficulties in learning the grammatical aspects of the target language (tl), such as in subjectverb agreement, the use of preposition, articles and the use of correct tense. such errors can be seen clearly in the learners’ written performance (nikamtus: 2014). the problems that the students are bound to encounter would be weak vocabulary, inappropriate use of grammar in sentences etc. thus, rekindling interest in the area of learner errors can be considered a timely move. teachers who can analyze and treat errors effectively are better equipped to help their students become more aware of their errors. an error is different from mistake, so we have to be careful to differentiate. according to lengo in yulianti (2007), a mistake is a performance error, which is either a random guess or a ‘slip’, i.e. a failure smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 60 to utilize a known system correctly. an error is a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language competence of the learner. from those definitions above, it means that a mistake is just a slip that the learner forgets the right form. while, an error is a deviation which is made by the learner because he does not know the rule and he /she will make it repetitively. the sources of error occurrence according to ancker (2000: 1): 1. interference from the native language the learner may assume that the target language and his native language are similar. then, he will over generalize the rules of his native language and the target language. 2. an incomplete knowledge of the target language because of the incomplete knowledge, the learner may make guesses. when he has something that he doesn’t know, he may guess what it should be there. lengo cited in yulianti (2007), added that foreign language learners commit errors largely because of the paucity of their knowledge of the target language whereas deviant forms produced by native speakers are dismissed as slips of the tongue or slips of the pen. 3. the complexity of the target language certain aspects in english are difficult for some learners, it may be caused the rules of their native language are quite different from english and even more complex than their native language. 2. research methods the design of this research is qualitative research. about this research, creswell (2008) states that qualitative research is a type of educational research in which the researcher relies on the views of participants; asks broad, general questions; collects data consisting largely of words (or text) from participants; describes and analyzes these words for themes; and conducts the inquiry in a subjective, biased manner. smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 61 in collecting the data, this study uses forms with general, emerging questions to permit the participant to generate responses. then, gathering word (text) from the participants, and collecting information from individual of participants. data analysis tends to consist of text analysis, to involve developing a description and themes, then interpretation tends to sonsist of stating the larger meaning of the findings. 3. findings and discussion grammatical error there are many mistakes that made by the second semester students of english department of stkip-mpl, but most of mistakes that they made are: 1. subject and verb in a sentence, there are at least one subject and one verb. the subject may be a noun, a pronoun, and the predicate may be a verb or to be. some types of errors that appear in this category are: a. missing subject e.g., students made: from the text above, can be concluded that book is important. it should be: from the text above, it can conclude that book is important. b. missing be in simple predicate e.g., students made: the boat destructed by pirates. it should be: the boat is destructed important by pirates. c. wrong simple predicate missing be e.g., students made: there are three dwarf in the forest. it should be: there were three dwarves in the forest . d. superfluous be e.g. students made: hendrick is express his feeling to valeria. it should be: hendrick expressed his feeling to valeria. 2. verb agreement, tense, and form. every sentence has at least one verb. it indicates number of the subject, the tense, etc wherever it stands in a sentence. a. misinformation of passive form smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 62 e.g., students made: the troll was kill it two days ago. it shoul be: the troll was killed it two days ago. b. passive order, but active form e.g., students made: the war will held tomorrow. it should be: the war will be held tomorrow. c. active order, but passive form e.g., students made: the dragon is caught by the thief. it should be: the dragon caught the thief. d. misinformation of the next verbal word e.g., students made: they will coming soon it should be: they will come soon. e. the verb comes after the subject e.g., students made: bilbo beggins look at hisself in a mirror. it should be: bilbo beggins looked at hisself in a mirror. f. a form of have/ has e.g., students made: she have a strange magic. it should be: she had a strange magic. g. a form of do / does e.g., students made: bilbo do not know the rules it should be: bilbo didn’t know the rules. h. pronoun form, agreement, reference pronoun is a word that used to replace noun in a sentence or a paragraph. so, there is no repetition for the noun that may bore the audience, that is, the reader or the listener. the example of the error that might appear in this area is: e.g., students made: gandalf asks the dwarves come in the forest. gandalf will be returned soon. it should be: gandalf asked the dwarves come into the forest. he would return soon. from the data above, it can be seen that students made frequents errors of word/ idiom in their smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 63 sentence and some of them made occasional. they could not consistent in using past tense to develop their narrative text. 4. conclusion a mistake is a performance error, which is either a random guess or a ‘slip’, i.e. a failure to utilize a known system correctly. an error is a noticeable deviation from the adult grammar of a native speaker, reflecting the inter language competence of the learner. in making narrative text, the second semester students of english department of stkip-mpl in academmic year 2013/ 2014 made frequents errors of word/ idiom in their sentence and some of them made occasional. they could not consistent in using past tense to develop their text. 5. references altenberg, e.p. & vago r.m. (2010). english grammar: undersating the basics. new york: cambridge university press. ancker, william. (2000). errors and corrective feedback: updated theory and classroom practice. forum (online), vol.38, no.4, (http//exchanges.states.gov//foru m/) bustami, subhan. (2004). psycholinguistics, sociolinguistics, and semantics. yogyakarta: debut press. creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson education. darus, saadiyah. (2009). error analysis of the written english essays of secondary school students in malaysia (european journal of social sciencesvolume 8, number 3) cited in www.eurojournals.com/ejss_8_3 _12.pdf huddleston, r & pullum, geoffrey k. (2005). a student’s introduction to english grammar. new york: cambridge university press. knapp, peter & watkins, megan. (2005). genre, text, grammar: technologies for teaching and assessing writing. australia: unsw press. nikamtus, sa’diah. (2014). error analysis on the writing tasks produced by students of “azet language centre malang. journal ilmiah mahasiswa fib. volume 6, number 1 2014) cited in http://jimbastrafidb.studentjourn al.ub.ac.id/ smart journal volume 1 no. 2, august 2015 hlm. 57-64 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 64 richard, j. c. (2003). second language writing. new york: cambridge university press. yulianty. (2007). a descriptive study of grammatical errors made by the students of writing iii class at the english department of fkip unlam academic year 2007. thesis. banjarmasin: english department of fkip unlam. (journal of english language teaching and applied linguistics) volume 7, no. 1, january 2021 page. 1 6 p-issn: 2356-2048 e-issn: 2356-203x 1 self talk strategy in improving the eleventh grade students’ speaking ability hermansyah english education department, universitas pgri palembang email correspondance: hermansyah@univpgri-palembang.ac.id abstract self-talk strategy is making positive statements like “i can do this” to help oneself get through challenging tasks. this study used a quasi-experimental method. the population was the eleventh-grade students of muhammadiyah senior high school of palembang, with the total sample of this research was 60 students. the data were collected through an oral test and analyzed by using a t-test to know significant difference between the students’ achievement in the experimental group and control group. based on this study, it was found that self talk strategy was effective in teaching students speaking skills. key words: strategy, speaking, self talk. introduction since indonesian independence in 1945, english has been taught in indonesia as a compulsory subject for junior high school, senior high school, and the first year of university, (1997). in communication, english is one of international language. it needs the ability for speaking to make a communication. brown (1994) states one of the major obstacles learners has to overcome in learning to speak is the anxiety generated over the risks of blurting things out that are wrong, stupid, or incomprehensible. because of the language ego that informs people that “you are what you speak,” learners are reluctant to be judged by hearers. our job as the teachers is to provide the kind of warm, embracing climate that encourages students to speak however halting or broken those attempts may be. one of the more complicated problems of second language learning and teaching has been defining and applying the construct of motivation in the classroom. mailto:hermansyah@univpgri-palembang.ac.id hermansyah…. 2 students of muhammadiyah senior high school 6 of palembang in the classroom got the problems for speaking english. they were unable to express their ideas by using speaking english. but the most important one, the problems come out from themselves. it is about self confidence and motivation. they have intention to speak in english, but they are afraid to get a mistake and pressure of many aspects. in the classroom, when students have opportunities to make their own choices about what to pursue and what not to pursue, as in a cooperative learning context, they are fulfilling this need for autonomy. according to wu (2012) the internal factors, such as correct attitude and intense motivation are very important for students to learn and speak english well. the intensity of motivation usually varies with the changes of time and surroundings. on the other hand, hermansyah (2018) delivers that social surroundings could also affect one’s attitude towards life and learning. attitude, anxiety, motivation, personality, self-esteem, and self confidence are important and affective factors. the advanced learners are usually highly motivated in these factors. this study focuses on students for improving speaking english. the writer will encourage students who should be able to express what they are thinking and feeling. actually, they need motivation to encourage their speaking english. in speaking, many students cannot use it. they just focus on grammar without practising to speak. this is one of problems for students in english. they understand about english, but they cannot speak in english. they get difficulty and make speaking to be difficulty. reassuring yourself while doing a difficult task may help you do more than you thought you could because even if you cannot do the task perfectly you can probably do some of it. they can think about learning strategies that have been successful for them in the past to help them solve problems at hand. when the students speak, they can use self talk strategy as their step to try speaking. the writer gave question about themselves, so they can easily share themselves in speaking. high motivation is the way to improve speaking skill, because it is the first step to increase self confidence in speaking. accidentally, they speak in english to express their thought and feeling. self-talk… 3 research method in this research, the experimental method will be used. the term of experimental method is the experiment done by manupulating the objects of the study with the control. the goal of this method is to observe whether or not the correlation and significance by giving the certain treatment to the experimental group and provide a control for comparison. (nazir, momammad, 1988) in doing investigation, the following steps took; identifying some relevant books , identifying and defining the research problems, giving treatment, and writing the report as a thesis. the population of this study was all the eleventh grade students at muhammadiyah senior high school 6 of palembang. this population was chosen because were found some of problems about students’ speaking skill and then they do not have strategies to solve their problems, so that this research would be conducted in this school with those reasons. the data analyzed was taken from the tests. the writer devides the students’ scores into two groups. group a: the scores of the pre-test and post-test of the students who learned speaking through self talk strategy. groups b: the scores of the pre-test and post-test of the students who learned speaking by using traditional method in this study, the writer presented the data distrubution of each test of both two groups in the form of the raw score, then the writer analyzed the data statistically by inter-rater reliability and spss program. findings and discussion the test consisted of four aspects by using selftalk strategy, there were four aspects measured in the test: pronunciation, expression, fluency and vocabulary. the result of test had two raters and from the result of test, the score was calculated by using spss program. the findings of the study showed that the students’ problems in speaking english not only beacause of the components of speaking such as; pronunciation, expression, vocabulary, and fluency but it could be comes from themselves those are hermansyah…. 4 encouragement, confidence and bravery. jaya, et al (2018) mentions that in teaching speaking, the students should be raised their self confidence. thus, when the students do not have encouragement, confidence and bravery to express their ideas in english. jaya, et al (2018) adds that before english teachers start teaching, they should eliminate the problems on the students first, such as the students’ motivation to learn. it means the problem comes out from themselves and it because of the students are not motivated to express their ideas in english. so that the teachers of english now on must have solution for the students. so, the one of solutions for the students is self talk strategy, because it the way that can motivate, encourage, and improve the students’ confidence and bravery because with self talk strategy we can give positive statements for the students and it’s really influence the students themselves. based on the result of research we can see the differences between scores in both post test in two samples, those are experimental and control group from two raters. we can see that there were significant improvement in students’ speaking skill from post test in experimental group because there were many students got score in good level, it showed that teaching speaking english to the eleventh grade students of muhammadiyah senior high school 6 of palembang is effective and it can be one of alternative way in teaching speaking skill. on the other hand we can see there were no significant improvement in students’ speaking skill from post test in control group because there were no students got score in good level, we can see from each pie charts from each group there were many differences of scores. conclusion after analyzing the results of the study, the writer find out that teaching through self talk strategy as one of the effective ways to teaching speaking skill to the students.it can be seen that students’ scores in post-test was higher than scores in pre-test. in other words, the students who were taught by using self talk strategy tend to be braver, more confident and of course be better it was also related to the result of the study conducted self-talk… 5 by jaya et al (2018) that teaching speaking could be effective when the teachers of english apply the appropriate strategy such as self talk strategy . therefore, self talk strategy could be used as the alternative way in teaching speaking. references anggraini, sri. (2012). improving speaking skill through self talk strategy of the eleventh grade students of man 1 palembang. unpublished undergraduated thesis. palembang: the university of muhammadiyah. arikunto, suharsimi. (2010). prosedur penelitian: suatu pendekatan praktik, edisi revisi vi. jakarta: rhineka cipta. barnhardt, sarah. (1997). an effective strategy for increasing self efficacy: selftalk. the language resource, vol (1,5):44. blackmer,d. (2002). mental toughness training for peak sport performance. accessed from www.theextragear.com on friday, 17th, may, 2013. brown, doglas, h. (1994). teaching by principles; an interactive approach to language pedagogy. new jersey: san francisco state university, prentice hall regent englewood clifs. bull, victoria. (2009). oxford learner’s pocket dictionary. new york: oxford university press. firdaus, ferry. (1996). the self concepts of the first year students ofsma 1 palembang their reading comprehension achievement. unpublished undergraduated thesis. palembang: university of sriwijaya. fraenkel, jack r and norman e wallen. (1990). hot to design and evaluate research in education, new york: mc graw-hill block. co jaya, a. hermansyah, mortini, a. (2018). the effect of crawford series teaching (cst) on the students’ writing achievement. esteem journal of english study program. 1(1). jaya, a. (2017). the influence of teachers’ questioning strategies on the eleventh grade students’ speaking achievement at smkn 1 palembang.jambi-english language teaching. 2 (1). http://www.theextragear.com/ hermansyah…. 6 hall, marie mount, (2013). teaching resource guide. washington, dc: university of maryland college park, md 20742 hatch, evelyn and hossein farhady. (1982). research design and statistics of applied linguistics. cambridge: newbury house publisher. hermansyah. 2018. the use of grammar consciousness raising in teaching grammar. holistic journal , vol 16,no.4 hoge, aj. (2012). powerful english speaking. accessed from www.effortlessenglishclub.comon tuesday, 25th, february, 2014. krashen, stephen. (1983). the natural approach. oxford: pergamon press. pascal, chris. (2011). definitons of teaching and school readiness. birmingham: early education group. ratnasari, dwi. (2012). english learning strategies. palembang: tunas gemilang press. richard, jack c and renandya, w., a. (1997). methodology in language teaching. cambridge: cambridge university press. http://www.effortlessenglishclub.com/ smart journal, volume 6, no. 2, august 2020, page 98107 issn cetak : 2356-2048 issn online : 2356-203x 98 teaching reading comprehension through direct method to the eighth grade students of the state junior high school 44 of palembang sri yuliani faculty of teacher training and education of muhammadiyah university palembang email correspondence: sriyulianihamzah@yahoo.co.id abstract the objective of this research was to find out whether it is effective to teach reading comprehension through direct method to the eighth grade students. this is a quasi -experimental study. the population of this study was eighth grade students of the state junior high school 44 of palembang. in collecting the data, the researcher gave the test. from the result of the research, it found that the students’ score in experimental group and control group were 4.46,2 which value of t-obtained was higher than t-table. in other words, teaching reading comprehension through direct method was effective. keywords: teaching, reading comprehension, direct method 1. introduction reading is about understanding written text. it is a complex activity that both perception and thought. next, reading is one of the complex ways in learning english. it is a kind of activity to comprehend the writer’s idea or the way the writer communicates with the readers by way of the written or printed words. it is clear that reading is one of the skills in learning language, plays a vital to learning success. by reading a lot, students can learn and gain abundant information. in learning reading comprehension, the students may face some problems namely, in speed reading, their eyes keep wandering back and forth over the page, low motivation, and limited vocabulary as they are for comprehension (price, 2009). based on the observation at junior high school 44 of palembang, she found that most students got difficulties in learning reading. when the sri… 99 teacher asked them the meaning of certain words in the text, the students said that they did not know the meaning of the words and also when the teacher asked them to do exercises in the handbook, they couldn’t answer the questions correctly related to the text. these made the students not learn reading optimally and also made them felt bored. in teaching and learning process, there are many reading strategies can be applied to make the students active in doing reading comprehension activity. (harmer, 2002) states that teaching reading is taught from elementary school to university by using many kinds of methods applied by english teachers. based on the explanation above, the researcher would try to get the solution to make the students are easy to understand by choosing a technique in teaching of reading comprehension that is direct method. it helped the students understand the content of reading materials. according to moore (2005: 228), direct method is a systematic teaching or an active teaching, is a teacher-centered, skill building instructional model with the teacher being a major information provider. in addition, the direct method is a process of teaching lesson signed by explaining about what they read. this way would make the students more understand in the process of learning. based on the background above, the researcher was interested to investigate whether or not it is effective to teach reading comprehension through direct method to the eighth grade students of the state junior high school 44 of palembang. concept of teaching teaching is the profession of a teacher. according to brown (2007: 8), teaching is a guiding and facilitating learning, enabling the students to learn, setting condition for learning. next, according to slameto (2010: 30) teaching is guidance of learning. it is clear that the teaching is an activity between teacher teaching… 100 and students that teacher can give knowledge and guide the students in teaching and learning process so that they are related each other. concept of reading reading is a mental process or an activity of processing and understanding information from printing texts. reading is not only relied much on our knowledge of text each words in a text but also to digest the content offered in a text. next, reading is a process employed by an individual in order to understand what an author says (brown, 1994: 271). it is clear that reading is a process between the reader and the text which associated with meaning and the reader use strategy to determine what the meaning is. concept of reading comprehension snow (2012: 11) states that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. according to zwier (2004: 99), reading comprehension is a three-stages process. each stage includes questioning, and each questioning made by the reader itself. first, the reader must ask good questions before they read as preparing to find and store the information. second, during reading the readers must ask questions which are about the main ideas and the purposes of the reading content it. third, after reading, the readers must ask questions more to further organize what they are learning. concept of direct method direct method in teaching a language is directly establishing an immediate and audio visual association between experience and expression, words, and phrases, idioms, and meanings, rules, and performances through the teachers’ body and mental skills without any help of the learner’s mother tongue. according to moore (2000: 228), direct method is a systematic teaching or active teaching, is a teacher-centered, skill building instructional model with the teacher being a major information provider. sri… 101 furthermore, norland & terry (2006: 5) state that direct method was often develops around set a picture that portrays life in the country of the target language. from the beginning, students are taught, and must respond, in the target language. besides pictures, real and simple actions are used to get across meaning. lesson often focuses around question and answer dialogues. correct pronunciation is also emphasized, but correct structure is not. students may also read passages for information about the target language. teacher may ask questions about the reading to check comprehension, but it is never translated. the benefit of using direct method in teaching reading comprehension in direct method, there are two benefits of using direct method. 1. this is a quick way for students to learn basic conversation skill because the method lays more emphasis on oral work. that ensures good pronunciation to the learners. 2. teaching direct method is helpful to teachers who do not know their students first language because the teacher proceeds from particular to general and form concrete to abstract (norland and terry, 2006: 6). teaching and learning procedure for experimental group through direct method is as follow: pre-activities a. teacher shows a picture about the material in the book before they learn b. teacher asks to the students what about the material like the picture c. teacher gives the students to answer the teacher’s question about the material whilst-activities a. teacher asks the students open their book about the material b. teacher asks the students to read and comprehend about the story in the book c. teacher asks for the students about what the topic after the students read. d. teacher describes the picture best on the material in the book teaching… 102 e. teacher gives the students to find the difficult word about the material and the students translate about the material f. teacher asks the students to read of the material in the book in front of class one by one g. teacher gives additional about the material in the book post-activities after doing the activities, the teacher make summary of the text in the book. 2. research method method is a way in doing something. in this research, the researcher used the quasi-experimental design. according to frankel et,al (2012,p.275), quasiexperimental design do not include the use of random assignments. this quasiexperimental design provided a pretest to both groups, the treatment activity with experimental group only, and a posttest assess the difference between two groups. pre-test treatment post-test o1 x o2 o3 o4 where: o1 : the pre-test in experimental group o2 : the post-test in experimental group o3 : the pre-test in the control group o4 : the pos-test in the control group x : the treatment in the experimental group diagram 1 pretest and posttest design there are two kinds of research variables; they are dependent and independent variable. in this research, direct method as the independent variable, and students’ score of reading comprehension as dependent variable. in this research, the population is all of the eighth grade students of the state junior high school 44 of palembang with the total number of 332 students. while, the sample of this research was taken two classes, namely: class sri… 103 viii7 who were classified as experimental class, and class viii 3 who were classified as control group with the total number of 74 students by using purposive non random sampling. purposive sampling is the way to take sample because of the specific purpose (arikunto, 2010, 183). in this research, the instrument that used in collecting the data is a test. there were 20 items and the type of test is multiple choices. there were two kinds of test to measure the students’ achievement in their reading comprehension; they are pre-test and post-test. for analyzing the data, it was obtained through the test that analyzed by using statistical package for social science (spss) 16.0 programs. the researcher used paired sample t-test to find out whether or not there was a significant difference in score between the pretest and the posttest in the experimental group and control group. furthermore, independent sample t-test was used to find out whether or not there was a significant difference in students’ posttest in experimental and control group. 3. result and discussion the result of students’ pretest and posttest in experimental group the students who participated in the pretest was 37 students. from the result of the study, the highest score in pretest was in 85and the lowest score was 30.the mean was 67.70, the median was 70.00, and the mode was 70 meanwhile the students who participated in posttest was 37 students. the highest score in posttest was 80 and the lowest score was 70. the mean was 80.81the median was 80.00, and the mode was 75. teaching… 104 table 1 t-test calculation (spss 16.0 program) this research used paired sample test which paired post-test score with pre-test score. from the data calculation t-test, it was found the average scores’ of the students in the pre-test and post-test were 13.108 with the standard error mean 2.262, while the standard deviation was 13.761, and the upper scores was 17.696 in the level 95% confidence interval of the differences. the degree of freedom (df) 31. the table above showed that t-obtained was 5.794 at the significant level of p>0.05 in 2-tailed and the degree of freedom (df) was 36, the critical value was 0.279. if t-obtained was higher than critical value of t-table (5.794>0.279), (ha) was accepted and null hypothesis (ho) were rejected. it can be stated that teaching reading comprehension through direct method was effective. the result of students’ pretest and posttest in control group the students who participated in the pre-test were 37 students .based on the result of the research, the highest score was 85 students and the lowest score was 30. the mean score in control group was 62.30, the median was 65.00 and the mode was 70. while, the highest score of posttest in control group was 85, and the lowest score was 60. the mean was 72.84, the median was 75.00, and the mode was 80. sri… 105 table 2 paired sample t-test calculation from the data calculation of t-test, it was found that the average scores of the students in the pre-test and post-test were 10.541 with the standard error mean was 3.241, while the standard deviation was 19.713. from the differences of the result, it was found that the lower scores was 3.968 and the upper scores was 17.113 in the level 95% confidence interval of the differences. the degree of freedom (df) 36. the table above showed that t-obtained was 3.253 at the significant level of p<0.05 in 2tailed and the degree of freedom (df) was 36, the critical value was 0.279. if t-obtained was higher than critical value of t-table (3.253>0.279), (ha) was accepted and null hypothesis (ho) was rejected. it can be stated that teaching reading comprehension through direct method was effective. table 3 t-test calculation result of posttest in the experimental group and control group independent samples test teaching… 106 the result of independent sample t-test showed the value of t-obtained was 4.462 at the significant level p<0.05 for two tailed and degree of freedom was 72, t-table was 0.279. since the value of t-obtained was higher than t-table, so that the null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. so, it was evident that there was a significant difference between the students’ reading comprehension who was taught through direct method and those who were taught through conventional method. 4. conclusions based on the result of analyzing the data, there were some conclusions which could be described from the scores that were found, the result of statistical analysis between experimental and control group (t-obtained) should be higher than t-table (0.279). furthermore, the result of the students’ score in control group and experimental group (value of t-obtained) were 4.462. since the value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted. it could be stated that teaching reading comprehension through direct method to the eighth grade students at the state junior high school number 44 of palembang was effective. 5. references arikunto, s. (2006). procedure penelitian suatu pendekatan praktik, jakarta: rineka cipta. brown, h. d. (1994). teaching by principles and interactive : an interactive approach to language pedagogy. new jersey: prentice hall. cresswell, j. w. (2005).educational research: planning, conducting, and evaluating quantitative and quantitative research 2 nd ed. new jersey: pearson education, inc. frankel&wallen.(2012). how to design nd evaluate research in education. new york : the mcgraw-hill companies. sri… 107 harmer, j. (2007). the practice of english language teaching. essex: pearson education limited. moore, k. d. (2005). effective instructional strategies: from theory to practice. sage publications, inc.: norland, l.deborah and terry pruett.(2006). a kaleidoscope of models and strategies for teaching english to speakers of other language. sard wesport: ct libraries unlimited/ teacher ideas press. price, s. (2009). overcoming reading problem. monas university. retrieved from htttp://www.monas.edu.au /iis/iionlineeeading/reading-problemson /l.xml. assessed on november 15, 2019. slameto.(2010). belajar dan faktor-faktor mempengaruhi. jakarta: rineka cipta. snow, e c.(2002). reading for understanding toward an r&d program in reading comprehension. pittsburgh: rand reading study. zwiers, jeff. (2004). building reading comprehension habits in grades 6-12. menlo park publication: california, usa. (journal of english language teaching and applied linguistics) volume 7, no. 1, january 2021 page. 15-20 p-issn: 2356-2048 e-issn: 2356-203x 15 using information transfer diagram activity in teaching listening comprehension aswadi jaya english education study program, universitas pgri palembang email correspondance: aswadijaya@yahoo.com abstract the reason to use the information transfer is because the students not only focus to listen but also to transfer the point what they hear. the main problem of this study was“is it effective to teach listening by using information transfer diagram activity to the seventh grade students?” the method of the research used in this study was preexperimental method. based on the result of the data analysis, it was found that teaching listening by using information transfer diagram activity to the seventh grade students. key words: teaching, listening, information transfer diagram activity . introduction now english is being important, especially for the collegians to help them in communication, science and also technology with other countries in the world easier. in indonesia, english has been chosen as the first foreign language to be taught from the elementary school up to the college students. the students should master four language skills that should be owned by students, namely reading, listening, writing and speaking which relate to each other. according to brown (2006), listening is a complex activity, and they can help students comprehend what they hear by activating their prior knowledge. actually, listening is the first stage to students to comprehend and improve their reading, writing, and speaking skill. in practice listening, the students acquire new vocabulary, pronunciation of word unconsciously. actually, listening as a receptive skill is one of difficult english skill. many reasons why the students thought listening is difficult skill. however, ningsih (2014) listening is one of the skills that should be learned and mastered, but the students still have problem about it. based on the writer’s observation and also after the writer interviewed with the students of the state madrasah tsanawiyah sakatiga of indralaya about the process of teaching listening aswadi… 16 comprehension in their classroom, the writer found the problems. low motivation of the students, it made the students is not interested in listening. they got problem to listen well, especially when they heard english native speaker. additionally, when the speaker spoke quickly, the students felt hard to identify words because of different stress, rhythm, and intonation pattern of native speaker. the students cannot get the point what speaker say, even they cannot remember what they heard. it made them bored to learn. monotone lessons, of listening skill is always disregarded in teaching and learning process especially in junior high school, whereas listening has important role to master english. in teaching, the teachers just give listening material to students listen and write the answer correctly without knowing whether they understand the content of text. according to wilson (2008), many of the differences between reading and listening illustrate just why listening is considered a difficult skill. the difficulties can be grouped into four general categories: characteristics of the message, the delivery, the listener and the environment. jaya et al (2018) mention that in teaching english especially listening, teacher should apply an effective strategy, thus the students would be easily understanding the material. in this problem, it was the great duty for english teacher to describe that listening in english is different from listening in mother tongue normally, and the teacher should be smart to find a suitable technique to teach listening. talib (2014) to overcome the problem in teaching listening the writer will apply the strategy of information transfer diagram activity. the reason to used information transfer technique is because the students not only focus to listen but also to transfer the point what they hear in their group from loudspeaker or the teacher’s sound. this technique made the students have the way to get information what they heard, where the students will try to transfer information what they heard in a diagram, picture, or graph. according to wilson (2008), information transfer is the students complete a diagram or drawing based on what they hear. here is a simple, low-level information transfer activity: the students each have an illustration of an empty plate. in pairs, they take turns to describe what they ate for lunch that day while their partner attempts to draw the food on the plate. according to a research result, conducted by palmer (1982) it was mentioned that using transfer diagram activity was effective in teaching listening. thus, the using… 17 writer conducted a research entitled “teaching listening by using information transfer diagram activity to the seventh grade students of high school” research method in this research, the writer used a pre-experimental method (the one group pre-test and post-test). in the one-group pre-test-post-test design, a single group measured or observed not only after being exposed to a treatment of some sort, but also before (frankel, wallen and hyun, 2012). population is the larger group to which one hopes to apply the results. population is all the subject of the research. the writer took the population from all of the seventh grade students of the state madrasah tsanawiyah sakatiga of indralaya in academic year of 2019/2020. there were consist of 9 classes and the total number of the population is 309 students. the test was used to collect data on subject’s ability or knowledge. according to brown (2004), a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. test is any series of questions or exercise and other means which is used to measure competence, knowledge, intelligence, and ability or talent which is possess by individual or group. in collecting data, the writer will use written test with test type multiple choice and true/false questions that consist of 20 multiple choices and 20 true false questions. each multiple choice questions has four options and the test consists of 40 items. the students are asked to answer the questions after listen descriptive text from the teacher two or more times. in this research, the writer conducted two tests to the students. there are pre-test and posttest. pre-test will give before the writer teaches the new material by using information transfer, the writer does the test relate in the materials to the students. state that an assessment instrument is to have a good quality if the instruments has or accomplishes two things, namely accuracy or validity and consistency or reliability. meanwhile, post-test will be given after the writer does experiment or gives treatment by using information transfer technique in teaching materials aswadi… 18 finding and discussion the findings of the study showed the result of pre-test, post-test, and matched t-test in doing the research. based on the result, the writer found that teaching listening by using information transfer diagram activity to the seventh grade students of the state madrasah tsanawiyah sakatiga of indralaya was effective. talib (2014) claims that teaching listening would be good if the teacher applies information transfer technique. thus is is suggested that in doing the activity, the writer got progress the ability of students in studying listening of descriptive text by using information transfer diagram activity. it was because the students’ score increased after doing treatment by using information transfer diagram activity. according to wilson (2008), information transfer: the students a complete diagram or drawing based on what they hear. palmer (1982) mentions that information transfer diagram activity is effective , here is a simple, low-level information transfer activity: the students each have an illustration of an empty plate. based on the finding of this study, the average score in post-test ( ) was 7 and the average score in pre-test ( ) was 5.38. it showed that the ability of students’ score in pretest was low ability level and after doing treatment the students’ score in post-test was good enough level. the students got progress the ability of students in studying listening of descriptive text by using information transfer diagram activity, where the students could focus and has known the technique to interpret the message of audio descriptive text. it indicated that the students get better skill through information transfer diagram activity and it motivates the students to explore their listening ability, where the average score in the post-test was higher than the average score in the pre-test. meanwhile, the result of matched t-test was 8.53 exceeding 1.692 as its critical value at significant levels of 5% or .05 with df (33), for one tailed test. based on the result of matched t-test, the null hypotheses (ho) was rejected because of tobtained of 8.53 exceeded 1.692 and consequently the alternate hypothesis (ha) was accepted or successful. it means that teaching listening by using information transfer diagram activity to the seventh grade students of the state madrasah tsanawiyah sakatiga of indralaya was significantly effective. using… 19 conclusion based on the finding of this study, the average score in post-test ( ) was 7 and the average score in pre-test ( ) was 5.38. it showed that the ability of students’ score in pretest was low ability level and after doing treatment the students’ score in post-test was good. thus, the students got the progress in studying listening of descriptive text by using information transfer diagram activity, where the students could focus and has known the technique to interpret the message of audio descriptive text. talib (2014) delivers that the students get better skill through information transfer diagram activity and it motivates the students to explore their listening ability, information transfer diagram activity in teaching listening descriptive text was helpful and made the students and the teacher interest in teaching and learning listening skill. wilson (2008) states that transfer diagram would be effective in teaching listening. thus, it could be seen through the result of the pre-test and post-test scores of the students’ test. the post test score was higher than the result of pre-test score. the students’ average scores in pre-test was 5.38. the students’ highest scores in pretest was 7.75 and the students’ lowest scores in pre-test was 3.0. after being taught listening descriptive text by using information transfer diagram activity, the students’ average scores in the post-test increased to be 7.0. the highest score in post-test was 8.75 and the lowest score in post-test was 4.75. the result calculation in the matched t-test was 8.53. the t-obtained was higher than critical value (1.692). the writer concluded that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. thus, the finding is relevant to the finding by palmer (1982) that also claims that information transfer diagram activity is effective to be used in teaching listening. finally it is concluded that teaching listening by using information transfer diagram activity was effective to the seventh grade students of the state madrasah tsanawiyah sakatiga of indralaya. aswadi… 20 references arikunto, s. (1997). prosedure penelitian suatu pendekatan praktek. jakarta: rineka cipta. brown, h. d. (2000). principles of language learning and teaching. san francisco: wesley longman, inc. brown, s. (2006). teaching listening. new york: cambridge university press. chambers. & gregory. (2006). teaching and learning english literature. london: sage publications. etman,. djodi. & nur, z. (2009). teaching listening. jakarta: ministry of national education. fraenkel, j.r. & norman, e. (2012). how to design and evaluate research in education. new york: mc graw-hill, inc. jaya, a., hermansyah,. & mortini, a. (2018). the effect of crawford series teaching (cst) on the students’ writing achievement. esteem journal of english study program. 1(1). hatch, e., hossein & farhady. (1982). research design and statistics for applied linguistic. cambridge: newbury house publishers. mursyid, m. p.w. (2012). learning descriptive text. pekalongan: smpn 1 karangdadap. ningsih, w (2014) . teaching listening by using “filling gap” to the eighth grade students of state junior high school 35 of palembang. unpublished thesis. pgri university. palmer, d. m. (1982). information transfer for listening and reading . english teaching forum. vol. 20, (1), 29-33, retrieved from http://downloadd/information-transferpalmer-1982.htm (access on 5 th january 2016). richard, j.c. (2006). communicative language teaching today. new york: cambridge university press. sudjana, n. (1989). penilaian hasil proses belajar mengajar. bandung: pt remaja rosdakarya. talib, r. (2014). the technique of information transfer for teaching english in efl classroom based on authentic material. yogyakarta: gorontalo state university. wilson, j.j. (2008). how to teach listening. england: pearson education. http://downloadd/information-transfer-palmer-1982.htm http://downloadd/information-transfer-palmer-1982.htm smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 84 distinguish errors in students final oral test of phonology class wuri syaputri english department of stkip muhammadiyah pringsewu email: wurisyaputri@gmail.com abstract the objectives of the study were finding the types of errors were made by the students in the final oral test and the causes of the errors. the method was using descriptive approach which concern in descriptive qualitative technique. the data collection method was using observation and interview. the steps of the data analysis were recording the student’s spoken, transcribing, eliminating, identifying, composite report. the result showed that the students gaps of the score because of three errors. they were pre systematic, systematic and post systematic errors. those errors were affected by three causes. they were interference, intralingual and developmental. keywords: errors, oral test, phonology 1. introduction consistency in language learning is not easy to apply in language learning. learners should increase their language knowledge while learning in order to master some aspect in language learning. when a learner could grab the language aspect, they could complete their knowledge. when the learner gets gaps between language achievement and language practice, it might be called by error or mistake in learning. native speakers are normally capable of recognizing and correcting such mistakes, which are not the result of a deficiency in competence but the result of some sort of breakdown in the process of production. corder in larsen (1992) claims that a mistake is a random performance slip caused by fatigue, excitement, etc. and therefore can be readily self-corrected. an error was a noticeable deviation, reflecting the competence of the student. it was a systematic deviation made by the student who has not yet mastered the rules of the target language. the students could not self correct an error because it was a product reflective of his or her current stage of l2 development, or underlying competence (larsen, 1992). error analysis was the study of kind and quantity of error that occurs, particularly in the fields of applied linguistics. these smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 85 errors could be divided into three subcategories: overgeneralization, incomplete rule application, and the hypothesizing of false concepts, reflected a student's competence at a certain stage and thereby differed from student to student. selinker (1992) in (ho, 2003)states that errors were indispensable to students since the making of errors could be regarded as 'a device the student uses in order to learn.' thus, error was a proof that the student was learning. the error was the route that the student must pass to achieve the target language. many factors influence the target language pronunciation of the students when they try to make the correct pronunciation in their conversation. locality, social surrounding, early influence and some individual problems affected student’s pronunciation. pronunciation plays an important role. it is one of the elements that link the four skills of listening, speaking, reading and writing. in order to communicate well in foreign language, students should know how to pronounce correctly. pronunciation has close relative with how a person speak. speaking is an oral matter and need full understanding phoneme to produce the right pronunciation which has meaning and sense of context in the text. according to selinker (1972) the only observable data from meaningful performance situations we can establish as relevant to interlingual identifications are: (1) utterances in the student’s native language produced by the student; (2) interlanguage utterances produced by the student; and (3) target language utterances produces by native speakers of that target language. these three sets of utterances are the base of second language student research that observable. based on these utterances were identical with spoken form of the students’ language learning. the researcher illustrated four previous studies. they come from various countries and institutions. they are barzegar (2013), sawalmeh (2013), khansir (2012) and eslami et.al. (2014) that conducted about error analysis in the students’ language learning. majority of them found that the errors come from the students language learning process. an error was a noticeable deviation, reflecting the competence of the learner. it was a systematic deviation made by the learner who has not yet mastered the rules of the target language. the learner smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 86 could not self-correct an error because it was a product reflective of his or her current stage of l2 development, or underlying competence (larsen, 1992). error analysis was the study of kind and quantity of error that occurs, particularly in the fields of applied linguistics. these errors could be divided into three subcategories: overgeneralization, incomplete rule application, and the hypothesizing of false concepts, reflected a learner's competence at a certain stage and thereby differed from learner to learner. selinker (1992) in (ho, 2003) stated that errors were indispensable to learners since the making of errors could be regarded as 'a device the learner used in order to learn.' thus, error was a proof that the student was learning. the error was the route that the student must pass to achieve the target language. based on the explanation above the researcher concludes that error was the process of student’s language achievement and incomplete process. when the students passed the errors, it means that the students’ progress in target language improved. so, the error usually happened to the students in learning english. according to corder (1974) as cited in ellis (1994), there were three types of errors. they were presystematic, systematic, and postsystematic. these errors types explained as follow: presystematic errors this error occurred when the learner was unaware of the existence of a particular rule in the target language. these happened in random situation. the learner could not give any account of why a particular form was chosen. systematic errors occurred when the learner had discovered a rule but it was the wrong one. the learner was unable to correct the errors but could explain the mistaken rule used and type. postsystematic errors occured when the learner known the correct target language rule but used it inconsistently (makes a mistake) the learner could explain the target-language rule that was normally used. there were several causes of errors comes from some expert. this research choose one of them and choosing a statement from richard. according to richards (1971b) as cited in ellis (1994) distinguishes three causes of errors. they were: segmental smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 87 interference errors occured as a result of the use of ellements from one language while speaking another. intralingual errors it was reflect the general characteristics of rule learning such as faulty generalization. developmental errors occured when the learner attempts to build up hypotheses about the target language on the basis of limited experience. all in all, there were three causes of errors according to richards (1971b) as cited in ellis (ellis, 1994). they were interference, intralingual and developmental. those causes happened when the speaker unaware import another language to target language. because of the speaker unawareness, it could be give some misunderstand information to the hearer. in the other hand, the error could happened because of the speaker generalization when learning english. usually, it is happened in the word pronunciation. the generalization in pronouncing some phoneme in a lexeme is making the developmental hypothesis about wrong hypothesis because of unawareness. in short, these causes are like a circle and rotate their position as long as the error still occurs. 2. research methods this study observed about an analysis of students error in oral test, phonology class. the purpose of this study was to find out pronunciation error made by the fifth semester’s students. based on the definitions above, qualitative research assumed that all knowledge was relative and tends to be an effort to generate descriptions and situational interpretations of phenomena that the researcher could offer colleagues, students, and others for modifying their own understandings of phenomena. in this study there will use five steps of the data analysis that adopted from louis, lawrence, & keith, (2007). they are recording the students spoken, transcribing the students spoken, eliminating redundancy of the students spoken, identifying the students transcription, and composite summary of the research. 3. findings and discussion the researcher already took the sample of the data then analyzed the data according to the steps of the data smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 88 analysis. the result of the data analysis explained the result based on the problem formulations. they were (1) what errors were made by the students in the final oral test? (2) what are the causes of the errors?. the data was taken from the fifth semesters of phonology class. the samples were eight students. they were taken as the sample because of the research needed. this research needed the students that got imbalance score between the students written score and oral score. the result was manipulating the data and theories together with believed comparative. the comparative of the data was using oxford dictionary. in oxford dictionary was using some phonological symbol based on international phonological alphabet (ipa). in this study, the error identification taken from corder (1974) theory as cited in ellis (1994). corder stated that there were three types of error. these were presystematic, systematic, and postsystematic. this theory would be combined with existing data and manipulate as the result below. pre-systematic error corder (1974) as cited in ellis (1994) stated that this error type happened when the learner was un-control them self while speaking. the students believed that their speaking is good and correct. so, when the students try to speak, they were not feeling that they were wrong. the listener only could listen without any correction. in this error type found eight words with repetition. they were ‘valley, the, green, opened, beautiful, concept, waterboom, recreation,’. from these data it could conclude that, the students unaware that they were wrong although somebody points them out. because the student did not know why it was wrong and how gave the correction. systematic error this error occurs when the students achieve the rule of the knowledge but it was the wrong one. the students could unable to correct the errors but they could explain the mistake rule used. according to the fact, the students always do the repetition searched the correction. in these types, the correction could come from themselves or the lecturer. when the students felt failure to search their selves’ correction, they asked to the lecturer ho to speak well because the students were aware that they were wrong. for example the student spoke the word ‘help’. the proper phonological smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 89 utterance should be /ˈhelp/. reality the student got the correction from the lecturer not only once. the student did this error in many times. the first time the student mentioned by /ˈhelep/ in many times. then it continued by the lecturer mention by proper phonological utterance of wording ‘help’. the spontaneous, the student follow the lecturer utterance. based on the fact, the student felt difficult when the lecturer made the instruction to follow the proper phonological utterance. it was many times instruction to made the student aware that her/his phonological utterances were not in proper rule. the fisrt time correction, the student made many time wording repetition ‘help, help, help’. it was indicated that the student memorized the word in order gave ne word foundation of wording ‘help’. at the second time while the student made the error with the same wording, he/she keep silent for few second and try to remember the wording. the third and so forth, the student made the correction by themselves. this could be the next error type was post systematic error. post-systematic error this error occurs when the students know the correct target language but they used the rules inconsistently. sometimes correct, and sometimes wrong. based on the discussion before, the third times after the student got the correction from the lecturer, the student became aware by themselves that she/he was wrong in utterance the word. automatically, the student made themselves correction when they did error pronunciation in the same wording of the word. furthermore this error happened in the student wording of the word ‘recreation’. the student utterance of this word was stop for the first syllable ‘rec’. after that, the student took a look to the lecturer and smile. this moment indicate that the student was not believe (loss of confidence) to continue his /her utterance. implicitly, the student asked how to make the phonological utterance of a word. then, after smiling, the student continued by his/ her wrong wording of a word that she/he believe that it was wrong by pronounced /ˌrɪkriːˈeɪsən/. from this wrong wording, the lecturer know the student mean and gave the correction by /ˌrekriːˈeɪʃən/ and followed by the student. smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 90 from the case above, it could be conclude that the post systematic error could happened when the student know how to utterance the word in the proper way but he/she did not know how to tell to anyone that it was wrong. the student gave such code like smiling and stopping for a while. the student knew the proper phonological utterances, aware that it was wrong but the student did not know what the causes were. the researcher would anlyze the causes of error made by the student in phonological utterance based on richards (1971b) as cited in ellis (1994) there were three causes of errors. they were interference, intralingual and developmental errors. interference error was the result of students interlanguage that influenced by another language. for example, the students mother tongue. the students pronunciation was also affected by their mother tongue because the dialect, accent and the similarities in pronouncing a word. based on the data, it was the student wording of the word ‘boom’. the student made the phonological utterance become heavy of /b/. the students reflect the tongue severe. this case always happened to the javanese students. the other phonological utterance of students difficulties were /ð/ and /d/. the student difficult to decrease their javanese in mention /ð/ and /d/ too. because, in javanese phonological of /ð/ and /d/ was noted by severe. intralingual error was the result of the student generalization. the students believe that all of the english phonemes have the same pronunciation in every word. according to the data, it was happen in the word ‘adjustment’. the first phoneme of this foreword actually had the proper phonological utterance by /ə/. but in this case, the student mentions it by /e/. it was because of the word before of ‘adjustment’ there were the word with the same pattern of phoneme ‘a’ such as in the word ‘communicate’, ‘language’ and ‘understand’. the pattern of the phoneme in that word was the same form. the phoneme ‘a’ had proper phonological utterance by /e/. so, when the student met the word which had the same phoneme at the first syllable, the student mention it by /e/ too such like in the word ‘adjustment’ whereas it was wrong generalization. developmental error was the student’s result of lack of interlanguage knowledge. the students made the smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 91 correction but they still had wrong phonological utterances. it was happened in the word ‘pregnant’. it word had the proper phonological utterance by /̍ preg.nənt/. in the case, the student mention it by the first syllable only /pre/. but at that moment spontaneously the student stop the moment for a while and re thinking the word and made the correction by /̍ prɪg.nənt/. the student was trying to look for the best correction of this word. but, the result, the student consistently did the error phonological utterance of this word. in short, there were three causes of errors. they were interference, intralingual and developmental errors. in the classroom interaction, the teacher and students were communicated each other. the teacher transferred his knowledge to the students. the students could do anything to develop their knowledge in the classroom. the teacher transferred his knowledge to the students in order to help the students in developing the students’ knowledge. 4. conclusion there were three types of errors. they were pre-systematic errors, systematic errors and post-systematic errors. in presystematic error the students un-aware that they were wrong although somebody points them out. because the student did not know why it was wrong and how gave the correction. systematic error happened when the students felt failure to search their selves’ correction; they asked to the lecturer ho to speak well because the students were aware that they were wrong. post systematic error could happened when the student know how to utterance the word in the proper way but he/she did not know how to tell to anyone that it was wrong. the student gave such code like smiling and stopping for a while. the student knew the proper phonological utterances, aware that it was wrong but the student did not know what the causes were. 5. references barzegar, m. (2013). persian efl students’ error analysis. asian journal of social sciences and humanities, 2(4), 322–334. ellis, r. (1994). the study of second language acquisition. oxford university press. retrieved from https://www.google.com/books?hl =id&lr=&id=3kglibyrz5sc&oi=f nd&pg=pr5&dq=ellis,+rod.+19 smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 92 94.+the+study+of+second+lang uage+acquisition.&ots=wdwnhp 9htv&sig=sykh8qx4ag5tm_kl l4h8mlkxn0g eslami, m., estaji, a., & elyasi, m. (2014). the spelling error analysis of the written persian essays of russian adult learners of persian. asian journal of humanities and social sciences (ajhss), 2(1). retrieved from http://m.ajhss.org/pdfs/vol2issue 1/the%20spelling%20error%20 analysis...pdf ho, c. m. l. (2003). empowering english teachers to grapple with errors in grammar. the internet tesl journal, 9(3). retrieved from http://202.200.82.45/englishonline /jxyj/iteslj/ho_grammar_errors.h tml khansir, a. a. (2012). error analysis and second language acquisition. theory and practice in language studies, 2(5), 1027–1032. larsen, d. (1992). an introduction to second language acquisition research. london: longman. louis, c., lawrence, m., & keith, m. (2007). research methods in education. new york: routledge. sawalmeh, m. h. m. (2013). error analysis of written english essays: the case of students of the preparatory year program in saudi arabia. english for specific purposes world, 14, 1–17. selinker, l. (1972). interlanguage. iralinternational review of applied linguistics in language teaching, 10(1-4), 209–232. smart journal volume 1 no.2, august 2015 hlm. 84-92 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 93 smart journal , volume 6, no. 2, august 2020, page 118126 issn cetak : 2356-2048 issn online : 2356-203x 118 students’ motivation in writing at lesson study maya mutiara putri 1) , rahmatika kayyis 2) , kurniati 3) , fitri wulandari 4) , renita sugesti 5) . 1) 2) 3) 4) english education department of fkip umpri email correspondence: mayamutiarap@gmail.com abstract this research was a collaborative action research that was aimed to increase the students’ motivation in writing by lesson study at viii b ikhwan of smp it insan mulia pringsewu, lampung. there were two cycles in this study. the result of this research presented that lesson study gave impact in increasing the students’ motivation; the intrinsic and extrinsic motivation. these aspects influenced and supported each other. after the implementation amount of the students who had good willingness in learning increased becoming more than part of them. lesson study gave the good impact for both the students and the model teacher. keywords: lesson study, extrinsic, intrinsic motivation, writing 1. introduction according to lesson study team in hasanuddin et al (2018) ,lesson study is chosen because the development of learning media depends on the result sharing of professional knowledge based on the practice and result and also can increase professional competences and pedagogics of the teachers. susilo et al (2011) states the implementation of lesson study can increase science process creativity, motivation and the students score in their research. lesson study is actually a learning forum to learn each other from the other experiences to improve the teaching-learning quality. because lesson study is a source of real examples of how to do learning, participation as an observer in lesson study or observing lesson study directly can be used to improve the quality of the learning-teaching process. lesson study can be used for all subjects in the curriculum including english. mailto:mayamutiarap@gmail.com 119 the researcher observed the students of viii b ikhwan of smp it insan mulia pringsewu who have a heterogeneous english skills. as the students of boarding school, theyhad a lot of activity not only in the classroom but also in their dormitory. because of that, their motivation in the classroom got up and down. for their writing skill, they only could copy what they saw in their handbook. it was difficult for them to arrange the sentences to make a text. richards and renandya (2002: 303) in purnama (2016) state that there is no doubt that writing is the most difficult skill for second language learners to master. although writing is the most difficult skill if the students have high motivation, it can help students in learning-teaching process. rosalina (2014) states that motivation is one of the important things in learning process and it can help someone achieve his or her goals if they have strong motivation in doing steps to achieve it. therefore, the main focus of the implementation of lesson study was the students’ motivation in writing during the activities of learning-teaching process. there were some related studies. the first was conducted by setiawan (2018) “the implementation of quantum teaching (qt) and think talk write (ttw) through lesson study to improve students’ learning motivation”. the research was intended to improve students’ learning motivation at studying and learning course for fifth semester of biology education. the students were given the opportunity to be active in playing a role in learning, either in answering questions of model lecturer, answering or giving questions during the discussion, and taking an active role in concluding the lesson. the second was aimah (2016)“lesson study: a way to enhance students’ motivation in learning process in the classroom”. this study investigated whether lesson study can enhance the students’ motivation in english education study program of semarang state university in language testing administration (lta) class. aimah (2016) states that 120 through lesson study, it enabled lecturer to interact intensively what kind of the problems faced by the students in the classroom. besides that, the lecturer also could find out the strategy used in the process of teaching learning. lesson study also enabled to discuss, and shared the knowledge-based experience that the observers had so that the problems could be solved including about students’ motivation. the researcher used lesson study to find the problems were faced that influenced the students’ motivation in the classroom during the teachinglearning process as well to increase the students’ motivation specially in writing skill. 2. research method this research was collaborative action research. sudaryono (2019;662) states the method of action research can be carried out using the mix method concurrent embedded model, by using qualitative as the primer data and quantitative as the secondary data or vice versa. so that, the method was chosen mixed method concurrent embedded model by using qualitative as the primer data and quantitative as the secondary data. the qualitative data was collected in the form of the observation sheet, reflection sheet, interview result , questionnaire and documentation by taking the videos and photos. the quantitative data as the supporting the primer data was collected in from the mean of the students’ score that was taken during the implementation by the teacher assessment. this research was conducted with two cycles, cycle i and cycle ii. the research procedure of lesson study implementation is similar as the car cycles (kemmis & mctaggart, 2014:23). lesson study was carried out by combining the car cycles, namely: (1) planning stage, where the model teacher, colleague teacher, expert researchers, and the researcher planned the 121 action needed. in lesson study called making chapter design; (2) doing stage, where the model teacher administered teaching-learning activity based on what had been planned in planning stage and was observed by the other observers. in lesson study called open class; and (3) seeing stage, where the model teacher and all observers had reflection and evaluation on the teachinglearning process that had been done. the analysis data technique in this study used miles and huberman (1994) that is cited sugiyono (2014: 247-252) which is involving three steps: reduction data, displaying data, and conclusion drawing/verification. 3. findings and discussion according to lewis (2002) he mentions that lesson study is an approach that is done in order to improve the teaching learning process. the improvement here is done collaboratively by the teachers/lecturers. hendayana (2006) cited in sadia (2008) states that lesson study is a collaborative and sustainable learning based on the principles of collegiality and mutual learning to build up a learning community. in this research, lesson study was implemented by some observers; colleague teacher, students university as well the lecturers and it could increase the students’ motivation both from the intrinsic and extrinsic motivation. this aspect influenced and supported each other. the researcher provides the analysis of the findings obtained in the first and second cycle. those findings would be analyzed as follows: a. students’ enthusiasm by the research data result, it could be concluded that the students’ enthusiasm increased step by step and always there was an improvement in each open class. stand on the result data, the aspects that role in increasing the students’ motivation were getting reward, doing the task that having close correlation of them, and how the students’ learning model. in each cycle, the 122 model teacher said “i’ll give reward if you can….”, or “there will be something for you if you can….”. this aspect can boost their enthusiastic to take the teacher challenge (the task). in making greeting card itself, the theme that was given to them about their friends who got medals that was why they were enthusiastic to make greeting card. then, based on the observation result was found that they had high mobility. it could be summed up if their learning model was kinesthetic. because of that, all observers decided to give kinesthetic game as a brainstorming and moving their seats to the corner in order to facilitate their learning model during the teaching learning process and producing their greeting card. b. students’ confidence level in doing the task from the questionnaire data, found that the most of students did not understand what the material had just been explained, how to write and to develop their ideas , also what the vocabulary used in doing the task from the teacher. because of that, they preferred to work in group in order to be able ask their friends in group than to do individual task. in the cycle 1, found that only 20% students who had high confidence level to do their task without any help. it meant that there was 80% students who had the contrary condition. but in the cycle 2, the questionnaire data showed that the students who had high confidence level in doing the task by themselves became 60% students. it could be concluded that there was an improvement from the cycle 1 to the cycle 2. based on the data, it was happened because they could comprehend the material well. c. students’ comprehending in the learning-teaching process, finishing the task from the teacher depends on the students’ motivation and comprehending. such as in the result data, in the first open class only one group that presented their discussion result whereas the teacher instructed all group had to present their discussion 123 result. based on the observation result, the students did not understand well what had been taught. in the second open class, the teacher instructed to make only greeting card outline, but there were some groups made a greeting card indeed. it was because they had understood more than in the last meeting. in the last open class, they could make the greeting card, mention its kind and its part. to sum up, they could follow the teacher instruction and do the task on time if they had understood well what was taught. d. students’ teamwork in this research, found that there was a role as the peer tutor. in the red group, there were 4 students. during the discussion stage in the first open class, 2 students helped 2 others by re-explaining what the teacher said in order their friend in group could understand to the task was given. it did not find to the other groups, but in the next open class, the 3 other groups started having good teamwork. and it developed till the last open class. moreover based on the result data, in the last open class all students tried to be active in their own group. the teacher succeeded to create comfortable atmosphere so that the students had the desire to involve in the teaching-learning process. the students’ comprehending depended how the teacher delivered the material that influenced to students’ teamwork. based on the data, the students’ teamwork increased because the students’ comprehending also increased. this was the extrinsic motivation that influenced to the students’ intrinsic motivation. in the beginning of the implementation, only few students who had the good willingness in learning, but after the implementation amount of the students who had good willingness in learning increased becoming more than part of them. the students’ confidence level in doing the task was one of the proof that they had good enough of the intrinsic motivation. because each problem of each open class was analyzed in reflection stage and solved with the other observers. in the 124 learning process, when someone could not solve a problem for himself/herself, the other’s help would be an important factor to lead a comfortable and valuable situation which might proceed to successful learning that was why in lesson study was needed some people as the observers. the researcher also had the other observation data from the other observers to avoid subjective conclusion. that was the one of the reason that lesson study enabled to collaboratively discuss the problems of teaching learning process in the classroom. the use of the appropriate strategy in the teaching learning process determined the success of it. the success of teaching learning process also determined the students’ study result and positive response in joining the class. 4. conclusion the purpose that had been mentioned in the beginning had been reached stand on the research data. lesson study can increase the students’ motivation in writing. the students’ motivation increased step by step in each open class in both aspects. from the observation data, the students confidence level in doing the task, students comprehending, students’ enthusiasm, as well students teamwork were higher than in the beginning of this research. they also wanted to follow the classroom activities although in the beginning only part of them who were active in the classroom. but in the last open class, all students tried to be active in the learning and teaching process moreover the students who did not attend in the other open classes. the students’ motivation in writing skill could improve also. they could produce the greeting card by themselves and liked the writing activity in creating their own greeting cards. lesson study had made the learning-teaching process more structural because although the teacher had planned in the lesson plan, but sometimes it ran unstructured because of the students’ condition. therefore , the teacher lost her purpose of the lesson plan. according to kurniati & wulandari (2019) by peer 125 tutor , it can make the process of learning to be organized, and can be exploiting an critical idea which can be poured in making the chapter design and the learning process. that is why lesson study could be an alternative approach in teaching english and could be used for the other problems in teaching-learning process including about the students’ motivation. 5. references aimah, et al. (2016). lesson study: a way to enhance students’ motivation in learning process in the classroom. semarang: unnes. hasanudin, et al. (2018). pengaruh implementasi perangkat pembelajaran berbasis lesson study terhadap peningkatan keterampilan proses sains dan motivasi belajar peserta didik. jurnal biologi edukasi. vol 10 (21). : 27-34. hendayana, sumar, et al. (2006). lesson study, suatu strategi untuk meningkatkan keprofesionalan pendidik (pengalaman imstep-jica). bandung: upi press. kemmis, s., & mctaggart, r. (2014). the action research planner. victoria: deakin university press. kurniati & wulandari. (2019). peer tutor in lesson study. jurnal smart. vol. 5(2): 108118. lewis, c. (2002). does lesson study have a future in the united states. nagoya journal of the education and human development. vol. (1): 1-23. purnama, k.d. (2016). improving students’ writing ability through the use of cue card at grade eight of smpn 4 yogyakarta thesis .yogyakarta: uny. rosalina, v. (2014). the relationship between students’ motivation and their english learning achievement (thesis). jakarta : uin syarif hidayatullah. setiawan & indriwati. (2018). the implementation of quantum teaching (qt) and think talk write (ttw) through lesson study to improve students’ 126 learning motivation. scientiae educatia: jurnal pendidikan sains . 7(1): 79-92. sudaryono. (2019). metodologi penelitian kuantitatif, kualitatif, dan mix method (2 nd ed). depok: rajawali pers. sugiyono. 2014. metode penelitian kuantitatif, kualitatif dan r&d. bandung : penerbit alfabeta. susilo, h, chotimah, h, joharmawan, r, jumiati, dwita sari, y, dan sunarjo. (2011). lesson study berbasis sekolah. malang: bayumedia publising. (journal of english language teaching and applied linguistics) volume 7, no. 1, january 2021 page. 21-26 p-issn: 2356-2048 e-issn: 2356-203x 21 the translation results of google translate from indonesian to english tiara noviarini universitas mitra karya, sport training education email correspondence: tiaranoviarini140315@gmail.com abstract google translate is a free multilingual translation machines developed by google that can assist translators to make their translation functions easier and faster. the aim of research is to analyze whether it can be relied on as a substitute for translators. this research used a literature analysis method by analyzing the results of the translated book and machine translation. the result found that it cannot replace translators. it has its limitations, including understanding the context and cultural situation of a nation. therefore, this machine is useful only in assisting the translation process. keywords: translator, translationmachine, translation, accurate introduction language is the key to identifying each other and introducing the culture of a nation. the translation is needed as a bridge to introduce the culture of a nation. over time, the world changes. the technology makes many things easier, including in the translation field. information technology, which became popular in the late 70s, emerged to answer challenges in the past through the term of computer technology or electronic data processing or edp. according to the oxford dictionary (2000), information technology is the study or use of electronic equipment, especially computers, for storing, analyzing, and sending out information. the study of information technology tools is elucidated by haag and keen (in kadir and triwahyuni, 2003) that “information technology is a set of tools that helps you work with information and perform tasks related to information processing” likewise, william and sawyer (in kadir and triwahyuni 2003) argued that mailto:tiaranoviarini140315@gmail.com tiara… 22 “information technology is a technology that combines computing (computers) with high-speed communication lines that carry data, voice, and video.” from these definitions, it is illustrated that information technology, both implicitly and explicitly is not only computer technology but also telecommunication technology. the development of information technology that can process, package and display, and disseminate learning information in audio, visual, audio-visual, and even multimedia media, has now been able to realize what is called virtual learning. this concept develops so that it can package the conditions and realities of previous learning to be more attractive and provide adaptive conditioning to the learner where they are. one of the learning is language. various languages can be learned through information technology with the help of translation tools/machines. machine translation is a branch of computational linguistics that studies the use of computer software to translate text or speech from one source language to another. according to hatim (2004), at a basic level, machine translation makes a simple replacement of words from one source language to another. with the corpus technique, more complex translations can be performed to allow better handling of differences in linguistic typology, phrase recognition, idiom translation, and also handling of anomalies. the current machine translation software is generally customized based on domain or profession. thus, it enhances translation results by limiting the scope of allowed substitutions. google translate is a service provided by google inc. to translate sections of text or web pages from one language to another. for several languages, users are asked to provide alternative translations, such as for technical terms, which will be included for updates in the next process. google utilizes its translation software. however, like another automatic translation tool, google translate has several limitations. google translate performs translation with an approach called statistical translation. such translation is the result of research by franz-josef och who won the the translation… 23 darpa contest for machine translation speed in 2003. currently, och is head of google‟s machine translation department. starting from september 25, 2008, google translate has included indonesian into the language that can be translated by search engines (google search). now, google has brought a number of new features to google translate. one of its main features is live translation. when you type in the translate box, the translation will appear directly. it does not need to press the translation button. then, the problem is whether google translate can replace the real translator? the purpose of this study is to describe the differences in the translation results on google translate regarding a story that can be accepted and understood by readers with the results obtained from google translate (without editing). the results of this study are expected to provide an overview of whether google translate can replace the translator as a whole or google translate is only a tool that helps translators. hence, it can be concluded whether a professional translator is still needed or a translator is no longer required so that it can provide benefits to users of the translation results. the intended benefit is that the readers can obtain precise and accurate translation results in which the content and meaning of the source language can reach the reader correctly. thus, there will be no misunderstanding. method this research used a literature analysis method by analyzing the results of the translated book and machine translation. this research was conducted by searching for sources of stories from a storybook that has been published in the bookstores. the storybook being compared is dongeng danau toba, the legend of lake toba by darto singo and translated by wid. firstly published by the publisher of pt. gramedia widiasarana indonesia, member of ikapi, jakarta 2001. then, the story was also translated by google translate. translation results were compared with a book that has been published. tiara… 24 results and discussion in this study, the researcher used a storybook entitled the legend of lake toba written by darto singo from grasindo publisher, pt gramedia widiasarana indonesia jakarta, 2001. from the results of the translation on google translate that was conducted by the researcher, it was revealed that several things need attention on the differences in translation, among others. the first is the designation. the mention of „emak‟ was not translated, as long as the reader was an indonesian who would understand. for google translate, it was automatically translated into standard english, namely „mother‟. likewise the designation of „bapak‟, google translate became bapak or mr., such as the translations on pages 12,14, 16, 18, 20,22, and 24. the second is the word choice concerning the language style, such as in the title of „the legend of lake toba‟, google translate would translate it as "fable lake toba". google translate translated the word “dongeng” into “fable”. for the translator, it became “the legend of ..”, which has subtle literary value. on page 8, “satu hal lagi yang harus kau ketahui,” ujar gadis itu. “takdir menghendaki kita berjodoh! aku akan menjadi istrimu yang setia. tetapi dengan satu syarat, jangan pernah berkata bahwa aku berasal dari ikan!” machine translated to "one more thing you should know, "said the girl. "fate wants us to be paired! i will be a faithful wife. but on one condition, do not ever say that i came from a fish!" while in the book, “there is one more thing you have to know,” said the girl. “we were meant for each other i will be your faithful wife. but on one condition, never say that i came from a fish!”, with a language style that was more romantic and sweet. third, google translate only translates words, phrases, sentences, so that the results displayed are the result of changes from standard words, phrases, and sentences. the resulting sentence form resembles the sentence form in the source language as on page 2 “ada seorang pemuda di pondok sederhana. di kaki bukit, di tepi sungai. ia bahagia hidup bersama anjingnya yang setia.” it was translated by google translate as “there was a young man in a simple hut. at the foot of the hill, on the banks of the the translation… 25 river. he is happy to live with a faithful dog." the number of sentences in the source language was three sentences, and the translation results from google translate were also three sentences. meanwhile, the translation in the book was simple and easy to understand, "a young man lived in a simple hut. at the foot of a hill, by the river." fourth, for the use of tenses, sometimes google translate produces incorrect tenses, especially in sentences where there is no sign of the time they occur. english pays close attention to tenses that describe the time an event occurs. on page 10, google translate translated "the young man accepts the terms. thus, they became husband and wife. they love each other. not long after the pregnant wife. her husband is very happy. he hopes to get a boy. wish has come true. his wife gave birth to a baby boy. the baby was crying loudly and it was a sign he was healthy." the first sentence that used the simple present "accepts" was not equivalent to the second sentence that employed "became" since this is a story that has passed. furthermore, the language style used by google translate is very literal, the translator's language style can be adjusted according to the target audience. if the children‟s story was like the one above, the translator would use children‟s language, simple and easy for children to understand. google translate did not recognize the target audience, for example, the word "kelaparan" (page 18) was translated as "starve" by google translate, while the translator translated it to "hungry" conclusion from the results of the above discussion, it can be concluded that google translate is a tool that helps translators to translate quickly. it is not a tool that can replace a translator in translating the source language into the target language. google translate is a translation application that cannot read contexts and situations. the translator also need google translate, to make it more accurate and fast. google translate can misuse the context and culture or situation. the translator can make technical mistakes such as sentence structure, as on page 2 "after breakfast, he took tiara… 26 went fishing in the river". structurally, this sentence is not true 'took went'. this error can occur because of a typo (human error). therefore, google translate can alert translators and editors. thus, translators can still perform the translation function with the help of existing information technology, which the results will be faster and more precise. references emzir. (2015). teori dan pengajaran penerjemahan. jakarta: raja grafindo persada. hatim, b. (2004). translation, an advanced resource book. ny: routledge. hornby, a. s., turnbull, j. (2000). oxford advanced learner‟s dictionary of current english. uk: oxford university press. kadir, a. (2006). pengenalan teknologi informasi. jakarta: andi. kadir, a., triwahyuni, t. c. (2003). pengenalan tehnologi informasi. yogyakarta: andi. jurnal smart , volume 3, no 2 (2017), page. 125-136 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/470.203x 125 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. a contrastive analysis between british and american varieties: a case-study of english accents masagus sulaiman 11), sri yuliani 22) 1faculty of teacher training and education, muhammadiyah university –palembang masagussulaiman@ymail.com 2faculty of teacher training and education, muhammadiyah university –palembang sriyulianihamzah@yahoo.co.id abstract the objectives of thisresearch were to figure out whether or not there were similarites, dissimilarities and possible learning difficulties faced by indonesian students inlearning englishvarieties or accents, as well as its contribution to tefl. this research useddescriptive-qualitative method. the triangulation technique was used to collect the data, andto analyze the data, the researchers useddescriptive analysis(i.e. identifying, classifying, interpreting, predicting and drawing conclusions).the results showed that british and american varieties had two similaritieson meanings and word functions and four dissimilarities on diction, spelling, grammar and pronunciation. keywords: british, american, varieties, accents. 1. introduction at the beginning of this writing, this reserach describes about the language. language is such an expression of human being life that it hardly seems crucial to define it. whatever else people may do, when they come together, whether they play, fight, make love, or make automobiles, they talk and use a language. (fromkin, et al., 2003, p.3). it means that a language has relationships with serious aspects of human’s life. it deals with human’s psychology, physical activities, communication theory, anthropology and culture.a language enables people to communicate with their society. however, the ways to express the language is different from one nation to another. as it is going to be concerned with the analysis of a language, it will be useful to start by defining what a marvelous attribute language isand a https://doi.org/10.26638/470.203x mailto:masagussulaiman@ymail.com mailto:sriyulianihamzah@yahoo.co.id a contrastive… 126 language refers to. richards, et al., (2002, p.283) define language as the system of human communication which consists of the structural arrangement of sounds (their written representation) into large units, e.g. morphemes, words, sentences, utterances, etc.” it means that language is a means or instruments of communication, which consists of spoken and written forms and arranged structurally. in addition, brown(2007, p.6) defines a language into some category, such as a set of arbitrary symbol, symbols of primarily vocal but may also be visual, having conventionalized meanings to which they refer, being used for communication, operating in a speech community or culture, being essentially human although possibly not limited to humans, and being acquired by all people in much the way; language and language learning both have universal characteristics, including such systems of phonemes, morphemes, phrases, clauses and context(discourse). as one of the international and foreign languages in indonesia, english is very essential to be studied after the students’ language, bahasa indonesia. yet, there are many problems or barriers of studying english such varieties (british and american english accents). indeed, esl students, especially indonesian students tend to be perplexed to comprehend how to distinguish british and american english and what english varieties or accents they use. one of the factual instances is that when a teacher of english asks his or her students to change a positive sentence as, “you have money” into negative and interrogative forms,the students usually answer “you have no money” and “have you money?”, yet, the teacher usually says that the answers are wrong. he or she further states that the best answers must be “you do not have money” and “do you have money?”. as the matter of facts, both the student’s answer and the teacher’s answer are correct. they have a slight difference. in other words, the students’ answers in british english, while the teacher’s answers in american english. this situation usually gets hotterand hotter when one side keeps on maitaining his or her own idea correct. in relation to the illustration stated, four problems were formulated as follows: 1) what are the similarities between british and american varieties?. 2) what are the dissimilarities between british and american varieties?. 3) what are the possible difficulties faced by indonesian students masagus …… 127 in learning english accents? and 4) what are the contributions of contrastive analysis between british and american varieties to the teaching english as a foreign language?. while, the purposes of conducting this research were to figure out the similarities, dissimilarities between british and american varieties, and possible difficulties in learning english accents, as well as its contributions to tefl. additionally, the results of this study can give valuable knowledge for the researchers about english varieties, especially british and american, and also for students of english education study program, faculty of teacher training and education, university of muhammadiyah palembang. it is hoped that the results of this research can be useful for all indonesian students to enlarge their knowledge about english varieties or accents in line with british and american. finally. it is also hoped that the results of thi reseach can uncover the possible difficulties faced by indonesian students in learning english accents. contrastive analysis according to keshavarz (2012, pp.14-16), contrastive analysis is essentially founded on the assumption that languages can be compared and contrasted. he further describes five steps of contrastive analysis, such as selection, description, comparison, prediction and verification. in this context, contrastive analysis is such an analysis used to contrast two languages and analyzed them through procedural steps (i.e. selecting, describing, comparing, predicting, verifying) the data collected. furthermore, kridalaksana (2008, p.135) says that contrastive analysis is such an analysis which is conducted to find out the differences and the similarities of sounds in two different languages. in this context, contrastive analysis such a comparative study of two languages carried out to figure out the similarities and dissimilarities of language components or aspects. additionally, tarigan (2009, p.3), defines contrastive analysis as a transferring analysis which is parsed and formulated in the form of a theory of stimulating psychology which is legally practised in the 1950s as an application of structural linguistics in language teaching, and based on some assumptions, as follows: 1) there must be an interference of l1 in learning a new language (target language); a contrastive… 128 2) some problems faced in learning a new language (target language) can be predicted by using a contrastive analysis; 3) a contrastive analysis can be used as a guidance for a teacher, especially a teacher of english, in teaching pronunciation, in term of phonology. in this case, contrastive analysis is like transferring study that is conducted to find out the interference of native language or l1 to the target language (language being learnt), and its problems. like other experts, richards, et al., (2002, p.119), contrastive analysis is the comparison of two languages, for example, the sound system or the grammatical system. it was firstly developed and practised in the 1950s and 1960s, as an application of structural liguistics to language teaching, and is basically based on the following assumptions, as states below. a) the main difficulties in learning a new language are caused by interference from the first language; b) those difficulties can be predicted by contrastive analysis; c) teaching materials can make use of interference. in brief, contrastive analysis is the study of comparing two languages and conducted based on such important assumptions as the effect of l1 to the language learning materials. variety crystal (2008, p.509) delineates variety as a term used in sociolinguistics and stylistics to refer to anysystem of linguistic expression whose use is governed by situational distinctive language. in this case, variety has something to do with distinctive features of language in society in line with regional and occupational as britsh english variety. while, bayley and lucas (2007, p.5) testify variety involves differents ways of saying the same thing. in other words, variety means the different ways of uttering of the same expressions of two or more people. neufeldt and guralnik (1988, p. 1476) elaborate that variety is a number of different things thought of together having special characteristics like accent and dialect. it means that variety is such an accent or dialect which has particular features that is used by a group of community in a certain area. accent swann, et al., (2004, p.2) define accent as a variety of speech differing from other varieties in terms of masagus …… 129 pronunciation (including intonation) and which identifies a speaker in terms of regional origin, social standing and possibly ethnicity. it means that accent is considered as features of pronunciation and other language areas such as vocabulary and grammar. in addition, richards and schimidt(2010, p.3) delineate accent as a particular way of speaking which tells the listener something about speaker’s background, as instanced of a person’s pronunciation, as: 1) the region or country they come from (i.e. an american accent) 2) what social class the belong to (i.e. a lower middle class accent) 3) whether or not the speaker is a native speaker of the language (i.e. she speaks english with an accent/with a german accent richards andschimidt(2010, p.3) further state that accent in the written form of some languages, particularly in french a mark which is placed over a vowel. an accent may show the difference in pronunciation as in french sound /prés/ which means “meadow”. the accute accent on the /e/ indicates a different vowel sound from that in /prés/ which means “near” with a grave accent. another one is a difference in meaning without any change in pronunciation (i.e. in french /ou/ which means or and /oú/ which means “where”. in this context, accent has something to do with the dissimilarities of two or more varieties in line with pronunciation whether or not change the meaning. moreover, crystal (2008, p.3) states that accent is the cumulative auditory effect of those features of pronunciation which identify where a person is from, regionally or socially. in conclusion, accent refers to the pronunciation features that show somebody’s hometown and his social life. british english according to sulaiman (2015, p.vii) british english is derived from the united kingdom which includes wales, scotland and northern irelanfd where english is spoken widely, and for some people the term “british english” is misleading one, but the facts state that it still remains and it describes the way in which english spoken in the uk. it means that british english is a very initial english language that was spread all over the uk areas and now spoken by all countries in the world. hornby (2010, p.178) defines british english is the english language as spoken in britain and certain other a contrastive… 130 countries. in this case, british english is firstly used and develop in great britain, now known as england. on the other side, kernerman (2010, p.441) states that british english is an english language used by the people in great britain that is different from american english such in spelling (i.e. programme & program). american english widarso (2002, p.41) states that american english is english language that is used by american which used to be brought to america just after the year of 1500, and it tends to be more popular than british english, since it is simpler to be used by many people.in brief, american english is such a very popular english variety or accent since it is simpler than british. on the other side, kernerman (2010, p. 441) says that american english is such an english language which is more famous than british english, and it is used specifically by american people. 2. method of the research this research was conducted to find out the similarities, dissimilarities and some predictions of possible learning difficulties, thus the researchers used the descriptive-qualitative method, since it was to describe the existing phenomenon having no manipulated data. tavakoli (2012, pp.160-161) states: a descriptive research is similar to qualitative research because it deals with naturally occurring phenomena, using data which may either be collected first hand or taken from already existing data sources such as data from other studies, student records, and so on, without intervention of an experiment or an artificially contrived treatment. it differs from qualitative research in that it often begins with preconceived hypotheses and a narrower scope of investigation and uses the logical methods of inductive or deductive reasoning to arrive at the generalizations, and it is sometimes divided into correlational research and ex post facto research, and other descriptive research that is neither correlational nor designed to find causation but describesexisting conditions, such as survey research and case study. from the stated theory, it is known thatdescriptive research is like qualitative research which uses description and interpretation of the indication in linguistics components, masagus …… 131 especially english varieties or accents. in deed, the researchers ysed triangulation technique to collect the data (i.e. documentation, observation , interview). then, the researchers analyzed the data through descriptive analysis (i.e. identifying, classifying, interpreting, predicting and drawing conclusions) (syahri, et al., 2017, p.95). 3. findings and discussions this researchhas two kinds of data sources to be analyzed. the primary data and the secondary data. the primary data was a handbook of english-indonesian words & expressions written by sulaiman (2015) which had something to do with british and american english, while the secondary data were such dictionary books as written by hornby (2010), neufeldt and guralnik (1988), richards et al., (2002), etc. the research shows the characteristics of british and american varieties in relation to some of parts of speech (i.e. noun, verb, adjective, adverb, preposition, conjunction), and some other aspects or word functions, such as date and time, irregular verbs and auxiliary verbs.to be detailed, table 1 presented. table 1. the characteristics of british and american varieties no british american part of speech 1 flat apartement n 2 building block n 3 pavement sidewalk n 4 road route n 5 roundabout traffic circle n 6 film movie n 7 headmaster principal n 8 dowse douse v 9 practise practice v 10 paralyse paralyze v 11 sceptical skeptical adj 12 ill sick adj 13 public private adj 14 state public adj 15 to-day today adv 16 learnt learned i v 17 shall will aux 18 in merdeka street on merdeka street prep 19 one hundred one one hundred and one conj 20 2 may or 2nd may may 2 n note: n (noun), v (verb), adj (adjective), adv (adverb), prep (preposition), iv (irregular verb), conj (conjunction), aux(auxiliary) a contrastive… 132 from table 1, it was found that british and american varieties have their own special characteristics. yet, they still refer to the same meanings but different from functions. instead, they also have similarities.to be clear, table 2 illustrated. table 2. the similarities between british and american varieties no british american fuction meaning 1 mark grade n nilai 2 tap faucet n keran 3 maths math n matematika 4 behaviour behavior adj sikap 5 honour honor adj terhormat 6 grey gray adj abu-abu 7 plough plow v membajak 8 queue stand in line v antri 9 post mail v mengirim surat 10 ring call(up) v menelpon 11 learnt learned iv belajar 12 to-day today adv hari ini 13 in rose street on rose street conj jalan rose 14 shall will aux akan from table 2, it was clear that there were two similarities between british and american varieties, in terms of meanings and functions, there were also four dissimilarities between british english and american english, in terms of diction, spelling, grammar, and pronunciation. to be distinct, tables 3, 4, 5 and 6illustrated. table 3. the dissimilarities between british and american varieties in term of diction no british american function meaning 1 full stop period adv titik 2 term semester n semester 3 tin can n kaleng 4 shoping trolly shopping cart n kereta belanja 5 shop store n toko 6 picture movie n film 7 jumper sweater n sweter 8 lift elevator n tangga berjalan 9 lorry truck n truk 10 mackint o raincoat n jas hujan 11 poloneck turtleneck n sweter 12 post mail n surat 13 public lavatory rest room n toilet 14 railway railroad n jalur masagus …… 133 kereta api 15 record player phonograph n ponografi 16 rubbish garbage n sampah 17 single ticket one-way ticket n tiket satu arah 18 sweet candy n permen 19 biscuits cookies n kue 20 taxi cab n taksi 21 telepho ne box telephone booth n bok telepon 22 time table schedule n jadwal 23 torch flash light n senter 24 tramp hobo n kotor 25 under ground train subway n kereta bawah tanah 26 waist coat vest n rompi 27 zebra crossing pedestrian crossing n jalan sebrang 28 gaol jail n penjara 29 greens vegetables n sayuran 30 sofa coach n sofa 31 holiday vacation n liburan 32 autumn fall n musim gugur 33 car park parking lot n parkir mobil 34 dust garbage n petudebu from table 3, it was vivid that these instances were similar with their meanings. yet, they were different from the dictionin term of function.other differences between british and american varieties in line with spelling. to be specific, table 4 stated table 4. the dissimilarities between british and american varieties in term of spelling no british american function meaning 1 colour color n warna 2 centre center n pusat 3 catalogue catalog n katalog 4 defence defense n pertahanan 5 judgement judgment n penilaian 6 pyjamas pajamas n piayama 7 honour honor n kehormatan 8 theatre theater n teater 9 armour armor n baju baja 10 labour labor n tenaga kerja 11 neighbour neighbor n tetangga 12 rumour rumor n rumor 13 cheque check n cek 14 programme program n acara 15 jewellery jewelry n perhiasan 16 storey story n cerita 17 tyre tire n ban 18 connexion connection n hubungan 19 sombre somber n muram a contrastive… 134 20 plough plow n bajakan from table 4, it was known that these instances were similar with their meanings. they were different from the spelling only. other differences between british english and american english bears on grammar. to be detailed, table 5 stated. table 5. the dissimilarities between british english and american varieties in term of grammar no british english american english meanings 1 have you? do you have? punyakah kamu? 2 have you ever? did you ever? pernahkah kamu? 3 she has learnt she has learned dia sudah belajar 4 i live in orchid i live on orchid saya tinggal di jalan orchid 5 it’s 2 october it’s october 2 hari ini tanggal 2 oktober 6 we shall go we will go kita akan pergi 7 he should do he do dia mengerjakan from table 5, it was vividthat these instances were similar with their meanings. they were different from the grammar. other differences between british and american varietiesrelated to pronunciation. to be detailed, table 6 presented. table 6. the dissimilarities between british and american varieties in term of pronunciation no british english american english function meaning 1 letter /letәr/ letter/ledәr / n surat 2 better /betәr/ better /bedәr/ n lebih baik 3 bottle /bͻtәl/ bottle /bͻdәl/ n botol 4 after /a:ftәr/ after /æ:ftәr/ prep setelah 5 brass /bra:s/ brass /bræ:s/ adj kuningan 6 glass /gla:s/ glass /glæ:s/ n gelas 7 pass /pa:s/ pass /pæ:s/ v melewati 8 last la:st/ last /læ:st/ adv terakhir 9 answer a:nsәr/ answer /æ:nsәr/ v menjawab 10 class /kla:s/ class /klæ:s/ n kelas 11 grass ‘gra:s/ grass /græ:s/ n rumput 12 past /pa:st/ past /pæ:st/ adj masa lalu from table 6, it was vivid that these instances were similar with their masagus …… 135 pronunciation and spelling eventhough different from the functions. in relation to the similarities and dissimilarities between british and american varieties in term of english accent, the reseachers finally could predict the possible difficulties faced by indonesian students when learning english in line with british and american, as follows: 1) they are difficult to differenciate english sounds, either british or american. 2) they are difficult to determine english spelling, either british or american. 3) they are difficult to distinguish what english grammar they use. 4. conclusions in this research, the researchers concluded thatbritish and american varieties have their own characteristics in relation to some of parts of speech (i.e. noun, verb, adjective, adverb, preposition, conjunction), and some other aspects or word functions, such as date and time, and irregular verbs, as well as auxiliary verb.in addition, they have two similarities in relation to meanings and functions. yet, british english and american english also have some dissimilarities, in terms of diction, spelling, grammar and pronunciation. meanwhile, some possible difficulties faced by indonesian students when learning english in term of british and american have something to do with differenciating the sounds, determining the spelling and distinguish grammar being used. 5. references bayley, r., & lucas, c. (2007). sociolinguistics variation: theories, methods and applications, (1st ed.). new york, ny: cambridge university press. brown, h. d. (2007). principles of language learning and teaching, (5th ed.).. new york, ny: longman. crystal, d. (2008). a dictionary of linguistics and phonetics, (6th ed.). london: blackwell publishing. fromkin, v., & rodman, r., hyams, n. (2003). an introduction to language, (7th ed.). new york, ny: wadsworth, thomson and the thomson corporation. hornby, a.s. (2010). oxford advanced learner’s dictionary of current english, (8thed.). new york, ny: oxford university press. kernerman, i.j. (2010). kamus lengkap inggris-indonesia, indonesiainggris: a dictionary for learners of english, (1st ed.). jakarta: erlangga. keshavarz, m.h. (2012). contrastive a contrastive… 136 analysis & error analysis, (2nd ed.). tehran: rahnama press. kridalaksana, h. (2008). kamus linguistik, (4th ed.). jakarta: pt. gramedia pustaka utama. neufeldt, v., & guralnik, d.b. (1988). webster’s new world dictionary, (3rd ed.). new york, ny: simon &schuster, inc. richards, c.j., & schimidt, r. (2002). longman dictionary of language teaching and applied linguistics, (4thed.). london: longman group limited. richards, c.j., schmidt, r., kendricks, h., & kim y. (2002). longman dictionary of language teaching and applied linguistics, (3rd ed.). london: longman group limited. sulaiman, mgs. (2015). englishindonesian words & expressions: a handbook for efl students & teachers, (1st ed.). palembang: noer fikri. swann, j., deumert, a., lillis, t., & mesthrie, r. (2004). a dictionary of sociolinguistics, (1st ed.). london: edinburgh university press. syahri, i., sulaiman, mgs., & susanti, r. (2017). metodologi penelitian pendidikan bahasa, (1st ed.). palembang: roemah sufie. tarigan, h. g. (2009). pengajaran analisa kontrastive bahasa, (1st ed.). bandung: angkasa tavakoli, h. (2012). a dictionary of research methodology and statistics in applied linguistics, (1st ed.).tehran: rahnama press. widarso, w. (2002). bahasa inggris dialek, ragam, jargon, slang, blends, clipped words, (1st ed.). yogyakarta: kanisius. (journal of english language teaching and applied linguistics) volume 7, no. 1, january 2021 page. 7 14 p-issn: 2356-2048 e-issn: 2356-203x 7 english students’ perception on critical thinking pedagogical techniques desty febria english education department, universitas internasional batam email correspondance: desty@uib.ac.id abstract the purpose of the research was to discover students’ perceptions of critical thinking pedagogical techniques. the type of research was designed by using a survey that shared the link of online questionnaires to the participants. based on the result of research, students agree if critical thinking skills should be taught during class and understood the pedagogical methods to develop a higher order of thinking skills. however, it needs more development in some techniques, and to see the implementation of this technique in their teaching practice. keywords: critical thinking skill, pedagogical techniques, english students. introduction english proficiency is one of significant skills to be possessed by society in the era 4.0. it makes education sector especially higher education ones equip students with english as a general subject and make sure their students graduate with good english score. it is not difficult for english education department students to achieve great english proficiency score because they have been learning english since first semester. however, english is not the only competency that helps students compete in the global market nowadays. english students also need to develop other skills such critical thinking, collaboration, creativity, computation logic, communication, and compassion, or known as 21 st century skills. besides hard skills are necessarily fulfilled by english students, they also need to develop their soft skills. 21 st century skills or called as 6c are important to promote students’ higher order thinking skills (hots). by gaining these soft skills, it will support students to survive in today’s challenging world. this is also in line with the aims of higher education ministry to develop students hots, adaptive, flexible, reading skill and writing skill. it means cultivating english language student’s ability to think at higher desty… 8 level order of thinking has been crucial issue. developing student’s critical thinking could not be separated with redesigning educational system. it encourages ministry of education launching new regulation which is called merdeka belajar kampus merdeka (mbkm) in early 2020. this regulation supports student to construct their critical thinking skill by having a chance to choose their own learning activities inside or outside university. thus, university needs to adjust its teaching and learning process to cultivate students’ critical thinking. lipman (1988) defined critical thinking as fair judgements because it based on criteria, self-evaluation and putting perspectives in the context. critical thinking is reflective and reasonable though that focused on determining what to believe or do (ennis, 2011). critical thinking is commonly described as higher order of thinking or known as bloom’s taxonomy in educational sectors. the structure of cognitive development in bloom’s taxonomy started from lower order of thinking to higher order of thinking, which is started from remembering, understanding, applying, analyzing, evaluating, and creating (krathwohl, 2002). in addressing the global challenge, critical thinking becomes one of educational main foundations to developed in the school system (ab kadir, 2017) enhancing english student’s critical thinking could not be separated from cultural background and pedagogical practices. student does not acquire critical thinking instantly. act and social practice evolve in the society gives contribution on how student shape their higher order of though. as mentioned by atkinson (1997), critical thinking is a behavior naturally acquired by student as they grow up. he was conducted a research by comparing mainstream u.s children to non-mainstream us children. from the result of research, he claimed that the existence of critical thinking presents in social practice among society. atkinson and ramanathan (1995) also found in their study about 80% english native speakers wrote more deeply on synthesizing their argument in writing compared to esl students at us university. in response to critical thinking in student’s writing, stapleton (2001) was conducted an empirical study about critical thinking in the english writing of 45 undergraduate english students…… 9 students in japan. based on the result of research, he found that students delivered a higher quality and better understanding on investigating the issue in aspects of arguments, fallacies, evidence, and recognition of opposing viewpoints. another study on expressing deeper level of though in writing was carried out by indah and kusuma (2016) at undergraduate student majoring in english. there were 130 students participating on that research. indah and kusuma (2016) showed the result of student’s level of critical thinking around 45% elementary, 20% pre-intermediate, 20% intermediate, 10% post-intermediate and 5% advanced. based on the calculation, most students fall in the scale of pre-intermediate. pedagogical practice is another factor which has the correlation with previous paragraphs about cultural background. ng (2001) wrote in his book “why asian are less creative than westerners” explained that the difficulties of asian students having higher order of thinking because of passive education is embedded with the culture. mostly children are raising in asian culture asked to be obey toward their parents or relatives rather than explore their self-expression. in contrast, western society is more tolerant toward children’s self-expression, and it is commonly practiced among society. richmond (2017) revealed that the freedom of self-expression gives children more space to explore and accept their thought and emotions which lead to the process of critical thinking development. therefore, the rote learning method is mostly used because of passive nature education. students tend to be passive recipient and consider teacher as the center of knowledge. teachers need to encourage students to actively participate in class such speaking class; otherwise they act to be quite and passive. even though, there are increasing number of awareness to promo higher cognitive skills programs in asian countries such studentcentered learning at school and university. however, there is still found lack of awareness in pedagogical practice. ratnadewi and yunianti (2019) conducted the research on indonesia students teachers majoring english about critical thinking skills text analysis. based on the research. ratnadewi and yunianti (2019) found that 75% of students have low achievement in reflection as part of cognitive thinking skill to observe their analysis. desty… 10 furthermore, in the field of educator teaching english to speaker of other languages, some of them prefer to be more focus on methodologies and pedagogical trends such immersion, clil, grammar translation to audiolingualism than talking about critical thinking skill. according to (2010) said that lacking discussion on critical thinking might be related to strengthen their critical thinking into their lesson and pedagogical practice. regarding these challenges of cultural background and teaching practice to the level of students’ higher order thinking skill, this research is conducted to analyzing english student’s perception on critical thinking pedagogical method. this research is relevant to the current condition where there is gap of pedagogical method and lack awareness of teaching practice. this research navigates english student because they will become part of english educator as the facilitator of learning. the result of this research is used to navigate and develop methodological english students in learning and teaching critical thinking skills. research method the design of this research was quantitative research design to know analyzing english student’s perception on critical thinking pedagogical method. gay ,mills and airasian (2009) explains that survey design was procedure on collecting the data in quantitative research in which the investigators take to the entire population or a sample of concerns, practices, preferences, attitudes, or interest of a group of people. the researcher collected the data by using questionnaires and analyzed the data to explain the answer of hypothesis or questions. this research was conducted on the november last year by taking sample from english education students of universitas international batam. the participants of this research was taken from third, fifth and seventh semester who already passed the basic knowledge of english language teaching. the numbers of participants were 25 students. due to covid-19, the questioners were given through online by sharing the link of question form (google form). there was eight 10 questions given the questionnaires english students…… 11 type was using scale likert 1-5 which 1 means strongly disagree, 2 means agree, 3 means neutral, 4 means disagree, and 5 means strongly agree. the result of study was seen from the percentage each of component chosen by participants. findings and discussion the research was done in the last of december receiving 25 participants started from third semester until seventh semesters. the type of questions was given students’ perceptions on critical thinking pedagogical techniques. based on the result of research, the number of participants consisted of 32% female and 68% male. then, the range of semester from participants were 64% from third semester, 32% fifth semester and the rest were from seventh semester students. there were eight statements were given on the research. this paragraph talked about the finding first and followed by the discussion on the finding by researchers. the first statement was asking about the importance of critical thinking skill as soft skill, there were 68% strongly, 28 agree and 4% agree. the second statement was asking if critical thinking needs to be developed during teaching and learning process. based on the statement, there 56% strongly agreed, 32% agree and the rest around 12 % neutral. third statement asked about critical thinking could be developed by putting students in groups to solve problems, discuss answers and apply information to the particular situation, then 44 % participants were strongly agree with statements, 48% agree and 8% neutral. the fourth statement was about reflective thought activities develop students' critical thinking. based on fourth statements, there were 64% choose strongly to agree, 12% agree, 20% neutral, and 4% disagree. then, the result of questions from number five until eight are showed in this paragraph. the fifth statant was asked about encouraging students to "think out loud" when answering develop critical thinking. there were 36% students strongly agree with this statement, 44% agree, 16% neutral and 4% disagree. then, the sixth questions asked if asking questions from simple to factual recall to more analysis and synthesis help to build students' critical thinking. based on that statement, there were 44% strongly agree, 48% desty… 12 agree, and 8% neutral. then, the following statement was about modeling contextual example when discussing content material support students critical thinking skills, then around 44% students were strongly agreed, 44% agree and 12% neutral. the last statement about evaluates student learning by allowing students to provide a real-life example construct critical thinking skill, then 56% strongly agree, 32% agree, 8% neutral dan 4% disagree. based on the following question was given about critical thinking to the participants, we can conclude mostly students agree if critical thinking is important soft skill to be possessed. then, there was none of them voted strongly to disagree with the statements. however, there were around 1% disagree with critical thinking pedagogical techniques. even the number of students disagree was very low, it needs further evaluation and follow up about student’s point of on reflective thought and think out loud activities, then giving example on real life didn’t promote students to think critically. the disagreement of students with kind of self-regulating activities. then, it could be seen correlation to result of previous paragraph from ratnadewi and yunianti (2019) about students’ teachers result of text analysis has lower achievement in reflective thought. beaumont, j. (2010) explained that reflective though activities lead to the process of higher order of thinking because it acts ourselves to control the respond and quick judgement. furthermore, the mean of participants strongly agreed with whole statements of pedagogical method in critical thinking were 51%. the rest of population around 36% agreed with statements. it means if students comprehension on teaching methods which can promotes students to think critically. conclusion after conducting the research about english students’ perception on critical thinking pedagogical methods, the researcher found that some students already understood about teaching activities to promote students critical thinking such group problems solving discussion, reflection activities, think and loud activities, the type of questions asking english students…… 13 about analyses and synthesis, model contextual activities, and provide life examples. however, some students have lack understanding in the part of pedagogical techniques about reflective teaching method. as expert in educational teaching believe, if reflection technique are able to develop students ‘critical thinking aspects. this data is early research, so the research could be expanded to further research development in critical thinking and on how students ‘teachers implement and use those critical thinking pedagogical methods. references ab kadir, m. a. (2017). what teacher knowledge matters in effectively developing critical thinkers in the 21 st century curriculum?. thinking skills and creativity, 23, 79-90. atkinson, d., & ramanathan, v. (1995). cultures of writing: an ethnographic comparison of l1 and l2 university writing/language programs. tesol quarterly, 29(3), 539568. https://doi.org/10.2307/3587975. beaumont, j. (2010). a sequence of critical thinking tasks. tesol journal, 1(4), 427-448. https://doi.org/10.5054/tj.2010.234763. ennis, r. h. (2011). the nature of critical thinking : an outline of critical thinking dispositions and abilities. 1–8. retrieved from https://education.illinois.edu/docs/. gay, l. r., mills, g. e., & airasian, p. w. (2009). educational research: competencies for analysis and application. columbus, oh: merrill. indah, r. n., & kusuma, a. w. (2016). factors affecting the development of critical thinking of indonesian learners of english language. journal of humanities and social science, 21(6), 86-94. leicester, m. (2010). critical thinking across the curriculum: developing critical thinking skills, literacy and philosophy in the primary classroom. mcgraw-hill education (uk). lipman, m. 1988. critical thinking: what can it be? educational leadership 46 (1): 38-43. krathwohl, d. r. (2002). a revision of bloom‟s taxonomy: an overview. theory into practice, 41(4), 212–219. ng, a. k. (2001). why asians are less creative than westerners: prentice hall. https://doi.org/10.2307/3587975 https://doi.org/10.5054/tj.2010.234763 https://education.illinois.edu/docs/ desty… 14 oda, m. (2008). thinking critically about critical thinking in tesol: east vs. west. journal of asia tefl, 5(1). stapleton, p. (2001). assessing critical thinking in the writing of japanese university students: insights about assumptions and content familiarity. written communication, 18(4), 506-548. ratnadewi, d., & yunianti, s. (2019). indonesian sstudent teachers’critical thinking skills in text analysis with cda approach. humanities & social sciences reviews, 7(3), 424-431. smart journal , volume 6, no. 2, august 2020, page 127 -135 issn cetak : 2356-2048 issn online : 2356-203x 127 developing rubik’s cube vocabulary for elementary school widya saraswati 1) , rahmatika kayyis, m.pd 2), kurniati, m.pd 3) 1) 2) 3 english education department of fkip umpri email correspondence: widyasaras28@gmail.com abstract the research and development aimed to find out the target needs and the learning needs and develop appropriate english learning materials especially for using media in learning process for grade 5 students at elementary school of muhammadiyah gisting. the purpose of this study is to increase and develop the students’ vocabulary in daily activity. the product of this study is using two different types of rubiks, 2x2 and 3x3 rubik. in each rubik has a worksheet. based on the material evaluation and implementation, the students can increase their vocabulary using these rubik and the rubik is so useful for learning process. keywords: vocabulary, rubik, worksheet 1. introduction materials take an important part in teaching and learning process. to conduct english learning material means aimed at support the students’ competence in english study program, so it should be based on the learners’ needs, and they should represent the material in a good way. the materials are not using specific english vocabulary, whereas english vocabulary and the materials in every unit which is needed by the students in their future occupation will be different. vocabulary is one of the core components of language proficiency and determines how well learners speak, listen, read, and write (richards & renandya, 2002). the problems happened of the students at elementary of muhammadiyah gisting. the problems were most of students did not understand what the native said and they new vocabulary, the students were lack control over the speed at which the speakers or teacher speak and also some of student have lack motivation to learn english especially about vocabulary in the class. english widya… 128 teachers usually teach their students by using available textbooks, but sometimes the teacher using media that available around the school, for example the teacher was using clock when the material explains about time. however, the english learning materials which were really suitable with the needs of the students were not always available. in that school, there were a little bit media to learn english. the teacher rarely used conventional method and just gave the materials based on the textbooks that available in that school. the media is important to increase their ability in english learning process especially to help them to get many vocabularies because if they have many vocabularies, so they can learn english easily. because it was for the students of elementary school, so the media must be fun, colorful and interesting. so, the researcher decided to overcome those problems and develop the english materials by using rubik’s cube vocabulary. in this research, the researcher developed english materials and focused in vocabulary even like a verb or sentence of students. vocabulary is needed for comprehension of the language and it also increases fluency in the language (nunan, 2003). according to cameron (2001:73) vocabulary is about learning words, children are not only expected to know the word but also they have to know what the meaning of that word. there are some researches related to this study. firstly, the research done by diyah nur fadilah, rahmat rais and diana endah handayani (2012) entitled “developing tactic (thematic box ) number head together at first grade of elementary school in semarang”. tactic is a combination of exploding / explosion box, pop-ups, pictures and rubik as a vehicle for play. the development of tactic (thematic box ) comes from media exploding / explosion or explosive boxes developed for thematic subjects, then there are pop-ups, rubik with images and symbols related to my theme sub themes of my body. rubik is used as a vehicle for games and evaluation cards so that learning is more fun for first grade students in elementary school. developing… 129 secondly, the study conducted by syarif amin al habib, utami widi astuti, and nilam astari (2018) entitled “reduction (rubik education) as an innovation learning media excretion system in humans, (biology education, muhammadiyah university of surakarta)”. from research findings, this reduction aims to make biology learning about the excretory system in humans work and achieve well. in this reduction there is a red rubik consisting of images of the liver, kidneys, lungs and skin. so this product can help the teacher and also the student to learn about excretion system in humans easily and reduction is effective to be applied as the learning media and can solve several problems in teaching and learning process in the class. thirdly, the study conducted by hilmi khoirudin nurul fata (2017) entitled “developing of rubosan media ( rubik organ respiratory) to improve student learning results of organ materials in animal and human at the fifth grade of elementary school 1 of bogosari”. from research findings, the specifications of the product for the development of learning devices are helped by the rubosan learning media (rubik respiratory organ) as follows: 1. products developed in the form of rubosan learning media when class v students open rubik media can find pictures on each side of the rubik that have been arranged images of animal and human respiratory organs, so that students are easier to understand with the media. 2. pictures of animal and human respiratory organs are presented in an interesting and detailed manner so that students become enthusiastic and understand more easily about the material of respiratory organs in animals and humans. collins (2017) describes rubik’s cube is a puzzle consisting of a cube of six colors, each face of which is made up of nine squares, eight of which are individually rotatable the researcher do need analysis to found information about what are the students need in their language skills. some experts defined about need analysis according to hutchinson and waters ( 1987:54) define needs as the ability to comprehend and to produce the linguistic features into two categories : target needs are what knowledge and abilities the learner will require in order https://www.collinsdictionary.com/dictionary/english/puzzle https://www.collinsdictionary.com/dictionary/english/cube https://www.collinsdictionary.com/dictionary/english/six https://www.collinsdictionary.com/dictionary/english/nine https://www.collinsdictionary.com/dictionary/english/square https://www.collinsdictionary.com/dictionary/english/eight widya… 130 to be able to perform appropriately in the target situation. the analysis of the target needs is divided into three points which are necessities, lacks and wants. 2. research methods in this research, the researcher used research and development (r&d). this research was classified into research and development (r&d) that adapted the framework of developing english learning materials by gall, gall and borg (2003). the researcher tried to develop the products related with the aims of the research itself. research and development is a process used to develop and validate educational products. the objective of this research is to develop appropriate model of english learning materials for elementary school program. therefore, this research was classified a research and development (r&d), because it aims to develop a finished the product. it can be used appropriately in an educational program (borg, 2002:772). the organization of the research procedure adopted from dick and carey in borg and gall (2003:571). the steps were (1) need analysis, (2) planning design, (3) designing the materials, (4) first validation product, (5) expert judgment, (6) revising 1, (7) try out the product, (8) revising 2, (9) implementation the product. in this study, the data was collected through observation and questionnaires. firstly, by observe the guide books. secondly, the questionnaire consists of kind : (1) the need analysis questionnaire was used to gather the information about the learners and learning needs. the learners were asked to answer several questions related to their characteristics and needs in learning english by choosing one of several options that provided. the english teacher and the headmaster were interviewed to support the data from the questionnaire. secondly, the expert of judgment questionnaire. opinion and suggestions from the experts are proposed through the expert judgments questionnaire to find the appropriateness of the designed materials analysis by arranging its goodness as proposed by suharto (2006: 52-53). thirdly, test contain of some assignment that related to the material in the developing… 131 product. the purpose was to know the score of the students when used the product. 2. findings and discussions a. the results of the needs analysis a need analysis was conducted to assess the students’ target and learning needs. the questionnaire was distributed to the students in 12 november 2019. target needs cover a number of important distinctions which included necessities, lacks , and want ( hutchinson and waters 1987 : 54)the results are described below: table 1 students’ necessary items the students necessities in learning english a the reason of the students need media in their learning process because it can help them to memorize and improve their vocabulary b students need media to learn english that can bring everywhere c students need other source in english learning, not only from book d students need learning vocabulary list and the meaning in english learning process e students need to show picture or other media to help them in english learning process n 23 f 1792 percentage 78% the table shows that the most of students consider that they need media for learning english to help them to improve and memorize new vocabulary in english learning process, need source to learn not only form book, and they also need the media that show the picture and can bring everywhere. the need analysis from 23 of students grade five in elementary school of muhammadiyah gisting they almost give the score 3-5 in the analysis questionnaire. here the researcher take the frequency in general score, after the researcher analysis the students necessities the researcher sum the score into widya… 132 general frequency. so here the researcher found the score in necessities learning english vocabulary materials for students in elementary school of muhammadiyah gisting is (78%). table 2 the result of students’ lacks items the students lack in learning english a students difficulties to memorize new vocabulary b students difficult to understand what their teacher say if the teacher using english language c difficult to express some words using english d difficult to learn english e sometimes students feel bored when they learn english n 23 f 1244 percentage 54% the table shows about the students lack in learning and teaching process. in need analysis questioner the lack from learning english they give score 1-5. the difficulties that students in learning english materials is the students’ lacks in memorizing, difficult to express words or sentences, difficult to learn english because they do not understand the meaning of words or vocabulary. from 23 respondent the researcher get general frequency is get score 1244 it means that they less in english vocabulary materials is ( 54%) table 3 the result of students wants items the students want in learning english a students like the learning process more fun b students are more enjoy for learning if there is media c students like learning english vocabulary with pictures and colorful d students like media that can be use to learn while play e students like learning vocabulary using their own skills n 23 f 1948 percentage 85% the table shows the analysis questioner the students want about learning english get score frequency 1948, it means that they want learning english more fun , they also want a media when they learning english, and when they developing… 133 learning english vocabulary they can see about the pictures and also colorful, they also want in the media it is making they have fun in learning process. from their want in analysis questionnaire they almost give score from 3 until 5. from the result above, it can be conclude that the students’ wants in learning english are being able to master in vocabulary is (85%) . b. syllabus the syllabus is used as the guideline to develop the learning materials. the design of the syllabus based on the results of the needs analysis questionnaire. the developed syllabus consist of the identify of the syllabus , core competence and basic competence , the number and names of the each units. the analysis syllabus to help researcher make the product for the students of elementary school. syllabus in second semester in elementary school is about vocabulary of daily activity c. drafting material the draft of materials consists of two rubik. the first one is 2x2 rubik’s and the second one is 3x3 rubik’s. there are worksheets to supported the implementation of the rubiks d. the expert judgment after the writer draft of the materials was developed, the materials were then evaluated by expert judgment. the evaluation was conducted by providing a questionnaire to the expert. the questionnaire consists of four aspect, there are: appropriateness of content, presentation, language and graphic and using likert scale to collect the data e. revisions of the materials overall the media of rubik’s cube vocabulary for elementary school are adequate, there are some suggestion from two experts judgment about the materials widya… 134 3. conclusion the result of implementation of rubik’s cube vocabulary and also the worksheet are the student understood about the materials that has given from the researcher and the students have good score in each part of the worksheet that consist of four activity, and they very enjoyed with the rubik’s cube vocabulary and the worksheet. so the rubik’s cube vocabulary and the worksheet that has used in this research can help the students in english learning process. the suggestion is related to the input of the materials. based on the results of need analysis, the students of elementary student grade 5 want to use more media in learning process, that the media should be make the student more interest to learn. it is suggested to provide the media more colorful and insert some pictures for the need of material’s presentation. the pictures may help the students to acquire the materials well and motivate students in the learning process. 4. references al habib, s.a., astuti, u.w., astari, n. (2018). rubik education as an innovation learning media excretion system in human. biology education. university of muhammadiyah surakarta. cameron, l. (2001). teaching language to young learners. cambridge: cambridge university press. collins dictionary.(2017) retrieved from https://www.collinsdictionary.com/dictionary/english/rubik-cube at november, 23, 2018 at 13:53. fadilah, d.n., rais, r., handayani, d.e. (2012). developing thematic box number head together at first grade of elementary school in semarang. (journal). semarang : university of pgri semarang. fata, h.k. (2017). developing of rubik organ respiratory to improve student learning results of organ materials in animal and human at the fifth grade of elementary school 1 of bogosari. (thesis). university of pgri semarang. https://www.collinsdictionary.com/dictionary/english/rubik-cube developing… 135 gall, meredith. d., gall, joyce. p., and borg, walter. r. (2003). educational research: an introduction (7 th ed). boston : allyn and bacon. hutchinson, t and waters, a. (1987). english for specific purposes. victoria: cambridge university press. khalifah. (2018). designing english vocabulary materials for teknik sepeda motor(tsm) program. thesis. english education department. lampung: umpri. nunan, david. (2003). practical english language teaching. new york: mcgraw hill company. richard, jack. c and renandya, willy. a. (2002). methodology in language teaching. cambridge : cambridge university press. suharto, g (2006). pengukuran hasil belajar bahasa inggris. yogyakarta: p3b, uny. gender dynamics.......................................... 73 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnalsmart : journal of english language teaching and applied linguistics. gender dynamics on speaking interaction in the college classroom sigit apriyanto1), adelina anum2) 1 universiti tun hussein on malaysia, faculty of applied science and technology, malaysia email: sigitteduh89@gmail.com 2 university of sang bumi ruwa jurai, faculty of social and political science, bandar lampung email: punya.adel@gmail.com abstract objectives of this research are to describe the gender dynamics, the influence of lecturers to the student’s interaction and the influence of classmates to the students’ interaction in speaking interaction. the population of this research are the third semester students in graduate school, ahmad dahlan university. triangulation method is used to address the same set of research. the research found that personalities of group members appeared to affect group dynamics positively. then, an authoritarian teaching has a negative effect on the classroom climate. the lecturers’ interaction is perceived to affect the students’ interaction in the classroom and on their learning. keywords:gender dynamics, gender problems, speaking interaction. 1. introduction most of mothers will have same questions about their son, frequently questioned by mothers is why their son is different with their neigbour’s daughter. their son cannot communicate as fast as their neighbor's daughter. they always complain about their son who cannot speak as fast as the girls. children born with the ability to learn speech and language have the need to communicate because children are human beings who are social creatures that live together with other creatures. men and women have different choice of words to show their feelings. on the other hand, women often like to speak in a high-pitch voice and prefer to use reverse accent as well. women like to use words that show politeness, such as please, thanks, and they use more euphemism, but “slang” isconsidered to be men’s preference (xia, 2013). talking about gender, it is not something we are born with, and not something we have, but something we do or perform. according to (warastuti, jurnal smart , volume 4, no 2 (2018), page. 7392 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.692.203x gender dynamics.......................................... 74 2011),women are not born but they are made is applicable to the making of men as well. it means that everything we are is the result of our choices. shortly, the verdict “it’s a boy” or “it’s a girl” does not concern only biological characteristics. this process begins even before a baby is born. newborn babies cannot be identified easily as girls or boys if they are dressed identically. therefore, in many cultures, babies are dressed in ways to make their gender clear. gender assigning process takes different forms, starting with the tradition of providing pink caps for girls and blue caps for boys (warastuti, 2011). in addition to the visual, colorcoding sign, another attribution of gender is the linguistic event of naming the baby. moreover, from the early childhood girls and boys are interpreted and interacted differently. in efl classrooms, gender operates on three levels, namely the language itself, classroom processes and the interaction between people in the classroom, whether lecturer-student or inter student (warastuti, 2011). besides, in the context of efl classrooms, in the research conducted by (shehadeh, 1999), it has been shown that genderrelated differences in interaction between native speakers and non-native speakers, and between non-native speakers. this research found that same-gender dyadic interaction gave females a better context. furthermore, men and women seem to play different roles in conversation with regard to the negotiation of meaning, dominance, interpersonal relations, the amount of talk and leading the conversation. according to (pavlenko & piller, 2008), there are three different frameworks to deal with gender issues, they are in the differences framework, such as “women as a group” and “men as a group”, in the research of linguistic diversity, and in the research of second or foreign language education, which finds, for instance, that females generally do better than males in this field. however, beginning in the early 1902s, feminist linguists criticized all three of these frameworks because the assumptions about “men” and “women” are homogeneous categories and ignored individual differences. gender is not only talking about male and female but also about the roles as a human social: in communication and interaction, while the concept of dynamics in the classroom is defined as the interaction patterns between lectures and students or inter students. gender dynamics means the interaction between sigit apriyanto.................................. gender dynamics.......................................... 75 men and women, boys and girls, etc., each gender having its own particular psychological and physical characteristics (carli, 1989). in this case, gender dynamics in the college classroom has become an even more prominent topic of educational research and discussion (reidy, 2013). there are differences of male and female language performance in the classroom interaction. such as women talk more and give more information than men. furthermore, most of female use more words and pronouns when they make a conversation and interaction in the classroom. in line with this statement, women are better than men in human relations, recognizing emotional overtones in others and in language, emotional and artistic expressiveness, esthetic appreciation, verbal language and carrying out detailed and pre-planned tasks (zaidi, 2010). it can be seen that those women always spend their time with friends just for talking to each other. they use variation of language, from the daily language to the specific one that only understandable among themselves. on the other hand, (baalen, 2001)explains that women talk more, give more information and are more concerned with someone’s feelings. male language was reported to show “control”, for example by the use of short sentences. furthermore, (romaine, 2008) states that women speaking in more formal conversation are closest to the standard and never use the non-standard form. in other word after comparing those studies above, it can be concluded that most of female use more words and pronouns when they make a conversation, especially during teaching and learning process. when female interact, all of them use collaborative style and more focus on solidarity between the participants involved and female always think to accomplish good solution when they are negotiating something. besides, they focus on the maintenance of relationship; it means that they always take care and more attention to each other among the relationship. then, female are thought to be emotional and sensitive. furthermore, they use the rules or a pattern that nearly right, so that their talks are more focused and precise. in mixed classes, the inter students or students to lecturers speaking interaction, it can be seen that boys talk less than girls do in student’s interaction. besides, the classroom interaction is often malfunction. less motivation, poor performance, gender dynamics.......................................... 76 unresponsive, and low language ability students are some of the causes in passive english class. in the preliminary research, the attention was focused on girls and boys during the teaching and learning process in the classroom. based on the classroom observation in the third semester of graduate school of ahmad dahlan university, it shows that the boys were regularly told off because of lack for intellectual competence, while the feedback for girl’s expression about their intellectual capabilities is more talkative and dominant. the students come to doubt their own abilities and skills. meanwhile, classroom dynamics vary markedly depending on the instructor’s sex, the class’ sex ratio, class size, and the gender relevance of the course. male and female students tend to have different speaking styles in the classroom. female students tend to speak in order to establish status and hierarchy, and their style tends to be more argumentative. many male students feel uncomfortable having their ideas evaluated publicly. many prefer to work with others to solve problems. on the other hand, male and female students tend to have different attitudes toward their own abilities and different ways of dealing with failure. based on the explanations above, it can be known that the student’s achievements in learning process is influenced by gender differences. the ways that girls and boys experience teaching and learning in the classroom can be quite different, influencing their class participation, educational achievement and learning outcomes. the first relevant study about gender interaction in the classroom is conducted by sundari and dasmo (2014) entitled the effect of speaking self-efficacy and gender in speaking activities at the second semester of college-students of indraprasta pgri university in academic year 2012/2013. the aim of this research is to find out the effect of speaking self-efficacy and gender in speaking activities particularly in english as second/foreign language situation. the result showed that the level of speaking self-efficacy both male and female students is moderate. they can moderately perform speaking activities but they think them quite though and difficult. besides, gender gave significant effect towards speaking activities. yet, not only speaking self-efficacy partially but also its simultaneous interaction with gender did not affect significantly towards sigit apriyanto.................................. gender dynamics.......................................... 77 speaking activities. it can be seen that the level of speaking self-efficacy both male and female students is good enough but genders’ role did not affect significantly towards the students’ speaking interaction in the classroom. the second study is conducted by (matsumoto, 2008) entitled investigating classroom dynamics in japanese university efl classrooms. the proves that the lecturers’ behavior affects the students’ behavior and their learning; and students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt negatively by female and male students alike. the study also shows that the students have different problems towards speaking interaction process in the college classroom. besides, the ways of problems encountered are also different, both lecturers’ and students’ ways. moreover, lectures’ behavior during teaching and learning process in the classroom affects the students’ behavior in learning english speaking skill. the third study was conducted by (xiulian zhu, 2009) entitled gender dynamics in peer interaction and their influence on second language learning in the english as a second language classroom. from this study, it is known that the repertoires of gender dynamics containing its potentials are carried and expanded when social relations vary. these repertoires centered on familiarity, which served as a factor to mediate gender dynamics. instructors and curriculum developers may design activities to establish familiarity. social conversations meet the needs of language learners for establishing familiarity. gender is demonstrated through a variety of interactional styles. moreover, gender dynamics and second language learning were centered on interaction and diversity framework of language and genders’ role. in our society males and females are not equally respected. these can be shown when a new baby was born. we usually ask, whether the baby is male or female, and in other situation, when male behaves like a female he will be mocked or will not be accepted sooner or later by the society. this case proves that males and females have different roles in society, and of course the society hopes that they do their role as well. when male and female students interact with the lecturer during the teaching and learning process, they have gender dynamics.......................................... 78 different strategies in learning, especially in learning speaking. according to ( matsumoto, 2008), women talk more, give more information and are more concerned with someone’s feelings. male language was reported to show “control”, for example by the use of short sentences. on the other word, after comparing those studies above, it can be concluded that most of female use more words and pronouns when they make a conversation, especially during teaching and learning process. when females interact, all of them use collaborative style and more focus on solidarity between the participants involved. they always think to accomplish a good solution when negotiating something. besides, they focus on the maintenance of relationship; it means that they always take care and more attention to each other among the relationship. then, female are thought to be emotional and sensitive. surprisingly, (kiesling, 2008) explains that men are more focused on solidarity in the socializing situation, and more on power in the interview and meeting situations. in other word, men are more likely to pay attention to the state environmental situation to determine what they should say. in addition, the male uses his voice and intonation power to convince the listener and less attention to the patterns or grammatical sentence. furthermore, (chamot, 2004)states that males use more strategies than females do. the difference strategies used by men and women are related to the type of strategy rather than an overall differences. it can be concluded that men use more direct language while women often use more connotative speech pattern. on the other hand, (matsumoto, 2008) states that the way that participants in classroom interaction feel about each other, and about the situation they are in has an important influence on what actually goes on in a classroom. feelings and attitudes can make for smooth interaction and successful learning, or can lead to conflict and the total breakdown of communication. the differences between women and men previously described show that gender differences lead to different expectations and treatment. the interaction patterns between lecturers and students in the classroom, female students in using their own voices in the classroom reflect gender-based sigit apriyanto.................................. gender dynamics.......................................... 79 differences. the concept of interaction is defined as reciprocal events that require at least two objects and two actions(wagner, 1994). interaction occurs when these objects and events naturally influence one another. the communicative process involves interaction between at least two people who share a list of signs and semiotic rules. in every classroom, the students have different characters and past experiences. students have various characters such as taciturn, talkative, showy, shy, adventurous, dominant, competitive, submissive, withdrawn, rebellious and so on. the students may face difficulties in copying the characters of the other students in the class. lecturers also have different personalities. they can also be forcible, talkative, taciturn, dominant, showy, kind, patient, enthusiastic, etc. both lecturers and students inevitably bring their different personalities into the classroom, and the ways in which these personalities interact can have a profound effect on the types of learning. based on the writer observation data of the third semester students of graduate school in ahmad dahlan university, female students tend to more dominant than male students. this study would like to investigate how female and male students and lecturers perceive and deal with interaction problems in indonesian classrooms, for one-way communication still exists there, with mostly vertical interaction between lecturer and students. gender equality in education also encompasses girls’ and boys’ experiences in school, in terms of equal and fair treatment by lecturers and the gender responsiveness of the curriculum, textbooks and learning materials, as well as the learning environment and education outcomes (jondeya, 2011). achieving equality of opportunity in the learning process, learning achievement and outcomes for both boys and girls is a key challenge for the government in indonesia in the next decade. in the latest study by horiguchi, imoto, & poole(2015), it was found that there are four specific points to absorb the problems of english education. (1) the fact that english is a foreign language in some countries. (2) the relationship between language, individuals and society. (3) nationalism; and (4) language to help gender realize their independent selves. gender dynamics.......................................... 80 in his learning experience at ahmad dahlan university, the writer finds that male students tend to look down on female lecturers and female lecturers tend to use words normally restricted to male use in the language, in order to show their authority and dignity. besides, when the students are grouped in pairs, female students want to do their tasks with students of the same sex as themselves. gender thus appears to affect the conditions for learning english in classroom. although pair work or group work is used to increase the opportunities for classroom communication between lecturerstudent and inter student, there seem to be different rules of speaking for male students and female students (sunderland, 1992). according to (sandler &hall, 1982), men students may also be more likely to pay more attention to and to pick up on each other’s comments of the professor than do women students. in addition,(sadker, david., sadker, myra., zittleman, 2009) finds that lecturers respond more frequently to boys, and when girls do call out, they are more likely to be reprimanded. furthermore, the treatment male students receive includes more nonverbal attention (such as eye contact, waiting for answers, remembering male students’ names). however, on the other studies women may be more sensitive to nonverbal cues than men are (sandler&hall: 1982). observations of the classroom interactions, as well as general studies of nonverbal behavior in everyday situations, indicate that girls and women often receive and give different nonverbal cues than boys and men do. these differences may well arise from differences in the perception of ability. student gender is a significant component in class participation and the trend is that male students participate more than female students (fassinger, 1997). according to (sadker, david, sadker, myra, zittleman, 2009), one out of every two women remains silent during an individual college class. while men are twice as likely to dominate class discussions. based on the surveys about class participation, (fassinger, 1997) says that there are seven variables significantly related to student participation: class traits (class size, participation as a part of students’ grades, students’ communication with each other in class, and emotional climate-friendship,acquaintances, sigit apriyanto.................................. gender dynamics.......................................... 81 cooperation and support from peers in class) and student traits (confidence, interest in subject matter, and gender of student). other studies on classroom participation reveal that participation is influenced by students’ confidence, class size and gender and other social context factors. there are mixed reviews of the influence of instructor’s gender on student participation. sex of the instructor only tends to influence class participation in conjunction with another factor (yaylacı & beauvais, 2017). based on the research of a college transitioning from a women’s institution to a coeducational institution, (canada & pringle, 1995) reveal the role of classroom gender composition in class participation along with other social context variables such as class size and professor’s sex. faculty gender has no significant impact to the students’ participation in the classroom (fassinger, 1995). teaching english as a foreign language (tefl) requires learner’s exposure to what is called the foreign language skills: reading, speaking, writing and listening. mastering the art of speaking to most people become the most important aspect of learning english as second or foreign language, and the success of mastering speaking is measured in terms of the ability to carry out a conversation in the language (episiasi,ardayati&novianti, 2015). furthermore, as far as speaking is concerned, it is regarded as the major skill to be developed because it is necessary for displaying the language proficiency, learners are going to be put in situations where communication in english is needed, that is why the emphasis is mainly on speaking (khadidja, 2009). shortly, it can be concluded that speaking skill is one of the language skills that are very essential to support further oral communication especially in english, but it is the most difficult skill to develop. the environment in indonesia provides less support or exposure for the learners, because english is not spoken in the community. speaking is a basic skill that language learners should master with the other language skills (khadidja, 2009). it is defined as a complex process of sending and receiving messages through the use of verbal expressions, but it also involves nonverbal symbols such as gestures and facial expressions. in line with this, (hedge, 2002)defines speaking as a skill by which they (people) are judged while gender dynamics.......................................... 82 first impressions are being formed. that is to say speaking is an important skill which deserves more attention in both first and foreign language because it reflects people thoughts and personalities. according tobrown (2001: 8) speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words; making a speech. speaking is at the heart of second language learning and as a central role in language instruction (egan, 1999). it is arguably the most important skill for business, education and government personnel working in the field. nunan (2003: 216) states thatspeaking requires that learners not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary, but also that they understand when, why, and in what ways to prosandelduce language. in order to help students learning english effectively, lecturers should change their methods and approaches in teaching, create some strategies which can explore the student’s speaking capability, and give students more opportunity to talk and express themselves(jondeya, 2011). therefore, students cannot find the suitable technique or the time needed to master speaking skill in our schools. shortly, in order to encourage the students to master speaking skill, the lecturers should prepare the suitable environment for interaction. the lecturers needs to create suitable strategies that encourage student's speaking capability. there is a need for giving students more opportunity to talk and express themselves. the lecturers or lecturers need to increase the speaking activities and create real life situations. based on the preliminary research findings, some problems can be identified as follows: the first, the students’ performance in teaching and learning process in the classroom are still poor. second, difficulties are often faced by the students and the lecturers when teaching unresponsive. third, in some cases male students are active participants in control of the classroom conversations, and female students are tend to be passive or conversely. fourth, the classroom interaction is often malfunction. fifth, the students are often unmotivated and low language ability. the last problems is the students’ activeness are still influenced by their classmates and lecturers. sigitapriyanto.................................. sigit apriyanto.................................. gender dynamics.......................................... 83 this research is formulated to find outhow are gender dynamics manifested in speaking interaction?;how do the lecturers of different genders influence the students’ interaction on speaking interaction in the classroom?; and how do the classmates of different genders influence the students’ interaction in the classroom? the objectives of the research are as follows: to describe the gender dynamics in speaking interaction in the college classroom, to describe the influence of lecturers to the student’s interaction on speaking interaction in the classroom, and to describe the influence of classmates to the students’ interaction in the classroom. 2. research method this research belongs to descriptive qualitative research. descriptive qualitative research is used to get the data, then it used as a basis for inference and interpretation. data collecting technique used in this research is triangulation. triangulation is used to address the same set of research questions through classroom observation, interviews and questionnaires by distributing the instruments to all students and lectures in graduate school. in the next section, classroom observation will be discussed. it is important to focus on what happens in classrooms to find the relations between lectures and students. the population of this research are the third semester students ofgraduate school at ahmad dahlan university. the samples of this research consist of 33 students at the third semester of graduate school, ahmad dahlan university. in taking the sample, census sampling is used in this research.the technique to analyze the data has some stages, those are assembling the data, coding the data, building interpratation and reporting the outcomes. 3. results and discussion observation of class 3a students of graduate school in this class, there were 13 students and consist of 6 male students and 7 female students which observed to learn how it’s full-time the lecturer taught, and how the students learned with their classmates and with the lecturer. table 1 shows the teaching timeline was taught by lecturer at 15:50 in the afternoon on 8th october, 2016. the class was observed by the lecturer’s permission. on the same day, after the gender dynamics.......................................... 84 class observation, 5 students were interviewed one by one at an agreedtime. table 1 the timeline in the class taught by female english lecturer time lecturer individual students group of students 00:00:00 the researcher introduced himself to the students and the lecturer 15:50 came into the classroom and opened the class by saying basmallah together 15:55 invited the first group to discuss about the topic. each group consist of two students. both of them are male students. 16:10 monitoring ms-4 gave the question to the speakers and the second questions given by fs-6 both of the speakers answered the questions directly. 16:20 she stopped the first discussion delivered by the first group and gave further explanations about the topic (qualitative data) they back to the seat 16:30 monitoring and answering fs-6 and ms-4 gave the questions to the lecturer. the atmosphere within the groups becomes friendlier 16:35 answering the same students gave the other questions to the lecturer the atmosphere within the groups becomes friendlier and they become more communicative, sharing ideas 16:50 answering the question given by fs-2 fs-2 gave the question to the lecturer. they began to talk indonesia and javanese language in their group 17:00 she made a conclusion based on the topic focused on the lecturer’s conclusion according to table 1 when about 60 minutes had passed, this lecturer asked the students to report what the class had discussed. as the class had been selected by the members of the groups, they were usually the ones who were good at english or waiting for a volunteer to be leaders in a language classroom. when they do, the other members do not have to speak english to the whole class or do their tasks alone. these dependent students may even copy the answers from their peers. however, when only the group leaders report the results, this gives the other members of the group no chance to practice speaking english. as a result, the students cannot not improve by practice, though this class was meant to teach speaking and general research. there must be some way to deal with this situation and give opportunities to all students to speak english; the lecturer should offer all students the chance to do so. during the discussion with the lecturer of this class, the student who had complained earlier now joined the discussion and spoke more than before. almost all the students in this class did the discussion together after the group leader given everybody in the group a chance to speak; then it was clear that sigit apriyanto.................................. gender dynamics.......................................... 85 the students had accepted one another. the students had succeeded in developing positive inter-member relations. in this class, the character and personalities of the group members appeared to affect group dynamics positively. there was a great deal of interaction in most of the groups. good leadership seems to have exerted a positive influence on the group dynamics. in most cases, the students in the different groups cooperated well with each other. for example, the students compared their answers with other people, exchanged opinions, taught spellings and pronunciations, and waited for every member to finish the answers. the strong learners, however, tended at times to control the other members of the group; for example, the indonesian student sometimes prevented other students from speaking. a group leader needs to consider the need of weaker students to join in with the group work. group leaders need to be friendly but emphatic in getting the tasks done. unfortunately, there was very little interaction between the lecturer and the students in this class, because the student just stayed on that desk. if this lecturer could have overcome this, this lecturer might perhaps have been a better leader and facilitator. the behavior and leadership of the class surely affected the teaching and thus the learning. observation of class 3b students of graduate school in this class, there were 16 students and consist of 5 male students and 11 female students which observed to learn how it’s full-time the lecturer taught, and how the students learned with their classmates and with the lecturer. the topic was instructional (educational) technology and each group has different topics the other students listened to them carefully. this class has 90 minutes for one meeting. in this class, the lecturer and the students got two-ways communication between lecturer and students in class and made interaction a lot. table 2 the timeline in the class taught by male english lecturer on october 7th, 2016 in the afternoon class. time lecturer individual students group of students 00:00:00 came into the classroom and opened the class by saying basmallah together the researcher introduced himself to the students and the lecturer 15:30 asked the task and gave the clues for presenting the materials. gave the attention to the lecturer 15:40 the lecturer didn’t say anything. there was a student who came late to the class gender dynamics.......................................... 86 15:45 tried to arrange the group and prepared the topics move to their group 16:00 invited the group number 7 to discuss the topic. sat on their seats the first group from the group number 7 being presenter. 16:30 monitoring and answering ms-1 gave the questions to the presenter. the atmosphere within the groups becomes friendlier 16:35 gave the students to be active the same students gave the other questions to the lecturer the students still discussing the materials 16:45 the lecturer didn’t say anything. there was a female student out from the class without permission some of the students gave the attentions for her. 17:00 he informed the class about the task for next week and the class is over by saying hamdallah and sallam. students look at their lecturer and listen to him. based on the students were observed, the students were to spend more class time learning together in small groups, the students might learn more and build group cohesiveness, and as a result become more active. during the first part of the lesson, all the students studied by themselves without any interaction with classmates or their lecturer. they merely followed their lecturer’s instructions. there was very little laughter, giggling, talking, exchanging of opinions or thoughts. to begin with, the students sat quietly and looked at each other, wondering what they should do, and some looked worried. if one member of the group made a suggestion, the students agreed, nodding, smiling or saying “yes”. in general, this lecturer appeared to teach very well, using students as models, using suitable method and using the stronger students to teach the weaker students. this approach went down very well with the students and helped build the confidence. this lecturer also encouraged a great deal of physicalmovement in the class, which kept the students awake. as an example of this lecturer’s good practice, to cover the students who lack of english ability, this lecturer used a good method and good demonstrations so that the students, in particular the weaker ones, could understand what the students had to do. however, there was a problem in this class. one student used the mobile phone during class; moreover, there was a student went out from the class without permission. the lecturer tried to give a tolerant and to ignore of this student. careful observation is required to prevent weaker students from being lost. lecturers’ behavior can impact on learning both positively and negatively and the character and personalities of sigit apriyanto.................................. gender dynamics.......................................... 87 the group members appeared to affect group dynamics positively. good interaction seems to have exerted a positive influence on the group dynamics. questionnaires of the students and the lecturer of graduate school in this part, presented the significant finding from these questionnaires by focusing on the students’ and lecturers’ data. these data were used to answer the research questions number 2 and 3. these data were analyzed quantitatively and qualitatively to interpret the results. chart 1 also shows that female and male students choose significantly different subjects to study. for example, more female students study in speaking skill than writing, listening and reading. on the other hand, male students focused on different skills; speaking, writing and reading skill. however, a new tendency is being found nowadays in the teaching and learning process in the classroom. this is for more male students lead the class by talkative and ever to start a discussion. nowadays, the lecturers of ahmad dahlan university seems to welcome thischange and encourages male students to promote talented male. the categories of conflict which students have with other students in class the sense of conflict which, according to the students, affected their studying occurs in the proportions shown in chart 2 below. the categories of conflict are covered by 12 of the questions in the student questionnaire. chart 2 students’ conflicts with other studens in class. based on the chart 2 above it can be seen that 6% students are annoyed by students who do not listen 0 2 4 6 8 10 speaking writing listening reading chart i gender and skills male female 6 3 3 16 3 3 3 3 13 16 26 3 s t u d e n t s ' c o n f l i c t s w i t h o t h e r s t u d e n t s i n c l a s s gender dynamics.......................................... 88 to other people’s opinion, 16% students are annoyed by students who laugh at someone’s failure, 3% students are annoyed by students who show different attitude to the lecturer, 16% students are annoyed by students who pretend to participate in a group work, 3 % students are annoyed by students who contradict other people’s opinions, 3% students are annoyed by students who do not express their opinioins, 3% students are annoyed by students who return dictionaries slowly, 26% students are annoyed by students who work by themselves, 3% students are annoyed by students who get over excited when lecturer pays attention to them, 3% students are annoyed by students who become too excited, 13% students are annoyed by students who do not find answers for themselves, 3% students are annoyed by other conflicts. the data show that the students have most conflicts with others (i) who work by themselves, (ii) who pretend to participate in group work, (iii) who laugh at someone’s failure or at a wrong answer, and (iv) who do not find answers for themselves, but depend on someone else. these four categories are common in the teaching and learning process for the class. it is interesting to see whether male and female students have the same profile in terms of how tolerant they are of other students’ behavior. common responses, such as being patient, ignoring and having no strategies are found throughout the analysis. however, these strategies are negative strategies for dealing with the conflicts in the classroom. female students in particular use the strategy of gazing at others or a non-verbal reaction. some students seem not to know how tocope with the classmates who affect their learning adversely in the classroom. the conflict of the students with the lecturer the conflicts with their lecturer which students claimed to have affected their studying shown in chart 3. this shows students’ conflicts with lecturers in class. chart 3 students’ conflicts with lecturers in class. 11 13 4 11 2 2 4 9 6 17 15 6 s t u d e n t s ' c o n f l i c t s w i t h t h e l e c t u r e r i n c l a s s sigit apriyanto.................................. gender dynamics.......................................... 89 based on the chart 2 above it can be seen that 11% students are annoyed by lecturer who do not answer students’ questions, 2% students are annoyed by lecturer who take no account of the students language level, 6% students are annoyed by lecturer who cannot communicate with foregners in english, 13% students are annoyed by lecturer who look down on students who cannot answer, 2% students are annoyed by lecturers who are proud of their language knowledge, 17% students are annoyed by lecturer who do not teach well or who do not know how to teach, 4% students are annoyed by lecturer who lecture all the time, 4% students are annoyed by lecturers who are proud of their study abroad and experience, 15% students are annoyed by lecturer who invite questions but are not happy to answer them, 11% students are annoyed by lecturer who lack of academic knowledge, 9% students are annoyed by lecturer who lack of pronounciation, 6% students are annoyed by other conflicts. the fact that the students are most annoyed by lecturers who do not teach the students well and indicates that the students have a strong set of priorities and know what is the most important for them. the students were asked to identify the student’s conflict with a lecturer and their strategies for coping with conflict in the classroom. among the responses from the students having conflicts with lecturers in the classroom, there are some common features. though the students must had strategies to deal with conflicts, the students responded negatively, claiming to have no strategies, study by themselves in the classroom, ignore the lecturers, ask other lecturers or friends, and to be patient. these are not good ways of improving learning in the classroom. students need to find active strategies to cope with these annoyances while continuing to learn. 4. conclusion referring to the data analysis which covers research findings and discussion, this research can be concluded as follows: using students as models, using suitable method and using the stronger students to teach the weaker students. personalities of the group members appeared to affect group dynamics positively. good interaction seems to have exerted a positive influence on the group dynamics. being aware of the potential gender dynamics can help the gender dynamics.......................................... 90 lecturers to create good speaking interaction and promote the communicative learning of all students, male and female.the lecturers’ interaction is perceived to affect the students’ interaction in the classroom and this behavior impacts on their learning. it can be concluded that the lecturers should give the students a chance to talk both student-student interaction and student-lecturers interaction, to express their opinions, thoughts and ideas and as a result the students could not develop congruency in groups or individual.the students will confront with other members of the group, but the students should appreciate their differences and accept the classmates’ collective diversity,with help from the lecturers and other members of the groups. shortly, for educational success, student-student interaction, if managed effectively, is more important than lecturers-student interaction. 5. references baalen, i. van. (2001). male and female language_growing together? available: http://www.let.leidenuniv.nl/hsl_sh l/van baalen.htm. [12 juni 2016]. brown, h. douglas. (2001). teaching by principle: an interactive approach to language pedagogy. new york: pearson education. carli, l. l. (1989). gender differences in interaction style and influence. journal of personality and social psychology, 56(4), 565. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1(1), 14-26. episiasi,ardayati&novianti, s. (2015). the effectiveness of using pictures to improve students’ speaking skill.smart journal vol 1: 93-101. egan, k. b. (1999). speaking: a critical skill and a challenge. calico journal, 277-293. fassinger, p. a. (1995). understanding classroom interaction: students' and professors' contributions to students' silence. the journal of higher education, 66(1), 82-96. fassinger, p. a. (1997). classes are groups: thinking sociologically about teaching. college teaching, 45(1), 22-25. hedge, t. (2002). teaching and learning in the language classroom. t. hedge. elt journal, 56(3), 337–341. horiguchi, s., imoto, y., & poole, g. s. (eds.). (2015). foreign language education in japan: exploring qualitative approaches. springer. jondeya, r. (2011). the effectiveness of using information gap on developing spekaing skills for the eighth graders in gaza sigit apriyanto.................................. gender dynamics.......................................... 91 governotare schools. unpublished dissertation. gaza: al-azhar university. canada, k., & pringle, r. (1995). the role of gender in college classroom interactions: a social context approach. sociology of education, 161-186. khadidja, k. (2009). the effect of classroom interaction on developing the learner’s speaking skill. department of foreign languages.mentouri university-constantine. kiesling, s. f. (2008). 22 prestige, cultural models, and other ways of talking about underlying norms and gender. the handbook of language and gender, 509. nunan, d. (ed). 2003. practical english language teaching. new york: mcgraw hill company. pavlenko, a., &piller, i. (2008).language education and gender.in encyclopedia of language and education (pp. 5769).springer, boston, ma. reidy, c. g. (2013). students' awareness of gender dynamics in the college classroom. romaine, s. (2008). variation in language and gender. the handbook of language and gender, 98–118. available: https://doi.org/10.1002/978047075 6942.ch4. [7 juni 2016]. sadker, david., sadker, myra., zittleman, k. (2009). still failing at fairness:how gender bias cheats girls and boys in school and what we can do about it., 136–173. sandler, b. r., & hall, r. m. (1982). the classroom climate: a chilly one for women. washington, dc: association of american colleges. shehadeh, a. (1999). gender differences and equal opportunities in the esl classroom. elt journal, 53(october), 256–261. sundari, h., & dasmo.(2014). the effect of speaking self-efficacy and gender in speaking activities: jurnal bahasa dan sastra. 14(2), 205-217. sunderland, j. (1992). gender in the efl classroom. elt journal, 46(1), 81-91. wagner, e. d. (1994). in support of a functional definition of interaction. american journal of distance education, 8(2), 6-29. warastuti, r. d. (2011). gender differences in children language. musawa, 3(2), 221–234. xia, x. (2013).gender differences in using language. theory and practice in language studies, 3(8), 1485. zhu, x. (2009). gender dynamics in peer interaction and their influence on second language learning in the english-as-asecond language classroom. matsumoto, y. (2008). investigating classroom dynamics in japanese university efl classrooms(doctoral dissertation, university of birmingham). gender dynamics.......................................... 92 yaylacı, ş., & beauvais, e. (2017).the role of social group membership on classroom participation. ps: political science & politics, 50(2), 559-564. zaidi, z. f. (2010). gender differences in human brain: a review. the open anatomy journal, 2(1). sigitapriyanto................................. smart journal volume 1 no. 2, august 2015 hlm. 65-74 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 65 using inquiry-based teaching (5e) in teaching vocabulary viewed from students’ locus of control rahmatika kayyis english department, stkip muhammadiyah pringsewu email: middlenigtrain@gmail.com abstract the objectives of the research are to find out: (1) whether inquiry-based teaching is more effective than grammar-translation method to teach vocabulary; (2) whether the students who have high locus of control have better vocabulary than those who have low locus of control; and (3) whether there is an interaction between teaching methods and locus of control in teaching vocabulary. the factorial design method 2x2 was employed in this research. the population of the research was the students of fourth semester of stkip muhammadiyah pringsewu lampung in the academic year of 2014/2015. based on the test of the hypotheses, it can be concluded that inquirybased teaching is not significant effective method to teach vocabulary. the conclusion is the measurement effectiveness of the method is not determined by the levels of the students’ locus of control keywords: vocabulary, inquiry based teaching, locus of control 1. introduction the more vocabulary students know, the better they are able to communicate. a large vocabulary opens students up to a wider range of vocabulary materials. a rich vocabulary also improves students' ability to communicate through speaking, listening, and writing. to achieve the goal of learning vocabulary, the writer tries to improve students vocabulary by using inquiry-based teaching. she also considers their locus of control (high and low) to know whether inquiry-based teaching is suitable for students who have high or those who have low locus of control. the function of students’ locus of control is to judge whether the learning process is successful or not. locus of control is a generalized expectancy about the extent to which reinforcements are under internal or external control (o’brien, 1986: 52). locus of control refers to the way people see themselves in control of the events that happen to them, and the power they have to change them. the concept categorizes individuals into one of two groups: those who believe that good things happen to 66 them because they work hard (internal locus of control) and those who believe that what happens to them is the product of luck or destiny (external locus of control) (baron, 1993: 8). in other words, a student’s locus of control can be used to predict their successes and failures. the students with high locus of control orientation accept responsibility for controlling over their environment. they will be encouraged if the teacher gives a chance to them to involve actively in teaching learning process. their control, of course, influences their achievement, especially in achieving vocabulary mastery. they tend to be more active in teaching and learning process. if students have high locus of control, of course, it will be easier for them to understand the vocabulary materials. on the other hand, students who have low locus of control believe that they have little control or power to affect personal outcomes. students with low locus of control maintain a passive attitude toward their grades, assigning responsibility for their performance to others. they become the followers in joining the vocabulary class and passive in the class. students with low locus of control do not see effort as related to achievement. they think that nothing they do will lead to success (gage & berliner, 1984: 399). based on the description above, the writer is interested in knowing the reality empirically, not only theoritically. 2. research methods tuckman (1978: 135) defines that factorial design allows a researcher to study the interaction of an independent variable with one or more other variables, sometimes called as moderator variables. it can be said that factorial design is one of the efficient ways to study several relationships with one set of data. in line with this design, it is possible to assess the effect of each independent variable separately as well as their conjoint or simultaneous effect or interaction. the researcher took only two classes as sample. while, in determining the experimental group and control group, the researcher selected the class randomly, because it was impossible to change the classroom arrangement and for number of students the researacher took purposive sampling technique, 26 students each class. the result is class a as experimental class and class b as control class. this research uses three 67 variables; two independent variables and one dependent variable, as follows: a) independent variable 1(x1) independent variables 1 (x1) in this research are inquiry based teaching and grammar translation method, independent variable 2 (x2) independent variable 2 (x2) in this research is students’ locus control, and dependent variable (y)students’ achievement in vocabulary mastery. the data in this research were the results of vocabulary test and the questionnaire of students’ locus control in learning vocabulary. after the data were collected, the data analysis was done to determine the effectiveness of the treatment and to test the research hypothesis. before testing the research hypothesis, the sample analyzed first to know whether they were in normal distribution or not, and the data analyzed whether they were homogenous or not. after that, anova and tuckey test were utilized to answer hypotheses. 3. findings and discussion 1. normality before analyzing the data for testing the hypotheses, the researcher analyzes the normality and homogeneity of the data. the following is the summary of normality of the sample distribution. table 1: the summary of the normality of the sample distribution no data sample lo lt alpha distribution of sample 1 a1 26 0.1186 0.173 0.05 normal 2 a2 26 0.1186 0.173 0.05 normal 3 b1 26 0.1186 0.173 0.05 normal 4 b2 26 0.1186 0.173 0.05 normal 5 a1b1 13 0.1736 0.242 0.05 normal 6 a1b2 13 0.1736 0.242 0.05 normal 7 a2b1 13 0.1736 0.22 0.05 normal 8 a2b2 13 0.1736 0.22 0.05 normal 2. homogeneity after analyzing the normality of the sample distribution, the researcher analyzes the homogeneity of the data. the following is the analysis of the data homogeneity. table 2: data homogeneity no x1 x1 2 x2 x2 2 x3 x3 2 x4 x4 2 1 72 76 68 74 5184 5776 4624 5476 2 80 80 68 70 6400 6400 4624 4900 3 82 70 68 72 6724 4900 4624 5184 4 76 64 64 70 5776 4096 4096 4900 5 82 68 70 72 6724 4624 4900 5184 6 82 64 70 76 6724 4096 4900 5776 7 76 70 68 72 5776 4900 4624 5184 8 76 64 64 68 5776 4096 4096 4624 9 80 66 72 74 6400 4356 5184 5476 10 70 66 64 68 4900 4356 4096 4624 11 80 64 64 78 6400 4096 4096 6084 12 76 64 68 72 5776 4096 4624 5184 13 74 66 64 64 5476 4356 4096 4096 ∑ 1006 882 872 930 78036 60148 58584 66692 68 because (7.751) is lower than, .95(3) (7.81) it can be concluded that the data are homogeneous. 3. anova test (multifactor analysis of variance) testing hypothesis can be done after the data are normal and homogeneous through normality and homogeneity test. table 3: the summary of a 2 x 2 multifactor analysis of variance 4. tuckey test after using multifactor analysis of variance, the researcher analyzes the data using tuckey test. the following is analysis of the data using tuckey test. table 4: the summary of tuckey test based on the summary of a 2 x 2 multifactor analysis of variance, it can be concluded that: 1. f0 between columns (5.045) is higher that ft (4.00) at the level of significance (α) = 0.05, so the difference between columns is significant. it can be concluded that teaching vocabulary using inquirybased teaching to the fourth semester students in stkip muhammadiyah pringsewu lampung is significantly different from the one using gtm. the mean score of students who are taught using ibt (72.53) is higher than the mean score of students who are taught using grammar translation method (69.19). it means that teaching vocabulary using inquiry-based teaching is more effective than the one using gtm for fourth semester students in stkip muhammadiyah pringsewu lampung 2. f0 between rows (7029) is higher than ft (4.00) at the level of significance (α) = 0.05, so the difference between rows is significant. it can be concluded that the achievement of students who have high and those who have low locus of control are significantly different. the mean score of the students having high source of variance ss df ms fo ft (.05) between columns (methods) 150,99 1 150,99 5,045 4,00 between rows (locus of control) 108,38 1 108,38 7,029 columns by rows (interaction) 258,94 1 258,94 2,942 between groups 0,43 3 0,143333 within groups 39611,76 52 761,765 total 40130,50 51 cells q0 status qt (0.05) a1 a2 0.7347 2.86 significant b1 b2 1.9029 2.86 significant a1b1 a2b1 0.7544 2.92 significant a1b2 a2b2 0.6817 2.92 significant 69 locus of control (71.96) is higher than the one of those having low locus of control (69.65). it means that the vocabulary achievement of the students having high locus of controlis better than the one of those having low learning locus of control. 3. f0 interaction (2,942) is lower than ft (4.00) at the level of significance (α) = 0.05, so there is no interaction between the two variables, the teaching methods and locus of control to teach vocabulary. the discussion as follows: 1. there no significant difference between teaching vocabulary using inquiry-based teaching and using grammar translation method. based on the theory, inquiry-based teaching is group learning model which emphasizes on group members’ collaboration in mastering the learning materials. the group has responsibility in tutoring their members, and/or sharing knowledge each other. teaching vocabulary using inquirybased teaching is able to arouse the students’ involvement in teaching learning process, students are encouraged to involve during the group learning activity. in group learning, the students’ motivation is called to contribute for their success team. furthermore, the students can easily master and memorize the lack of new words and their form through their interaction in team, each student show their enthusiastic in learning process and they are much interested in learning vocabulary. as a result, their vocabulary achievement can surely be improved optimally. when the teacher teaches by using inquirybased teaching, the class atmosphere changes into a better one and the students are much more interested in the teaching and learning process. each student contributes in positive competition among the teams during the learning process. they individually in team try hard to do their best to be a great team by carefully paying attention to their team work. in the class learning activity, students gain more from a class discussion when they actively participate in it, and they are more likely to speak openly when their audience is a handful of classmates rather than the class as a whole. otherwise, based on theory gtm method is a classical method, focusing 70 on grammatical rules, memorization of vocabulary, translation of text and doing exercises. prator and celce – murcia in brown (2001: 3) state that there are some major charactheristics of grammar translation method, namely: (1) classes are taught in the mother tongue, with little active use of the target language; (2) much of vocabulary is taught in the form of lists of isolated words; (3) long, elaborate explanations of the intricacies of grammar given; and (4) grammar provides the rules for putting words together and instruction often focuses on the form and inflection of words. in teaching vocabulary by using gtm, students tend to focus on the translation of word based on dictionary usage, less consider about their application in real life. therefore, ibt is more effective than gtm to teach vocabulary. however, the theory was not really compatible with the fact in the classroom, ibt or gtm both have well response. the respons shows in the form of mean score. althought not mean score is different but those are not signifficantly different. 2. the vocabulary achievement of the students with high locus of control is same with the one of those with low locus of control. based on the theory, the students who have high locus of control have better vocabulary achievement than those who have low learning interest. students who have high locus of control are indicated always active, creative, curious, having good participation in the teaching and learning process. they have their own spirit and motivation to study for getting their best competency and skill, otherwise, because of their curiosity, they like to have a challenging activity in learning vocabulary. according to hurlock (1983: 420), the interest will add enjoyment to any activity that the individual engages in. if students are interested in an activity, the experiences will be far more enjoyable than if they are bored. students’ interest toward learning english is very important. their locus of control influences their achievement in learning english. the students having low locus of control are indicated, such as: individualistic, unconfident, 71 irresponsible, lack of leadership, and subjective thinking. the teacher identify that the students with low locus of control are reluctant to actively participate in the teaching and learning process during the class session. they lazily involve in the class discussion. they do not have enough intention in learning vocabulary. markshefels (1969: 73) states interest is something that implies or motivates the learner to strive for a particular goal. that is why they cannot improve their lack of vocabulary optimally. thus, it can be concluded that the students having high locus of control have better vocabulary achievement than those having low learning interest. however, based on the fact, whether low or high control students have same dependency on teacher instruction. so, the score for high and low locus of control are not significantly different. 3. there is no interaction between teaching methods and learning locus of control based on the theory, inquiry-based teaching is more effective than gtm to teach vocabulary for the students having high learning interest. the method emphasizes on mastering the material through students-centered in the form of small group learning. when the inquiry-based teaching is applied in the vocabulary class, the students are much more interested in the learning process. they feel that the learning method used is a media to explore their interest toward english learning. they are more likely to speak openly in their teams. according to ur (1996: 17), the group-discussion method is firstly, increasing depth of understanding; secondly, enhancing motivation and generating greater involvement; thirdly, developing positives attitudes toward later material presented in the lesson; fourthly, developing problem-solving skill, and practical problem. students with high locus of control have some characteristics: cooperative, self-confident, responsible, leadership, and positive thinking. students-centered learning should be owned by the students with high learning interest. they are challenged to do the best thing in group learning, not only for their personal goal but also their team 72 achievement. additionally, students believe that group learning improves their relationships with other students. student can share what they have had and get something new from their group environment. the students with high locus of control are more active in teaching and learning process, they have bravery to consult their learning problem to their teacher. they are also brave to answer teacher’s question whenever they are asked or not, they also have strong intention in learning activity, therefore, it makes them understand the lesson easily. elliot and friends (1999: 349) state that interest occurs when a student’s needs, capacities, and skills are good match for the demands offered by particular activity. the application of inquirybased teaching in the vocabulary class can arouse the students’ learning interest. each student interacts with the teammates and they feel responsible to themselves or the other especially in helping their group member in facing material given. when the students’ locus of control is high, it is expected that they can improve their competence and achievement optimally. therefore, inquiry-based teaching is effective to teach vocabulary for students who have high learning interest. gtm method is more effective than stad for the students having low interest. gtm is focused on learning grammar rules and their application in translating texts from one language into the other. vocabulary is presented mainly through direct translation from the native language and memorization. prator and celce-murcia in brown (2001: 3) state that gtm method is a classical method, focusing on grammatical rules, memorization of vocabulary, translation of text, and doing written exercises. the students who have low locus of control have some characteristics, such as: individualistic, unconfident, irresponsible, lack of leadership, and subjective thinking. they tend to regard that the easier way in mastering a set of english words and their roles are by translating them into their mother tongue. the students tend to focus on the meaning of each word and memorize them personally rather than its application in real life. the students’ involvement in the learning 73 process depends on their willingness to understand the subject of the lesson. students who have low locus of control in a subject learn less effectively than students who are engaged (fischer & horstendahl, 2004). therefore, gtm is more effective than inquiry-based teaching to teach vocabulary for the students who have low learning interest. thus, it should be there is interaction between teaching methods and students’ interest for teaching vocabulary. however, the theory was not really compatible with the fact in the classroom, ibt or gtm both have well response. the respons shows in the form of mean score. althought not mean score is different but those are not signifficantly different. and whether low or high control students have same dependency on teacher instruction. so, the score for high and low locus of control are not significantly different. 4. conclusion based on the statistical analysis, the findings of the research are as follows: the inquiry-based teaching is not significant effective than grammartranslation method to teach vocabulary to the fourth semester students in stkip muhammadiyah pringsewu lampung in the academic year of 2014/2015. the students who have high locus of control have same vocabulary mastery than those who have low locus of control to the fourth semester students in stkip muhammadiyah pringsewu lampung in the academic year of 2014/2015. there is no interaction between teaching methods and student’s locus of control in teaching reading to the fourth semester students in stkip muhammadiyah pringsewu lampung in the academic year of 2014/2015. 5. references baron, r. m., & greenbers, j. (1993). behaviour in organizations: understanding the human side of worl (third edition). usa: allyn & bacon. brown, h douglas (2001). teaching by principles an interactive approach to language pedagogy. new york: wesley longman. elliot, stephen n. et al. (1999). educational psychology: effective teaching, effective learning. new york: mcgraw-hill college. 74 fischer and horstendahl. (2004). motivation, emotion, and cognition. available: books.google.co.id/books. [ july 5th 2011]. gage, n.l. and berliner, c. david. (1984). educational psychology third edition. london: houghton mifflin company boston. hurlock, elizabeth b. (1983). child development. new jerssey: mc graw-hill. marshafel, ned d. (1969). better reading in secondary school. new york: englewood cliffs. o’brien, g.e. (1986). psychology of work and unemployment. new york: wiley. tuckman, bruce w. (1978). conducting educational research: 2nd edition. harcourst brace jovanovich, inc. ur, penny. (1996). a course in language teaching, new york: cambridge university press. smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 75 action research : improving students’ spoken interactions through poster session seftika english department, stkip muhammadiyah pringsewu email: seftika@rocketmail.com abstract spoken interaction is beneficial in learning a language. in fact the classrooom interaction did not take place well. due to the lack of students’ interaction, this study aimed to improve students’ spoken interaction through poster session. a classroom action research was carried out at the english major students at the fourth semester of stkip muhammadiyah pringsewu lampung. in collecting the data the researcher used observation, test, and documentation. the data collected were analyzed and synthesized both qualitatively and quantitatively, and then meaning and interpretation were built to know clearly the process which was occurred during the research. the results indicate that there is improvement of students’ spoken interaction using poster session. poster session facilitates students to practise english spoken interaction, it enhances them to be involved in learner-learner interaction. due to the fact that their interaction is great, it influences their speaking skill. key words: interaction, speaking, poster session 1. introduction for english foreign language (efl) learners, english does not play important role in social life, it is widely acquired in school instead and learned to gain insight and technology. students do not use the foreign language much outside the classroom, except perhaps on holiday, with tourists to their country, and when using computers (cameron, 2001). it implies that efl learners usually use english for certain purposes. in addition not all of them could use english since for the foreigner, mother tongues prefer to be used because they still face difficulty in english. as cameron (2001: 241) stated “to get the abilities of learning a foreign language, it is different from learning the first language.” considering that phenomenon, spoken interaction should be built for facilitating learners in learning english. it is supported by cameron (2001: 18) who stated that for english foreign learners, spoken language is the medium through which the new language is encountered, understood, practiced and learnt. new language is largely introduced orally, understood orally and aurally, practiced smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 76 orally. due to the fact that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (nunan, 2003). in other words speaking is a complex skill which is crucial to be mastered for communication. moreover nunan also stated that for most people especially english learners, speaking a foreign language has often meant a difficulty (2003). whereas the major goal of teaching speaking is communicative efficiency. language learners should be able to make themselves understood by using their current proficiency (bahrani & soltani, 2012). in order that students can develop communicative efficiency, the teacher have to use appropriate activities that support students learning. then in order to assist learners to speak english, oral interaction proposed to be implemented in speaking activities. as tuan & nhu (2010) stated that classroom interaction is a key to reach that goal. it is the collaborative exchange of thoughts, feelings or ideas between two or more people, leading to a mutual effect on each other. tuan & nhu (2010) explain two types of classroom interaction : firstly, non-verbal interaction is related to behavioral responses in class such as head nodding, hand raising, body gestures, and eye contact. secondly, verbal interaction, contains written oral interaction. written interaction is the style of interaction in which students write out their ideas, thoughts. while oral interaction occurred when students interact with others by speaking in class, answering and asking questions, making comments, and taking part in discussions. then, they explain form of oral interactions namely teacherlearner interaction and learners-learners interaction. teacher-learner interaction is commonly happened in the classroom in which the teacher ask question and the students respon it. while learner-learner interaction occurs among learners. in this form of interaction, the teacher plays a role as a monitor and learners are the main participants. learner-learner interaction occurs in groups called learner-learner interaction, in pairs called peer interaction. furthermore the improvement of students interaction leads to the achivement of students’ speaking skill. wang & castro (2010) have proven that classroom interaction and the language output may activate learners to learn english and have a positive effect on smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 77 improving the learning of a foreign language. for these reasons, it is necessary to introduce, learn, and practice english in the classroom, mainly for college students who take english major. however many students in english major got difficulty in mastering english. for instance they found problem in productive skills such speaking. that problem is caused by their lack of interaction both teachers-learners interaction and learners-learners interaction. it implies that spoken interaction have to be built in learning english as foreign language. hall (2011) also noted that much applied linguistics research now places interaction of one sort or another at the centre of language teaching and learning. the indentified problem is also experienced by the research subject, english major students at the fourth semester of stkip muhammadiyah pringsewu lampung. having observed the students, the writer found that learners faced difficulties to interact with others in english. actually, students at the fourth semester had learnt speaking 1, speaking 2, even language components such as grammar and pronunciation. but they still got difficulty to use english in classroom interaction. they were nervous to say something. then the leanerslearners interaction was still low. students were affraid to make a mistake. whereas from that mistakes, they could learn more. then classroom interaction does not take place well. the interaction is dominated by the more outgoing learners. some students know the language rule, but they could not practice it in spoken interaction. based on the problems above, it can be assumed that the students need a lot of practices in spoken interaction, the more they interact in english, the more they get fluency in english. that is why the lecturer have to think creatively, how to facilitate students in order to interact with their friends and lecturer. it is an urgent need to implement a teaching technique that can attract students to talk more. to solve the problems, the researcher conducted a classroom action research. in this study, the writer tried to implement the interesting teachnique of teaching speaking. then the appropriate one that was be chosen is poster sessions. it is one of strategies that can be applied in the class by the lecturer in order to encourage the students to speak up. then it conducted in a group, where students smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 78 students write ideas in form of poster and share the displayed poster to others. meng (2009) states” group work provides more language practice opportunities for conversations, where students can work together to produce language through speaking and given appropriate materials to work with or problems to solve, they can engage in the creative language use and develop communicative competence in the english language. that is why group work encourages learners to practice english orally and it also can decrease students’ shyness in speaking because in a group students have an opportunity to work together and use visuals to enhance their motivation in speaking. in poster session activity, the students do mobile activity where they walk around to show all the posters which is displayed in the wall of classroom. previously, mcnamara at all (2010) have investigated the use of poster presentations as assessment of work integrated learning to examine how poster presentations can be used to authentically assess student learning during work integrated learning. it found that it was an innovative approach to the assessment in the humanities where posters were used as one way that universities can overcome the substantial challenges of assessing work integrated learning. then aziz (2009) in his research found that poster is an alternative strategy or method in teaching and learning for the higher institution of learning. the poster serves the purpose of explaining the macro-level of understanding risk management so that students understand the idea that should go beyond classroom onto practice. from the explanations above, it proves the important of interaction in learning english especially for fostering speaking skill. unlike the previous study, the present research focus to improve students’ interaction in order to their speaking would be improved too. the poster session is applied in college learning and teaching activities as the strategy for the students to be actively interacted in the class in the way how they share or convey their ideas, and deliver information to others. the researcher also believes that poster session is challenging for college students because this strategy facilitiate students to do conversation, to talk what poster is about, and every member of the group has roles to take a turn in speaking, smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 79 that can foster simultaneous interaction during the poster session activities. therefore this study aimed to know the improvement of students’ spoken interaction through poster session. 2. research methods the researcher used an action research. this action research consisted of two cycles. the series of cycling activities are planning, action, observing, and reflecting. in collecting the data, the researcher used three research instruments, namely observation, test, and documentation. observation was done to watch the process of students’ spoken interaction using poster session. during the observation the researcher also used field notes, observation checklist for students’ interaction and students’ speaking skill. by making use of observation, the researcher expected that the use of poster session to improve students’ spoken interaction could be figured out. focus of the observation are: the interaction process of english spoken between students in their group; and students’ speaking performance on task during group work. next, in documentation, the researcher used a video camera. the video taping took place at any kind of activities during the teaching learning process. it made easier for the researcher to replay and examine the detail of capture. in analyzing the data, the writer adapted steps of analysing action research data which is proposed by burn (2010). in the this research the researcher analyzed the improvement of students’ spoken interaction by identifying appropriate data analysis and data interpreting technique. firstly, the researcher collected the data by using observation, test, and documentation. secondly, the data that had been collected was analyzed and synthesized both qualitatively and quantitatively. the result of observation and documentation were analyzed qulitatively by categorising and inductive coding. inductive coding means that we look at the data from the perspectives of people closely involved in the research context and analyze their opinions and views exactly as we find them. then, the data of students’ talk in group was analyzed too. thirdly, the researcher built meaning and interpretation. fourthly, having interpreted the result of collecting data, the writer employed whquestion to smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 80 know clearly the educational process which was occurred during the research. the last, the researcher reported the outcomes. 3. finding and discussion table 1 sum up of the improvement of students’ speaking from pre-observation to cycle 2 p re o b se rv at io n • students were embarrassed to express their opinion or idea • students lacked vocabulary • it was difficult for students to utter the correct sentences. • students’ pronunciations were poor and grammatical errors almost entirely in their utterance c yc le 1 • students tried to express their opinion • grammatical error and inappropriate pronunciation still dominated students’ speaking • some students had adequate vocabularies but others still lacked vocabulary • a few students spoke fluently • some students interact with other members in simple way c yc le 2 • a few students still made grammatical error and inappropriate pronunciation in their utterance but it did not obscure the meaning • most of the students spoke fluently • most of the students used wide of vocabularies in speaking • a few students spoke with much pausing and hesitation • most of the students could keep the interaction going on table 2 sum up of the improvement of students’ interaction from pre-observation to cycle 2 p re -o b se rv at io n • students were lack of interaction in english • the interaction was dominated by teacher and smart students • students rarely responded the turns which were given by their teacher. • students’ participation was not equal, the more outgoing learners frequently dominated in the class c yc le 1 • some students were not enthusiastic to interact with their group members. • hesitation and pausing dominated students’ interaction • students could ask and answer the question in their turn • a few students were not motivated in interaction they hesitated in interaction; they spoke soflty; they were nervous to interact with other members in group. • they were responsible to take the solicit turn but they could not maintain the interaction. c yc le 2 • all of the students could ask and answer the questions given in their turn • hesitation and pausing could be reduced in students’ interaction. • students took turns proprely • most of the students involved in spoken interaction actively. • students could initiate the interaction • most of the students could keep the interaction going on the results in table 2 and table 3 show that from the first cycle to the second cycle, it was known that through interaction students have a chance to smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 81 speak in great quantities. in the first cycle, students worked in group to make a poster, and present it to the audience. in this cycle only 60 % students were active in group interaction. it could be seen during the activity. some students in the groups were not active while some other students enjoyed learning in group. active students interacted with their friends happily, they tried to express opinion to discuss the posters. when they found difficulty, they did not give up. they spoke without considering the structure. moreover some students did not enjoy learning in group, they were not enthusiastic to interact with their friends. all of the students took a solicit turn but their interaction was still limited. they asked and answered questions in his turn but they could not maintain the interaction. since their interaction was not good enough, they could not develop their speaking. they took much pausing and hesitation in interaction. when they were required to speak, they took much time to think or grope the words. it was because their lack of vocabularyand they still made grammatical error and used inappropriate pronunciation. the percentage of students who passed the speaking grade were 46 % (16 students). therefore, the teacher had motivated them to be active. in the second cycle, the students were required to do poster session again. since in the first cycle, some students did not maintain the interaction, the researcher decided to prepare the lesson. in the cycle 2, their interaction was better than the first cycle. the percentage of students’ active interaction was 74%. they were more active to be involved in interaction by taking the turns properly. most of the students maintained their interaction. since their interaction was great, it influenced their speaking skill. their speaking was also better than the previous cycle. they also spoke with appropriate pronunciation and grammatically.they could elaborate their speaking. consequently 27 (83%) students passed the speaking grade. 4. conclusion the research findings lead the researcher to conclude that this study was successfully done. during the group activity over five sessions, learners were observed by the researcher. poster session was employed effectively in students’ learning. the observation compared two cycles, and speaking test smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 82 showed that students’ spoken interaction improve. it could be seen from the development of students’ interaction and speaking skill from the first cycle to the second. students took the turns properly. when they got the solicit turn, they could take it well. they could ask and answer the question. then, they not only could initiate the interaction but also maintain the interaction well. students are curious to do interaction in poster session where they can do mobile activy; walk around the class, look some posters, and discuss the poster. there is improvement of students’ spoken interaction using poster session. poster session facilitates students to practise english spoken interaction, it enhances them to be involved in learner-learner interaction. due to the fact that their interaction is great, it influences their speaking skill. 5. references aziz, r. h. a., & jusoff, k. (2009). effective poster teaching strategy towards risk in studying fraud. international education studies, 2(1), p158. bahrani, t., & soltani, r. (2012). how to teach speaking skill? journal of education and practice, 3(2), 25– 29. burns, a. (2010). doing action research in english language teaching: a guide for practitioners. routledge. retrieved from https://www.google.com/books?hl =id&lr=&id=s3smagaaqbaj& oi=fnd&pg=pp1&dq=burn,+ann e.+2010.+collaborative+action+ research+for+english+language +teachers&ots=9kxorkxkue&s ig=n8jgec9n5dyjzheb63lzlzu viy0 cameron, l. (2001). teaching language to young learners. new york: cambridge univ press. nunan, d. (2003). practical english language teaching: speaking. new york: mcgraw-hill companies, inc. hall, g. (2011). exploring english language teaching: language in action. taylor & francis. retrieved from https://www.google.com/books?hl =id&lr=&id=zygzhjypahqc&o i=fnd&pg=pr3&dq=hall,+graha m.+2011.+exploring+english+la nguage+teaching+language+in+ action&ots=jll8bya8s9&sig=h8 fyvxpgmwxi2w7vk4zpssgsylc mcnamara, j., larkin, i. k., & beatson, a. (2010). using poster presentations as assessment of work integrated learning. in proceedings of the australian collaborative education network national conference, perth, 2010. australian collaborative education network (acen) incorporated. retrieved from http://eprints.qut.edu.au/38093/ smart journal volume 1 no. 2, august 2015 hlm. 75-83 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 83 meng, f. (2009). encourage learners in the large class to speak english in group work. english language teaching, 2(3), p219. tuan, l. t., & nhu, n. t. k. (2010). theoretical review on oral interaction in efl classrooms. studies in literature and language, 1(4), 29–48. wang, q., & castro, c. d. (2010). classroom interaction and language output. english language teaching, 3(2), p175. (journal of english language teaching and applied linguistics) volume 7, no. 1, january 2021 page. 27-34 p-issn: 2356-2048 e-issn: 2356-203x 27 improving the entrepreneurial spirit in the field of translation services for english education students suroyo stie tribuana, postgraduated of management email correspondence: suroyo@stietribuana.ac.id abstract this study aims to improve entrepreneurial attitudes and behavior in the field of translation services for students of english education research programs through internships. the research method was a comparative theoretical analysis related to the development of translation services and business development for students studying several librarians. the results of the study indicated that entrepreneurship was a process, traits, and traits that have a strong will to bring innovative ideas into real-world businesses and are able to develop. keyword: entrepreneur, translation services, internship introduction the manpower issue is one of the problems in indonesia nowadays. however, it does not necessarily become a problem in this country. numerous aspects support to overcome these problems, including the role of universities. it is because universities have become one of the aspects that encourage the progress of the nation. the higher education institution does not directly appear to be responsible for this country but responsible for related problems. indonesia’s economic growth is quite fast, reaching 5.02% in the first quarter of 2019. based on current economic growth, it should be easy for society to obtain work. the problem of natural resources in indonesia that has not been resolved optimally has reached 250 million. it is an important condition for overcoming economic problems. one of the issues the government has proclaimed to reduce mailto:suroyo@stietribuana.ac.id suroyo… 28 job shortages is through entrepreneurship. through entrepreneurship, society is no longer looking for work but creating jobs. by this government program, universities must also support the program and must participate in improving students’ entrepreneurial abilities. bygrave (1994) in alma, b. (2007) defined entrepreneur “... as the person who destroys the existing economic order by introducing new products and services, by creating new forms of organization, or by exploring new raw materials” entrepreneurship is used as a subject for college courses and extracurricular activities for students. it is planned because the graduates or students who are still active in higher education can apply entrepreneurial concepts and skills. hence, there is no need to wait for companies to accept job applications or even to become civil servants. based on research conducted by sukirman (2017) concerning "jiwa kewirausahaan dan nilai kewirausahaan meningkatkan kemandirian usaha melalui perilaku kewirausahaan", it was revealed that the strengthening of entrepreneurial spirit will have an impact on strengthening entrepreneurial behavior. also, increasing entrepreneurial values will increase entrepreneurial behavior. increasing entrepreneurial spirit can increase the formation of business independence but it cannot be achieved immediately. it means that small business actors who can increase the entrepreneurial spirit will not automatically establish business independence. thus, even though sukirman’s research has a similar topic with this research, this study will examine more deeply the spirit of entrepreneurship through an entrepreneurial program. however, in the implementation process, students, especially students of english education study programs, still face difficulties and are still confused about choosing the type of entrepreneurship to work in according to their field. they still believe that the type of business that is suitable for their field is only business equipment, or that the private sector does not need them. starting from this idea, as an entrepreneurship lecturer in the english education study program, the writer attempted to search for solutions by developing and improving their improving… 29 entrepreneurial potential hence, students can open themselves up that there are abundant opportunities in the field of english to become entrepreneurs. therefore, in this study, the writer attempted to take the entrepreneurial potential of english, especially in the courses available in the curriculum, i.e., translation. the essence expression of the language translator is simply the term of someone who speaks one language and can transliterate it in another. the translation is the process of interpreting and conveying messages in different language environments. brislin (1976) elucidated that “translation in the general term is referring to the transfer of thought and ideas from one language (source) to another (target), whether the language is in written or oral form; whether the languages have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign language of the deaf”. entrepreneurship development in translation services refers to the process of creating new things with the time and effort required, taking financial, physical, and accompanying risks, overcoming imbalances in the money obtained, having personal benefits when operating translation services, and contentment and freedom. entrepreneurship is catching opportunities, by taking advantage of opportunities to open and run new or innovative businesses. therefore, hosting companies can become bigger and more independent in facing competitive challenges (nasrullah yusuf, “konsep dasar kewirausahaan”). entrepreneurship is an attitude, perspective, or spirit of innovative, and independent innovation. although they have to face risks, they can also create new businesses by taking advantage of existing opportunities. students really need the concept of entrepreneurship as a provision for their life to be able to overcome challenges in life and survive. therefore, it is crucial to trigger the students to always be creative in using existing opportunities for creating innovation. the aim of developing entrepreneurship by utilizing translating services through internship is to explore entrepreneurial potential contained in entrepreneurship courses. this course not only provides lectures in the classroom suroyo… 30 but also takes part in an internship in places that have been designated by the study program. through the translation entrepreneurial internship program, students can develop entrepreneurial potential in translation practices, translation problems, how to solve these problems, and the relationship between translation and local culture. the translation entrepreneur internship does not only equip students with theoretical knowledge but also insight regarding translation practices in companies, printing companies, and various mass media organizations. research method this research was qualitative research with exploratory research methods. by using this method, the researcher attempted to explore all the possibilities to answer the research problem. this research is completed in several stages by directing the research problem concerning the object of research. researchers collected the data from observations, interview informants, collect files, and visual data. from these observations, information was obtained related to who could be used as informants. respondents who were used as this research topic comprised of four lecturers in translation courses, two translation, two publishers and printing, and one print and audio-visual media. results and discussion potential of translation entrepreneurial field based on observations in the entrepreneurship class and data collected from interviews with information providers, it is identified that all informants agreed that the translation field has great entrepreneurial potential. from the observations of the translation class, it can be observed that in fact most of the students in the entrepreneurship class had the potential for translation. however, they did not obtain the details yet on how to join the field of professional translation and how to obtain entrepreneurial training and insight in the field of translation. based on improving… 31 observations in entrepreneurship class and data collected from interviews with the informants, they concurred that the translation has great entrepreneurial potential. in a translation course, translation exercises were mostly sufficient to translate various translation genres, such as formal translations, popular articles, brochures, manual machines, etc. however, there was not enough insight regarding how to follow up on translation skills as an entrepreneurial career. there was no sufficient knowledge to understand how to start a business in the field of translation, take advantage of student potential, build networks, and build an entrepreneurial mindset. specific majors identified in this research were job opportunities or entrepreneurship in the field of translation, including translators, interpreters, film translators, translation service bureaus, etc. translation learning model based on the evaluation results of translation learning activities, it is recognized that the results of translation learning were only limited to theoretical abilities related to translation theory and translation skills. at the same time, the output as a translation entrepreneur has not been realized. therefore, the results of this study developed alternative translation learning methods that can adapt translation students to the needs of freelance translation. even though they have not graduated from higher education or college, they can continue to be involved in freelance translation. through this research, a method was proposed to support students to gain more than mastering theoretical skills and translation skills. moreover, students can also master one or more of the translation tools used. thus, they can complete translation and comprehend the real world of professional translation through this internship program. based on the results of the student interview, it was obtained the following information: students required three credits in translation courses. in this subject, translation theory and translation practice were taught. after obtaining translation suroyo… 32 theory (such as procedures, strategies, translation skills, etc.), students would receive translation training for various types of texts. the translation results would be discussed in class, or could only be corrected and commented on by the lecturer. the data obtained from the students showed that entrepreneurship was rarely given, even professional translation circles or translation circles. only four students (17%) provided the information they had heard about the experiences of lecturers in translation work. in terms of ability, 87% of students felt less confident in their translation skills because they believed that the translation results were still low. meanwhile, the results of interviews conducted by translation lecturers showed that the material provided only involved translation theory and practice as well as translation skills. due to the semester credit system implemented, entrepreneurship-related materials had not been provided. a suggestion for lecturers to address this problem was to increase the time allocated for translation courses. the lecturers provided possible opportunities to the students for translation internships or business publications. students should also be given specific material about the various tools available for translators to make the translation process more effective. based on the results of interviews and observations of the learning conditions and the world of translation, as well as the literature review of the world of translation, research models or methods of translation learning are as follows. in terms of courses, it needs to be an additional time allocation in the semester credit system for translation courses. this additional time is to provide more material on the tools to assist and speed up the translation. this course also requires an internship as another type of lecture. translation internship courses can be carried out in business translation, publication/printing. internships in this course do not always have to live or work in a company because translation work can be done anywhere, including at home, campus, or any other possible place. improving… 33 the advantage of this internship program is that students can explore and practice their translation skills and gain experience in the professional translation field. another benefit is that the internship provides a professional translators network. in terms of lecture materials, it is necessary to provide material on information and communication technology (ict) equipment that supports current translation work. in essence, ict tools can increase the translation efficiency of translators. through the analysis above, language can guide the learning of translation courses. students not only master translation theory, skills, and practice but also guide entrepreneurial skills. the recommendations of this research result will only add to the existing translation learning model. the prerequisites for translation to take a translation course must be met for the smooth running of the translation course. the translation course itself can be divided into several courses. total credits for translation courses are between 10 and 12 credits. translation courses include translation theory and practice. during the internship, students are required to complete at least one translation project provided by the company where the internship project is located. it is expected that after the internship, students will have the courage to set up their own translation business individually or in groups. conclusion from a financial and business sustainability perspective, entrepreneurship in the field of language translation is a very promising career. in the era of globalization, the penetration of one culture to another is unlimited and one cannot choose. of course, this situation requires multiple translators, who can bridge different cultures and languages. of course, foreign companies entering indonesia also need a translation. books, information on the internet, and collaboration between institutions in multiple languages require translation. the needs in translation have created entrepreneurial potential in the field of translation. it causes translation professions are very diverse. suroyo… 34 higher education is responsible for educating the youth. it must be able to contribute to the progress of the nation which improves the welfare of the indonesian society. higher education must be able to produce entrepreneurs who support the national economy. the language field, particularly the field of translation, makes it possible to use the methods or models proposed in this study to train entrepreneurs in the field of translation. references bygrave, w. d. (1997). the portable mba in entrepreneurship. new york: john willeys &son inc. brislin, r. w. (1976). translation: application and research. new york: gradner press inc. sukirman, s. (2017). jiwa kewirausahaan dan nilai kewirausahaan meningkatkan kemandirian usaha melalui perilaku kewirausahaan. jurnal ekonomi dan bisnis, 20(1), 113-131. yusuf, n. (2006). wirausaha dan usaha kecil. jakarta: modul ptkpnf depdiknas. smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 93 the effectiveness of using pictures to improve students’ speaking skill episiasi1), ardayati2), sinta novianti3) 1 english department, stkip pgri lubuklinggau email: episiasi34@yahoo.com 2 english department, stkip pgri lubuklinggau email: ardayati470@yahoo.com 3 english department, stkip pgri lubuklinggau email: shintanovianti46@yahoo.com abstract the problem of this study was “is it significantly effective to use pictures to improve students’ speaking skill to the sixth semester students of english education study program at stkip pgri lubuklinggau?”. this study was conducted to find out whether it is significantly effective to use pictures to improve students’ speaking skill. there were two hypotheses; null hypotheses (h0) and alternative hypotheses (ha). the sample of the study was 23 students which were taken through cluster random sampling. research method of this study was pre-experimental with one group pre-test and post-test design. the writer used speaking test and analyzed the data by using conversion of score range, individual score, and match t-test. based on the result of data analysis, it was found out that students’ average score in the pre-test was 46.43 and post-test was 60.54. finally, the results of matched t-test calculation shows that the t-obtain was higher than t-table. the t-obtained was 31.37 while the t-table was 1.717. it means that the null hypotheses (ho) was rejected and automatically the alternative hypotheses (ha) was accepted. it can be concluded that it is significantly effective to teach speaking skill by using pictures. keywords: effectiveness, speaking, picture 1. introduction english is an international language which has been used by countries all over the world. it is used in trade, science, business, politics, education and more. people need english to communicate with others, particularly to establish and maintain relationship. in indonesia, english as foreign language and one of the compulsory subjects at school, for levels elementary school, junior high school, senior high school, and college. many educators agree that students should learn to speak english as a second language when interacting with others. it aims to make students capable of keeping track of where english is used by all walks of life and activities. speaking is one of four basic skills instead of listening, reading, and writing smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 94 that have to be mastered by students so that it is a crucial part of second language learning and teaching. henry g. tarigan (1981:15) states that speaking is a skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or felling. despite its importance, for many years, teaching speaking has been undervalued and english language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. however, today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. 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. from the observation, the writer often finds students’ difficulties in learning how to speak up in classroom. they are afraid of speaking english because lack of vocabularies, feel unmotivated, and confuse how to express what they want to say. there are many ways to teach speaking. teaching speaking can be done through dialogues, pictures, games, etc. in brief, english teacher or lectures should be creative in developing their teaching learning process to create good atmosphere, improve the students’ speaking skill, and give attention to the speaking components. in this study, the writer focuses on picture to improve students’ speaking ability. there is a phrase that describes a picture means a thousand words. picture is a good media that can be used to motivate the students and provide the participants with practice in improving speaking skill. based on the description above, the writer conducted a study entitled the effectiveness of using pictures to improve students’ speaking skill to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year of 2014/2015. in this study, the writer would like to find out whether or not it is significantly effective to use pictures in teaching speaking skill to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 95 of 2014/2015. 2. research methods the writer used a pre experimental method with one group pre-test and posttest design to conduct this research. according to borg, w. r in latief (2010:96) pre experimental designs is experiment that is implemented only in one class without control class. in doing this study, the writer used one group pretest and post-test design. the design as follow: experimental t1 x t2 where t1 : pre-test of experimental group x : treatment (picture) t2 : post-test of experimental group in this study, firstly the writer administered the pretest to the students. then, the writer gave treatment to them. finally, the writer administered the posttest to the group. there are two kinds of variables of this research: the independent variable and dependent variable. according to fraenkel and wallen (2009:42) independent variables are those the investigator chooses to study (and often manipulate) in order to assess their possible effect(s) on one or more other variables. an independent variable is presumed to have an effect on, to influence somehow, another variable. dependent variable is the variable that is presumed to affect by the independent variable. the independent variable of this research is the use of picture, and the dependent variable is the students’ speaking achievement. population is entry group of individuals or items in which statistical measurement is investigated. therefore, the population of this study conducted at the sixth semester students of stkip pgri lubuklinggau in the academic year 2014/2015 with total number of students were 64 students. table 1 the population of the study no. class number of students 1 via 23 2 vib 26 3 vi c 15 total 64 source: stkip pgri lubuklinggau in the academic year 2014/2015 smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 96 sample is the minimum number to represent selective populations that are examined to gain the data or information about the whole. sample is items selected randomly from a population and used to test hypotheses about the population. according to fraenkel and wallen (2009:90), sample is a group of subjects on which information is obtained. sample is items selected randomly from a population and used to test hypotheses about the population. cohen, manion, and morrison (2007:15) states that there are many methods of selecting sample such as random sampling, probability sampling, systematic sampling, stratified sampling, cluster sampling, volunteer sampling, quota sampling and purposive sampling. in this study, the writer took sample by using cluster random sampling. according to fraenkel and wallen (2009:95) cluster random sampling is the selection of groups, or clusters, of subjects rather than individuals. so in cluster random sampling, the writer selected vi a as the samples of the study with total number of the students were 23. in this study, the writer used oral test in collecting the data. the students were given the pictures and asked to speak in front of the class about fifteen minutes. the conversation was recorded by using good accuracy, fluency and comprehensibility. the data obtained were analyzed through three techniques, they were: (1) conversion of score range, (2) individual scores, (3) the matched t-test. 3. findings and discussion the study of teaching speaking skill by using pictures was done to the sixth semester students of english education study program at stkip pgri lubuklinggau. this study was started from april 21st, 2015 until may 26th, 2015. total population of the study was 64 students from 3 classes. sample of the study was taken by using cluster random sampling. the result was showed that class a was taken as the sample of the study. the sample consisted of 23 students. there were three steps in conducting this research. it involved pre-test, treatment and post-test. firstly, the pretest was done on tuesday, april 21st, 2015. the test was administered by 23 students. the test was held to find out students’ speaking score before having smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 97 treatment. secondly, the students were give treatment by using pictures as a media to improve their speaking achievement. the treatments were given four times. it was started from april 28th, 2015 until may 19th, 2015. thirdly, posttest was done on may 26th, 2015. posttest was given to find out students’ speaking scores after treatment. there were three findings in this study, they were: (a) the students’ scores in the pre-test, (b) the students’ scores in the post-test, (c) the result of normality testing, (d) the matched t-test. the speaking test consisted of three components. they are accuracy, fluency and comprehensibility. by using the result of the test, the writer got students’ speaking scores. the scores were gotten by using inter-rater in analyzing the data. it means that the scores were conducted by two raters. the first rater was the lecturer of english at stkip pgri lubuklinggau. her name is ardayati, m. pd. and the second rater was the writer herself. students’ speaking score was calculated by adding the score from rater 1 and rater 2. then, the scores were divided by 2. students’ speaking score in the pretest pre-test was given in order to find out students’ speaking score before they got treatment from the writer. in this study, pre-test was done on april 21st, 2015. in conducting the pre-test, students were asked to describe one of the topics. the topics were your friend’s physical appearance and your future dream job. students were given 10 minutes to describe their friend’s physical appearance and their future dream job in front of the class. the writer scored students’ speaking skill based on three components. they are accuracy, fluency and comprehensibility. the pre-test was given to 23 students from class a. the highest score for pre-test was 67 and the lowest score was 33. students’ speaking score in the posttest the post-test was given in order to find out students’ speaking score after they got treatment from the writer. in this study, post-test was done on may 26st, 2015. in conducting the post-test, students were asked to describe one of the topics. the topics were your friend’s smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 98 physical appearance and your future dream job. students were given 10 minutes to describe their friend’s physical appearance and their future dream job in front of the class. the writer scored students’ speaking skill based on three components. they are accuracy, fluency and comprehensibility. the post-test was given to 23 students from class a. the highest score for post-test was 83 and the lowest score was 44. it showed that students’ speaking achievement increased because their average score in the post-test was higher than pre-test. the results of normality in the pretest based on the result of normality calculation in the pre-test, the writer found out that obtained = 5.49 which is the degree of freedom (df) = 11.1 (6-1) with significance level was 99% (0.5) and table = 11.1. the criterion for normality test was if obtained < table, it can be concluded that the data distribution of pre-test can be considered as “normal”. the results of normality in the posttest based on the result of normality calculation in the pre-test, the writer found out that obtained = 8.04 which is the degree of freedom (df)= 5 (6-1) with significance level was 99% (0.5) and table = 11.1. the criterion for normality test was if obtained < table, it can be concluded that the data distribution of post-test can be considered as “normal”. the result of matched t-test calculation based on the students’ score obtained in the per-test and post-test, the writer calculated the matched t-test to find out whether or not it was significantly effective to teach speaking skill by using pictures to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year of 2014/2015. finally, the result of matched t-test calculation shows that the t-obtain was higher than t-table. the t-obtained was 31.37 while the t-table was (1.717). it means that the null hypothesis (ho) was rejected and automatically the alternative hypothesis smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 99 (ha) was accepted. it can be concluded that it is significantly effective to teach speaking skill by using pictures to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year of 2014/2015. based on the findings above, the writer can interpret that after giving treatment by using pictures, students’ speaking score was higher. it means that it is significantly effective to teach speaking skill by using pictures. it can be proved from the difference between students’ average score obtained in the pre-test and post-test. in the pre-test, students’ average score was 46.36. on the other hand, in the post-test, students’ average score increased to be 60.54. in addition, the highest score in the pre-test was 67 and the lowest score was 33. there are some factors that affect why students’ score in the pretest was low. firstly, students have no preparation to describe the material. secondly, students cannot express what they want to say in english, but the students know what they have to say, but it took time. thirdly, students are afraid to talk in front of anyone as they are afraid to make any unconscious mistake. because of three factors above, consequently students cannot express what on their mind is related to the topics given by the lecturer. the topics were your friend’s physical appearance and your future dream job. based on the problems above, the writer decided to give treatment the students. the writer used pictures as a media to help students in describing their idea in the form of speaking skill. the writer took four meetings in giving treatment. it was started from april 28th, 2015 until may 19th, 2015. the materials of treatment were introduced themselves, give personal information, exchange personal information and explain hobbies and interests. students were asked to explain the topics in front of the class and their performance were scored by the raters. after giving treatment, the writer continued the next step. the last step was called post-test. the highest score for post-test was 83 and the lowest score was 44. it was showed that students’ speaking achievement increased because their average score in the post-test was higher than pre-test. it can be concluded that it is significantly effective to teach speaking smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 100 skill by using pictures to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year of 2014/2015. the effectiveness was considered as the result of pictures used by the writer in the treatment. students’ speaking achievement increased in the post-test and it was influenced by some factors. they were: firstly, pictures help students in expressing idea and information. secondly, students feel confidence to describe the topics because they have a guideline from the writer. finally, students can describe briefly because they have a good preparation and more information about the topics. it can be concluded that teaching speaking skill by using pictures has advantages in learning process especially in describing someone physical appearance. besides, students were motivated to be active in the classroom and are able to give brief explanation based on the topics given by the writer. finally, the result of matched t-test calculation shows that the t-obtain was higher than t-table. the t-obtained was 31.37 while the t-table was (1.717). it means that the null hypothesis (ho) was rejected and automatically the alternative hypothesis (ha) was accepted. it can be concluded that it is significantly effective to teach speaking skill by using pictures to the sixth semester students of english education study program at stkip pgri lubuklinggau in the academic year of 2014/2015. 4. conclusion based on the result of the study in the previous chapter, it can be concluded that it was significantly effective to improve students’ speaking achievement by using pictures to the sixth semester students of stkip pgri lubuklinggau in the academic year of 2014/2015. it can be proven by the comparison of the percentages of the students’ conversion in the pre-test and post-test. in the pre-test, the students’ highest score was 67 reached by 1 student and the lowest score was 33 reached by 5 students. the average score of the pre-test was 46.36. on the other hand, the highest score in the post-test was 84 reached by 3 students and the lowest score was 44 reached by 1 student the average score of the post-test was 60.54. the data of the average score of the pre-test and post-test showed that students’ speaking scores improved after smart journal volume 1 no. 2, august 2015 hlm. 93-101 published by: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 101 the teacher gave treatment by using pictures as teaching media. in addition, based on the statistic, the result of matched t-test calculation was 31.37and exceeded (1.717) as coefficient of t-table with 95% significantly level for one tailed test. it can be concluded that in the pre-test, t obtain<t table. on the other hand, in the posttest, t obtain>t table. based on the conclusion above, the writer found out that the use of pictures as media in teaching speaking was very useful for the students. the students who were taught by using pictures got better score and were motivated in speaking english. the students also had great self confidence in expressing their idea in learning english. 5. references cohen, manion, & morrison, keith. 2007. research methods in education. new york: routledge. fraenkel and wallen. 2009. how to design and evaluate research in education. new york: mcgraw-hill, inc. henry g. tarigan. 1981. berbicara sebagai suatu keterampilan berbahasa. bandung:angkasa. latief, mohammad adnan, 2012. research methods on language learning an introduction. malang: um press. smart journal, volume 6, no. 2, august 2020, page 108117 issn cetak : 2356-2048 issn online : 2356-203x 108 the effect of reflection in lesson study imaniar tiara ningrum 1) , rahmatika kayyis 2) , miftahul jannah 3) , kurniati 4) , fitri wulandari 5) , renita sigesti 6) 1) 2) 4) 5) english education department of fkip umpri email correspondence: imaniartiaraningrum@gmail.com abstract this descriptive qualitative research aimed to describe, explain and analyzing about the impact of lesson study reflection towards teachers ability in teaching english language and to find out the impact of lesson study in teaching and learning process in 8 th b class of smp it insan mulia borading school prigsewu. the data collection technique uses questionnaires and documentation. data analysis uses interactive. the result of this research presented that lesson study improve the quality of teaching-learning process, the students enthusiasm in learning english improved step by step as the lesson goes on, and it affect students learning outcomes. keywords: lesson study, reflection, english teaching 1. introduction english is one of language that used to communicate in the world as international language. according to nunan in cahyono (2010) english has become a tool for communication in transportation, commerce, banking, tourism, process of technology, diplomacy, and scientific research. the science and technology are conveyed using english english language has been commonly accepted as an active universal language in the world. english is one of the most commonly spoken languages for economic, social and cultural prosperity in contemporary global society and, as a result, has become a worldwide enterprise (kubota & lin, 2006). therefore, nowadays students ought to master english as a foreign language. in teaching learning process, particularly in teaching language, sometimes teacher rarely considers whether what they say in class is able to encourage the students to be active or not. as the fact, the teaching of english in our formal education was somehow out of the expectation. there are so many imaniar… 109 english teachers do not succeed in teaching english as a foreign language. from these facts, it seems that something is incorrect from their teaching and learning english activity. teachers have an important role in making academic atmosphere. to achieve this, they need to be professional in improving the quality of their teaching and learning process. in addition, to be professional teachers, they need to explore their teaching knowledge and experiences. improving teacher quality must be done in a fundamental and comprehensive manner. the most effective improvement in the quality of learning can be done with lesson study, madawati (2015) states the formulation of lesson study as one of the models of teaching professional development through the study of collaborative and sustainable learning based on the principles of collegiality and mutual learning to build learning communities. there are some previous studies taken by some researchers around the world related to the use of lesson study to help the teacher to conduct the class in the learning activity. the first study was conducted from nashruddin (2016). the researcher conduct the research in a private senior high school in malang, east java, indonesia with the title “the implementation of lesson study in english language learning” as this is a case study, it only focus on a school and the result should not be used to generalize lesson study applications in indonesia. in the lesson study there are several stages that must be carried out including the planning stage, the implementation stage and the reflection stage. at the plan stage, all participants hold discussions regarding the learning activities that will be implemented. then at the "do" stage the lesson plan that was created will be implemented by the teacher in the class. for the next stage is reflection "see", there will be a discussion related to learning activity, therefore, the researcher conducted lesson study at smp it insan mulia boarding school pringsewu to see the impact of lesson study especially the effect of reflection the effect… 110 towards teaching and learning process in english learning, and explain findings that useful in the development of english teaching that will be done collaboratively by the teacher based on the principles of collegiality. the second previous study was conduct from andini (2016). the researcher conduct the research in introduction to literature class of english language educat ion department fkip umm entitle “implementation of lesson study for improving the quality of student learning process” it research was conduct in two cycle, with three meeting in the first cycle and four meeting in the last cycle. in the cyle1, it improve the students enthusiast in learning , the students enjoyed to learning, they could improve their participation in the teaching learning process, and their attitudes toward the learning activity significantly improved. in the lesson study there are several stages that must be carried out including the planning stage, the implementation stage and the reflection stage. at the plan stage, all participants hold discussions regarding the learning activities that will be implemented. then at the "do" stage the lesson plan that was created will be implemented by the teacher in the class. for the next stage is reflection "see", there will be a discussion related to learning activity, therefore, the researcher conducted lesson study at smp it insan mulia boarding school pringsewu to see the impact of lesson study especially the effect of reflection towards teaching and learning process in english learning, and explain findings that useful in the development of english teaching that will be done collaboratively by the teacher based on the principles of collegiality. 2. reseach method the design of this study was descriptive analysis in form of descriptive qualitative research about analysis on the effect of reflection in lesson study. the researcher took from creswell’s note that the descriptive research attempts to describe, explain and interpret conditions of the present the purpose of a imaniar… 111 descriptive research is to examine a phenomenon that is occurring at a specific place and time. this study was conducted at smp it insan mulia boarding school pringsewu, which is located on pringsewu, pringsewu district, pringsewu regency, lampung province. this school has 4 classes for the elevengrade students. in this research, the researcher takes 8 th b class students of smp it insan mulia boarding school pringsewu, this class had 29 students. to achieve the objectives of this study, data were collected in several techniques, namely interview and questionnaire containing about the implementation of lesson study, it was given to the model teacher, colleague teacher, english lectures and the students, and also observation class. in this study, the researcher used technique of data analysis based on miles and huberman cited sugiyono (2014) which is involving three steps: reduction data, displaying data, and conclusion drawing/verification. those components of analysis are interrelated during research process. 3. findings and discussion according to lewis (in ibrahim 2011) explained that lesson study is a way effective that can improve the quality of teacher teaching and student learning activities. lesson study is not a method or learning strategies but lesson study activities can apply methods for learning strategies that are suitable for situations, conditions, and problems faced by the teacher. in this research lesson study can improve the teacher teaching and learning quality in english language. the reseracher provides an analysis of the findings in each lesson study cycle on the teacher and students. those findings would be anayze as follow: a. learning method and media according to the research result, teachers did not use variations method and media in their teaching leaarning but after implementing lesson study, there were various inovation in developing the learning method and media, lesson the effect… 112 study lesson study helped teachers in developing the teaching and learning method b. teacher’s teaching ability in overcoming the learning practice and students activity in class in this research found that, most of time teacher’s ran the learning activity without structured planning, and teacher was not accustomed to reviewing the process and activity in learning, but after implementing lesson study, teacher’s teaching and learning pracice was better and stuctured based on lesson plan, and teachers was accustomed to reviewing the learning process and activities during open class, so it conclude that lesson study improved the ability of teacher’s teaching practice. c. cooperation and coordination between allied teachers from the result of interview and questionnaire data, teachers has never been involved in each other class and there was never been collaboration between allied teacher in handling the learning acitivity. but teachers were involved in allied teacher teaching learning activities and created a collaboration in teaching and learning practice with allied teacher during lesson study implementation. lesson study provide the opportunity for teachers to share their experience, insight, information and ideas. d. teacher’s learning evaluation based on the research result the teacher tend not to conduct learning evaluation regularly in their daily teaching and learning practice, but learnig evaluation was carried out by teachers during implementation of lesson study after open class, so by implementing lesson study there is an inovation to evaluate the learning activity. based on the data description above, it can be concluded that there are a positive effect of lesson study on the imrovement of teacher's teaching quality in english class, through lesson study teachers could use various methohd in imaniar… 113 their teaching practice in order to make the learning activity more interesting, lesson study also establish good cooperation and mutual learning between allied teacher. furthermore, the students also made significant progress in learning after the implementation of lesson study. the progress could be seen as follow: a. students response in this research, the students response in cycle 1 was not really good but there were students who responses toward the learning activity,students answered the teachers question aout kinds of greeting card, but there were a students showed a low response and answered randomly, and in cycle 2 they had a low response toward learning activity at the beginning of the lesson, there were students looked not interest in following the lesson, there were some students put their head on table, and answered the teacher’s question limply. but they became more active as the lesson goes on. the students responses was preety good improve in the last cycle. b. student’s comprehending in first open class the students comprehending about the material was good for the first meeting, but there were a few students had low comprehension about the kind of greeting card. students comprehending about the material was improved in second open class. all students could make an outline when teacher asked them to make it and some of students had already made it in form of actual greeting card. the students comprehending about the material was imroved each meeting, in third open class student could make a full greeting card and design it by themselve. c. students dessire in learning based on the research observation, in first open class, there were students had less desire in learning teaching activity, there was a student slept during the learning process at the beginning, but awakened in the middle of lesson, there the effect… 114 was also students who chitchatted and make a noise with their friends. but there were students who had enthusiast in following the lesson. in second open class the students desire in learning looked weak at the beginning, they tend to be quiet when teacher entered the class but at the last open class students looked more passionate in following the lesson there was a sense of competitive between each group, and all students tried to make the best greeting card. there was a sense of competitive between each group, and all students tried to make the best greeting card d. students concentration in learning in first open class students paid attention on the teachers explanation and they looked concentrate when teacher displayed the kind of greeting card on projector screen, and in second open class there was a lowering concentration at the beginning of lesson, but their concentration lived up when teacher asked them to make an outline, there were students who asked to the teachers when they found difficulty, and there was student who opened the book and dictionary during outlining process. students also could answered when teacher asked about part of greeting card that been showed before in projector screen, but their concentration was improved in the open class, students concentration was good, all students tried to design the greeting card. some students translating the sentence into english, creating trinkets, drawing the paper and writing the greeting card. e. students awarness based on the research observation during lesson study implementation, in first open class only one group had chance to presenting their discussion result, the rest could not presented their disscusion related to the greeting card because the time was not enough, and there was no studnets awarness abou time. students awarness when completing the lask was improve in second open class all group could finish their outline on time. and in last open class students collected their imaniar… 115 greeting card to the teachers on time, only two group was ingnoring the time and late. based on those explanations, there were some benefits of the implementation of lesson study in teaching-learning process. for the teacher, lesson study had made the leraning-teaching qulaity improved and more structural. for the students, lesson study had made the students more understanding the material, and lived up their enthusiasm in learning. the result of lesson study implementetation in smp it insan mulia boarding school pringsewu showed an improvement in each open class. 4. conclusion based on the descricption of reasearch result and disccussion, it could be conclude that lesson study helped the teachers to improve their teaching learning quality, and through reflecting the lesson study implementation, the lesson study provides a positives impact on the english teaching and learning including : 1. the the learning implementation became more structured because teachers had made the lesson plan in chapter design acitivity, although there were some obstacles in each meeting, but it could be resolve in reflection stage. teacher’s teaching ability improved during lesson study implementation, because all the weakness in teaching practice discussed it reflection stage, so the further teaching practice be better than the pevious meeting, and lesson plan for next meeting made based on the various ideas from lesson study participants that concidered the result of reflection. 2. lesson study generate the positive manner where the teacher accustomed to have maximum preaparation before learning in class. the teacher’s habit in designing and preparing lesson plan has been formed. the effect… 116 3. through lesson study the comunication between allied teachers is quite good and it tends to improve the way teachers model teach, because there was no discussion about the learning practice between the allied teachers before. 4. lesson study can help teachers in solving the learning problem because lesson studty provide the teacher to discussing and sharing the information together, and teachers became more inovative in using the method/strategy in learning practice, through lesson study teacher beacome more esier to understanding the student’s behaviour and needs during the learning process. 5. lesson study implementation increased the students enthusiasm in learning english because there was a significant progress in each open class during lesson study implementation, students enthusiasm improved step by step as the lesson goes on, and it affect students learning outcomes, due to the increasing of studnets score. students enthusiasm was improved because in lessson study teacher solve the problem and discussing about the learning strategy that appopirate to students need. according to kurniati & wulandari (2019) implementation implementing peer tutor in lesson study activities can make the process of learning to be organized, and can be exploiting an critical idea and it rise collaborative in group in anticipate out of condition in learning process. 5. references andini, t.m (2016). implementation of lesson study for improving the quality of student learning process. thesis. malang: fkip umm. chichibu t., (2013). how japanense schools build a profesional learning community by lesson study? international journal for lesson studies. emeral group publishing limited. vol 2: 12-25 doig, b & grover s. (2011). japan lesson study: teacher professional development trough communities of inquiry. mathematics teacher imaniar… 117 and development 13(1), 7793. january 24, 2020. https://files.eric.ed.gov/fulltext/ej960950.pdf. hendayana, sumar, et al. (2006). lesson study, suatu strategi untuk meningkatkan keprofesionalan pendidik (pengalaman imstepjica). bandung: upi press. indika, norma. (2017). a descriptive analysis on lesson study program used by english teacher in seventh grades of smp muhammadiyah al-kautsar program khusus kartasura. thesis.surakarta :iain surakarta. nashruddin, w & nurrachman, d., (2016). the implementation of lesson study in english language learning. thesis. cirebon : syekh nurjati state institute. pratiwi, i.a; utaminingsih, s.; & murtono (2018). effectiveness of lesson study learning community models to improve learning quality. thesis. central java: muria kudus university. richards, j. c. and renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. kurniati & wulandari. (2019). peer tutor in lesson. jurnal smart. 5(2): 108-118. sudaryono. (2019). metodologi penelitian kuantitatif, kualitatif, dan mix method (2 nd ed). depok: rajawali pers. sugiyono. (2013). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. yoshida, m. (1999). lesson study: a case study of a japanese approach to improving instruction through school-based teacher development. disertasi ijazah kedoktoran, the university of chicago. https://files.eric.ed.gov/fulltext/ej960950.pdf jurnal smart , volume 3, no 2 (2017) , page. 137-151 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638/471.203x 137 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart: journal of english language teaching and applied linguistics. using local tastes in elt classrooms to promote learners’ nationalism siswoyo universitas negeri surabaya email: siswoyosiswoyo16070956005@mhs.unesa.ac.id abstract this article aims at exploring the use of local taste in english language teaching (elt) classroom especially for the elementary school students. teaching english since elementary school has lots of advantages for the language learners. the students will be native like if they learn english as early as possible. their pronunciation will be more native like rather than the adult because they have not exceeded the critical period. by using the local taste in teaching english, the students will be able to promote their local taste in international world. promoting local taste towards international world is one of the efforts to increase the students’ nationalisms. keywords: local taste, english language teaching, nationalism 1. introduction the development of a country depends heavily on the quality of the education. it is clear that education takes a very great contribution to develop the quality of human resources that become the foundation for a nation’s growth. the national education is an education that is conducted as the implementation of pancasila and the 1945 constitution as the foundation of the nation. besides, indonesian cultures and the values of the religion are also the basic principles of the national education of indonesia. according to nucci and narvaéz (2008:5) education is a means which is widely used by teachers to influence and change their students’ learning processes. therefore, it is crucial to look up what happens in the education system in indonesia. a comprehensive analysis must be conducted to give great contribution to the development of quality of education in indonesia which in turn will produce quality of generation in the future who bears the values of religion, nationalism, and culture. this article will have a closer look on the policy regarding the teaching of english language in indonesia, more specifically on the government’s policy of deleting english subject from elementary school. this article will also discuss how to insert the indonesian culture and values in order to prevent the sense of the indonesian students’ https://doi.org/10.26638/471.203x mailto:siswoyosiswoyo16070956005@mhs.unesa.ac.id using local ..… 138 nationalism. gellner (1983) said that someone’s nationalism or identity can be taught using culture communicatively. 2. discussion the government’s policy regarding the deletion of english subject the government of indonesia in line with the curriculum 2013 has made a controversial decision to delete the english subject from elementary school curriculum. some people support the policy based on two main reasons: the big burden due to so many subjects that have to be learnt and the concern of loss of nationalism especially their communication ability in bahasa indonesia. it is good at building the students’ nationalism since their early age due to the fact that the students or children’s sense of nationalism gradually decreases. the policy, however, is debatable. in the context of children’s cognitive development, language should be taught as early as possible because the golden period of children’s language is between 6 to 13 years old. moreover, the cognitive and creative process and the divergent thinking to learn a foreign language are on optimal condition when a child reaches 6 to 13 years old. therefore, it would be very advantageous when the elementary school students learn english. with the right method and techniques of teaching, the students will be helped to be able to develop their english well. the learning environment also must be fun, interesting and enjoyable. the students must regard english as a fun subject to learn. they do not need to learn patterns or memorize and remember difficult vocabularies. the most important thing is that they should learn the language without being forced and stressful. using local culture in english language teaching classroom local culture is not the same as global culture. local culture is the term that is usually used to differentiate a culture of national culture (indonesia) and global culture. the local culture is the culture of the people who occupy a certain region or area different from the culture of the people who are in the other places in general. regulation no. 39 of 2007 article 1 defines the local culture as values system which are shared by the specific community groups in the specific area, which is believed to be able to meet the expectations of their people and in which there are societies’ values siswoyo …… 139 and attitudes believed to be able to meet their people lives. in broader views, english as a means of international communication becomes the most important foreign language to learn in indonesia. it is commonly agreed that everyone who would like to succeed internationally should master this foreign language. by mastering english, they will be able to participate and compete actively in the global world. due to this fact, english becomes one of the most important subjects taught in schools. most parents as well as teachers believe that english should be learnt since early age. this is the reason why english has been introduced not only since elementary school but also since kindergartens. nowadays, the international trend in foreign language programs are held in early stage and this trend is not only in europe but also in the other countries around the world (nikolov, 2009). according to gonzales (1995) english is used by lots of people as an international communication mostly for the international diplomacy, scientific book writing, and in international business and trade. further, gonzales (1995) explains that “english becomes the most crucial language in financial and global financial transactions and the language of trade negotiations and the medium of discourse of the international need as well”. this circumstance makes english more popular and becomes the international lingua franca which in turn promotes the spreads and developments of elt in the expanding circle countries or nonenglish speaking countries (woodford and jackson, 2003). commonly the elt classrooms are prepared to make its learners able to communicate effectively in english. to do this, english teachers have tried to motivate their students by using interesting various methods and techniques of effective english teaching. some of them use songs and games in their elt classroom and the others make use of graded readers in their teaching leaning process. the application of various methods and teaching techniques is aimed at preparing the students to be able to communicate well in english either in writing or orally. unfortunately, the government has made unpopular decision, namely by deleting the english subject from the curriculum of elementary school in 2013 curriculum. the deletion is based on some reasons which one of them is to prevent the students from the loss of sense of their nationalism. it is assumed that the teaching of english since using local ..… 140 elementary school will only hamper the students’ sense of nationalism. the main concern is that they will be inclined to study english rather than study bahasa indonesia as their national language. besides, they will be more familiar with the western culture than the local or indonesian culture. this is based on the fact that english teachers often emphasize too much on foreign or the western culture in their teaching learning process. the teaching of english should not only discuss the foreign culture but also be accompanied by the explanation of local culture. such a problem becomes the main concern in the current elt practice in this country. what english teachers do in their teaching process is commonly attempting to complete the goals of learning stated in the english curriculum. the teachers, unfortunately, are too busy to find the relevant materials without considering the local culture that may be useful to include in the teaching materials. it is generally agreed that teaching english will not be effective without involving culture. even, many believe that it is impossible to teach foreign language without teaching the culture. as we have understood that each sentence or expression – even words – has direct correlation with culture – they need to be put in the cultural context of the language. however, we should be careful in incorporating the culture in elt classroom. we should not emphasize too much on the western culture when teaching english. we should as well incorporate the contents of local culture in the teaching material so that the students will not lose their sense of nationalism. every english teacher needs to realize the importance of inserting local culture in elt classrooms; otherwise they will only become the agent of new form of imperialism. unfortunately, the current elt practice leads the students to understand foreign culture better than their own culture. in the extreme way, some students even regard the western or foreign culture as higher than their local culture. some students even have very good understanding on the foreign culture. as a result, they become internalized in the students’ daily life, so they use the foreign culture in their daily style. the worst impact of teaching english is the possibility of loss of our own culture since the students do not have good understanding of it anymore. the valuable local cultural norms and siswoyo …… 141 values will gradually vanish as the students like to behave in accordance with the foreign cultural norms and values. the students may do not know their own cultural identity any longer. every educator or teacher who is involving in the elt practice should anticipate this problem. they must have the knowledge of foreign culture and begin to discuss the national or local wisdom or culture when they teach a second language in their teaching and learning process. to have better understanding and application of using local culture in elt classroom, we should clarify first the notion of ‘culture’. according to mesthrie, et al (2009) culture is the life guideline of culture members; their ideas, belief collection and customs which they learn, follow, transmit and share from generation to another generation. in this case, culture can be said as ‘strategy or guidelines for living’. as the strategy for living, it limits the forms of human’s behavior which are considered appropriate or acceptable in certain societies. from this definition it can be said that culture is inherited from one generation to another generation. inserting the national values in elt classroom the national values should be inserted in the foreign language especially english syllabus and incorporated in the teaching activities that form the students’ character. for example, when the students are about to begin their class, they have to pray to the god as one of the implementations of pancasila and religious values. such activity internalizes the religious character both to the students and teachers. giving tasks to students will internalize the value of responsibility. such cultural values should be used by the teachers as the successful indicator in language teaching process conducted by the teachers. the cultural values that need to be inserted in the syllabus (hartono, 2012) to build students’ excellent character are that follow: character building a. possessing religious manner b. having self confidence c. complying with social rules d. respecting others e. having logical, critical, creative, and innovative thinking f. possessing autonomy g. possessing patriotism or national pride h. appreciating the works of others using local ..… 142 i. being responsible j. possessing healthy lifestyle k. being courteous l. possessing awareness of the rights and obligations of self and others m. being trustworthy n. possessing high discipline o. hard-working p. being democratic q. being concerned with social matters and environment r. being curious s. having high passion to learn t. possessing the spirit of entrepreneurship the integration of character education in elt classroom has to follow the principles and processes of language teaching and learning. vale, d., scarino & mckay (1991) formulate the principles of language learning that integrate character education in learning a language process. the principles that are allowed to be integrated into various activities that can build the students’ characters are as follows: a. the learner-centered principle: the class consists of various individuals in terms of their cognitive, affective and social aspects. it is better that the class is divided into small groups based on their differences. b. the active involvement principle: here, the students are taught to use english appropriately in accordance with the objective of learning. c. the immersion principle: the students will learn better in an environment exposed to various language. it involves teacher talk, another classroom talk. it needs audio and videotapes completed with written information. d. the focusing principle: to produce the ability of effective communication in limited time span, the students need to focus on the right times as well as the right strategies that can help them to deal with the language being learned. e. the socio-cultural principle: language is not in vacuum condition. they are related to culture where the language is reflected. so, it is important to incorporate the cultural experiences in the process of learning. f. the awareness principle: the language awareness of the siswoyo …… 143 students is very important to get the access to a group of people, ideas, and way of thinking. the basic concept of learning is not only passing knowledge to the students but also presenting the opportunity for them to build their own character. although there are many factors influencing the construction of individual characters, character education is where the educators can contribute in developing the students’ character. character education should be integrated into all subjects including english. in arranging the objective of learning, it is important to give students a variety of activities that can build their characters. the activities can be inserted in all process of language learning. to integrate the character education in the activities of language learning, we need to integrate the principles of language learning in various activities. examples of integrating the national values into learning activities: example 1 character building pillar: trustworthiness (are you a trustworthy person?) the following are the key expression should be used in the process of learning: i am a good person. i am an honest person. i don’t like to lie. i don’t like to cheat, i don’t like to steal. i always keep my promises. i like to do the right thing, even it is difficult. i am a dependable. example character building pillar: respect (are you a respectful person?) the following are the key expression should be used in the process of learning i like to respect other people. i like to admire the others for their success i like to treat people the way i want to be treated. i don’t like to hurt the others’ feeling. i don’t like to insult people or make fun of them. i don’t like to ridicule or embarrass people. using local literature in elt classroom local literature in a language class is very important and it has very important role. in general, literature can motivate and inspire the students to interpret their using local ..… 144 emotions, thoughts and introspect within themselves. according to brumfit and carter (1986), literature is “an ally of language”. the method is certainly new because literature has been widely used as a means to teach language. in grammar translation method, literature plays a significant role in foreign language classroom. duff & maley (2007) said that literature in teaching a language has to be understood, interpreted and practiced as a good writing and illustration sample of the grammatical rules in practice. furthermore, literature is able to develop the students’ minds and make them how to think critically. in line with this, another expert hadaway, et al (2002) propose that there are also other advantages of literature used in language teaching class. the first is language contextualization. for this case the students will be more familiar with the practice of language at different situation and conditions when reading literary texts. secondly, studying through literature will help students consider the social factors embedded in literature. the students are stimulated to increase their own experiences. literature and language are related closely to each other, developing language basic skills in speaking, reading, and writing. literature is a rich source for the students’ activity in the classroom. to support this opinion, collie and slater (1990) have observed four main factors to consider when using literary texts for teaching language. the factors that should be paid more attention are enhancement of the culture, material genuinity, language elicitation and the participation of individu. the other additional factors that should also be considered are universality, nontriviality, creativity, interest, and variety. boas (1931) gives the limitation of literature as the record of experience which is interpreted by personality that is behind every book which the race preserved is a human being’s eager effort to produce meaningful life, to make beauty, to express suitable ideas and emotions, to create the men aware of themselves and their life they guide. because the core function of a language is to interact and communicate, so communicative conversational activities in a classroom will be the best way to learn a language. the use of local literary in elt teaching learning process will provide the students chances to improve the students’ knowledge related to the local stories as well as use the english creatively. besides, the students’ awareness of the language will also siswoyo …… 145 improve. more importantly the students will be inclined to analyze texts more critically. the main objective of using such literature in an elt teaching learning process is to create a more creative classroom as well as improve the students’ communicative ability about the local literary works. it is because in a classroom that uses literature in its teaching, the students must be involved – respond and react – emotionally or creatively. elt class has widely used literature as a teaching tool. the main aim of using literature in elt process is to increase students’ skill of critical thinking. literary texts will help the students to open their critical ability because literature encompasses every human dilemma, conflict and solution. literature has been proved to be rich source for learning language as well as motivating learners to be involved in the classroom activity. in addition, the goals and objectives of using literature in english class are to make the students: a. find the joys in reading and understanding literature and realize new ways to understand the world surrounding them. b. respect the language aesthetic value. c. involve the students themselves with various texts and draw relationship between oneself, the texts and the world to develop the intellectual, emotional, sociocultural and global skills and awareness. d. articulate perceptive and analytical thinking when they discusses and write literary texts e. discover and elaborate how the elements of various genres function in literary works to have particular effects; and f. understand the importance of contexts where literary texts are written and comprehended (ministry of education of singapore, 2013). in teaching english using literature, there are some factors that should be paid attention for the english teachers in selecting the literary text in a foreign language teaching learning process. those factors are language level, motivation, interest and culture. literary text reading gives good effect for the students if the text being read is valuable, meaningful and interesting. the selection of the texts in accordance with the using local ..… 146 students’ real-life experiences, emotions and desires also has significant influence. furthermore, the difficulty of language level should also be considered. using simple language in literary work actually can be used as a medium to make the students easier to understand the text of literary but this is not regarded as the very vital factors. the criteria that are regarded as more crucial are relevance, interest and appeal. some other elements such as fun, interesting, pleasure and enjoyment can be used to help the students do the problem in linguistic domain in happy situation (collie & slater, 1990). in addition, obediat (1997) also said that literature has good impact in language teaching. he further said that teaching a language using literature will help the students gain ability in the target language, study various expressions (e.g., idiomatic expressions) to talk accurately and more smoothly and become more adaptive in learning a language. in addition, custodio and sutton (1998) also had analysed that literary work can provide the opportunity and chance for the students to criticize, investigate and ask. in brief, teaching language using literature can make the students have lots of authentic material references. if the students get such joyful materials, of course, the students will be able to master the language at a higher grade (elliot, 1990) therefore, local literatures will be very helpful in developing and increasing the students’ positive critical thinking about their own literature because when they are studying local literary texts, the students also can analyze, draw inferences, synthesize and evaluate concepts and information in those literary texts. in the literature class, the students will get ample opportunity to engage in discussions, to express their own ideas. the ideas can be life, values, morals, beliefs, relationships, interests, like and dislikes and the style of writing – humorous or tragic. in literature class, students learn how to analyze texts based on logical reasoning. we can say that language teaching is like bland food when literature is not used. it has been proven that the past generations had solid foundation in english because they learnt classical literary works written by great people in literature, like shakespeare, william wordsworth etc. the contemporary generations, however, do not have any exposure to classical literary works. this causes their intellectual growth and emotional growths are severely hampered. siswoyo …… 147 to stimulate the students’ interest in literary works, duff and maley (2007) has proposed some graded tasks that can be used. in this case, every student should proceed gradually from easy tasks to the hard ones. they stress the benefits of varying the problems of the tasks and the difficulty of the texts: a. level 1, simple text + low level task b. level 2, simple text + more demanding task c. level 3, difficult text + low level task d. level 4, difficult text + more demanding task such leveling is believed to be able to make the students more motivated and interested in learning. they will not think that english is hard and difficult to learn any longer. besides, to make the elt classroom more enjoyable and interesting for students, the language teacher can use literary texts genres varieties, like plays, novel, stories, poetry etc. it is stated that literary texts have good impact that can enrich the learners of language in the classroom and stimulate language acquisition by providing meaningful and memorable contexts for internalizing and interpreting the second or foreign language (lazar, 1993). so, the language teacher is able to use the literary texts either in their original forms or in simplified versions. there have been many simplified english stories written specially for learners of other languages. in elt classroom, various types of stories can be utilized such as short stories, novels, plays, or song lyrics. by using literary texts in classroom, the language basic skills of the students, like reading, speaking and writing are developed and increased. various genres teaching benefits: poems in a language teaching a poem is one of the significant genres to be used in the process of language teaching. the benefits of using poems in language teaching class are: a. giving the learners various views about the practice of language; b. encouraging the students for giving description and individual interpretation; c. evoking the language learners’ emotions and ideas both in mind and heart; d. making language learners familiar about figurative language such as metaphor and simile; according to cubuku (2001), poems are motivating and interesting exercises for the learners of the using local ..… 148 language. they have rhythmical elements that convey love, preference, hate, etc. therefore, it should be kept in mind that the students are going to know the stress, juncture, pitch, and the rising and falling intonation of foreign language through reading poems. story in language class one of the genres that is also able to be the media to teach the language is story. it is also regarded as one of the very important genres for language teaching because in the story there is also characters that symbolically play and authentically act for their daily habit. it means that story shows human’s life style. stories in foreign language teaching have many benefits such as: a. preparing the students as the language learners knowledge and attitudes in various habits; b. providing a mystery and wonders that are interesting to follow; c. improving the students’ critical thinking skills; d. causing the students feel convenience and free (ariogul: 2001). so, it can be said teaching language using short story has good influence in foreign language classroom (sage, 1987). drama performance in elt class performing drama is also one of the genres in literature that can be used to teach language that enriches the language teaching source. drama can be used as the strategy of language learning. besides, drama also can be used to raise the awareness of the language learners towards the culture and language they learn. the instructors of language have chance to present the students’ experience and their understanding (cited sariqoban, 2004). the following are the advantages of using drama in elt classroom: a. it can stimulate and promote the students’ imagination and creative thinking; b. it can strengthen the students’ listening skill; c. it can improve students’ awareness and empathy of a language; d. it can develop the students educated self-concept; e. it can provide the teacher with update and good paradigm at their instruction; f. it can develop the students’ creativity and communication skill; siswoyo …… 149 g. it can develop the students’ competence levels by respecting their productive and receptive skills h. it can develop the students’ newer opinion and thought, teaching english at elementary school has good advantages and impacts towards the students’ proficiency in acquiring the language including english language. the child’s nerves system to train and produce the language is better than the adults in general because their nerves system is still elastic. it is commonly said that the earlier age someone learns a foreign or second language, the better result they are acquiring the language they learn. the hypothesis of innatist analyzed that the child formulates a better innate capacity for developing their basic language structure through language acquisition devices (lad) they have. similarly, bialystok and hakuta (1999) stated that children or younger language learners are proved better than adults in a language learning because the children’s brains are especially better organized for learning a language. other opinions are also given by some other experts, brumfit,et al (1991) who give the reason why children learn foreign language better than adults: a. before puberty, the children’s brain is more flexible and can adapt easily. furthermore, the acquisition of languages is possible “without selfconsciousness at their younger age”. b. the child has little negative behaviour than adult towards second languages and cultures, and consequently they are much better motivated than adult. c. the language of the children is closely related to the real communication because it depends more on the immediate physical milieu. concept of nationalism nationalism is the sense of pride and love to become a member of the certain state or nation. someone feels that right or wrong is my country, they will always show their pride and love to their state using their performance and action. they take care to defend their state and nation when there is someone wants to attack their nation or state. anderson (1983) said that nationalism formation is as the application and the implementation of the relationship between the citizens and their state. after discussing the use of local taste in teaching learning process, it is using local ..… 150 clear that introducing english language using local or national culture at primary school makes the students know earlier about english although in a very limited context. the students will get better psychological awareness than those who have not learned english since elementary school yet. other benefit got from learning english is that students know the new world that full of the competition in technology and knowledge, so they need english to anticipate that competitive era without losing their nationalism. 3. conclusion local taste literary work is very advantageous implemented in elt classroom because it is inspiring, beautiful, eloquent, and memorable. literary works represents universal human’s life experiences such as love, friendship, hardship, happiness, sadness, life and death, sexuality, etc. local taste literary work can increase the students’ nationalism as well to promote local culture in international world. however, the students’ language basic proficiency together with their critical thinking are developing by the use of the appropriate literary works in elt classroom. 4. references anderson, b. (1983). imagined communities: reflections on the origin and spread of nationalism. london: verso. ariogul, s. (2001). the teaching of reading through short stories in advanced classes. unpublished m.a thesis. ankara: hacettepe university. boas, r. p. (1931) the study and interpretation of literature. harcourt: brace and company inc. brumfit, j. & ronald, a.c. (eds.). (1986). litrature and language teaching. oxford: oxford university press. brumfit, et al. (1991). teaching english to children. london: collins. bialystok, ellen & kenji hakuta. (1999). confounded age and cognitive factors in age differences for second language acquisition. in second language acquisition and the critical period hypothesis. david birdsong (ed), 161-81. marwah, nj: lawrence erlbaum. collie, j. & slatter, s. (1990). literature in the classroom: a resource book of ideas and activities. cambridge: cup. cubuku, f. (2001). use of poetry for efl purpose. unpublished article. izmir: dokuz eylul university. duff, a. and maley, a. (2007). literature. oxford: oxford university press. elliot, r. (1990). encouraging reader response to literature in esl siswoyo …… 151 situation. elt journal, 4 (3), 191-198. gellner, e. (1983). nations and nationalism. ithaca: cornell university press. gonzales, andrew. (1995). “the cultural content of english as an international auxiliary language (eial): problems and issues”, in makhan l. tickoo (ed.), language and culture in multilingual societies: viewpoints and visions. singapore: seameo regional language centre with sherson publishing house, pte. ltd. hadaway, n. l., et. al. (2002). literature based instruction with english language learners, k-12. boston: allyn and bacon. hartono, yudi. (2012). ikippgri madiun.ac.id/ejournal/node/246. pengintegrasian pendidikan karakter dalam aktivitas pembelajaran bahasa inggris. in annisa astrid. palembang: fakultas tarbiyah iain raden fatah. lazar, g. (1993). literature and language teaching. cambridge: cambridge university press. mesthrie, r., et al. (2009). introducing sociolinguistics. edinburgh: edinburg university press. nikolov, marianne (ed.). (2009). early learning of modern foreign languages: processes and outcomes. second edition. bristol: short run press ltd. nucci, larry p. and darcia narvaéz. (2008). handbook of moral and character education. new york: routledge. obediat, m. (1997). language vs. literature in english departments in the arab world in english teaching forum. sage, h. (1987). incorporating literature in esl instruction. new jersey: prentice-hall inc. sariɋoban a. (2004). using drama in teaching turkish as a foreign language. eurasian journal of education research, 14, 13-32. woodford, kate and guy jackson (eds.). (2003). cambridge advanced learner’s dictionary. cambridge: cambridge university press. vale, d., scarino, a.&mckay,p.(1991). integrating character education values in language teaching: why and how. https://www.researchgate.net/pub lication/309556734 (accessed 31 january, 2017) https://www.researchgate.net/publication/309556734_integrating_character https://www.researchgate.net/publication/309556734_integrating_character https://www.researchgate.net/publication/309556734_integrating_character jurnal smart , volume, 3 no 2 (2017), page. 152-164 issn cetak : 2356-2048 issn online : 2356-203x doi: https://doi.org/10.26638//472.203x 152 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. babbling stage construction of children’s language acquisition on rural area lampung suhono 1), yeasy agustina sari 2) 1 institut agama islam ma’arif nu metro lampung 1suhono120708@gmail.com 2institut agama islam negeri (iain) metro abstract the aim of this research analyzed the phonological structure of babbling by children subject in eight months age on rural area lampung. specificaly, understanding the children’s language acquisition process in order to know the best way to help the children acquire their language ability maximally. the objectives of this thesis were: to describe the phonological structure of babbling which have the dominant of phonetic in babbling stage, to describe the dominant of phonetic consruction in babbling stage and the dominant phonetic on all data. this research was qualitative research. the subject of this research was the children on different rural area lampung. the researchers used triangulation technique and observations method in collecting the data. the result show that the dominant of phonetics construction in babbling was vowels (v), it have 30 frequency in all of data. it means that the subject more able to produce vowels in their acquisition language in babbling process. key words: babbling stage, rural area lampung,children’s language acquisition 1. introduction the study language as a system of human communication is known as linguistics. linguistic has a link with child language acquisition that is learned in psycholinguistics. psycholinguistics is one of the major areas of linguistics that investigates the relationship between languages that human cognition. it is “a field of study that combines psychology and linguistics” hirosbi et al (2001: 132). it means that psycholinguistic is discuss about the relationship between psychology of human and their ability to achieve language (linguistics) in their language acquisition.recently, research https://doi.org/10.26638/472.203x mailto:suhono120708@gmail.com babling stage…… 153 about second language acquisition had attested revolutionary furtherance since the publication fries’ book. hence various studys have been conducted to account in process of second language acquisition (suhono,2016:17). for instance children’s language acquistion. the acquisition of language is natural (nature) and something to learn (nurture). naturally, human being is born equipped with language acquisition device (lad).with this part, human’s brain can receive the data as the input and innate these data as the output. in acquiring language process, the children’s duty is determining which language they will use in this lad. then, the environment creates the system in language develop. child language can develop by two factors, they are language acquisition device (lad) and environment. both factors can influence the language acquisition process. before a child can use the language, she pronoun many kinds of sounds, like laughing, crying, and babbling. in that step is nothing meaning of their language, she just produce sounds in early step. some people or parents still don’t have a clear understanding of this language process. the sound looks like that they never experiance the learning process before, just because all of babies do the sane thing in line with their physical growth, for examples, babies of about six months will start producing sound producing sounds like babbling, syllabic word repetedly with consonant + vocal structure, for example : baba, haha. pre-language stages is the earliest stage of language acquisition that happen in three to ten months. in addition, in the pre-language stage there is babbling, it is happen in the six to ten months age. the sounds that can produce of this stage is contain of syllable type, such as muand da. in the early stage is pre-language stage, this is the first stage child acquire language, they can produce sounds but nothing meaning. this stage conduct child to achieve language. so far, child’s language acquisition has been studied of second language learners on the different background of country, for instance,english foreign language learner in saudi arabia, entittled prediction of child language development: a review of literature in early childhood communication disorders. his research, al hammadi (2017: 8) suggested that language development is significantly influenced by environmental factors. it is important to note that the social environment is not limited to the parent only but includes suhono … 154 peers and other adult interactions the child encounters outside the home. physical environments may affect language development when the child is in infancy; given that their brain is rapidly developing continuous language assessment is essential to ensure that early intervention is pursued to prevent language disorders in a child. the second research is kornilov et al., (2016: 48 ) inusa and rusia, entittled language development in rural and urban russianspeaking children with and without developmental language disorder. the aim of this study was obtained preliminary psychometric evidence for the satisfactory reliability, as well as evidence for the construct validity of the new assessment of the development of russian language (orria). then the second examined the contributions of urbanization and language group, aswell as their interaction, to children's language developmentas measured by this new assessment. based on the statements above, the researcher feels how important to understand the children’s language acquisition process in order to know the best way to help the children acquire their language ability maximally. in doing so, this research tell an analysis of pre-language stage acquisition. that is based on the observation in the real use of language by child, for example what kinds of phonetics that appear in certain situation. in the scope of child’s language acquisition, especially the researchers in indonesia, studying prelanguage stage acquisition on rural area lampung are rarely done by the researchers. hence, the aim of this research analyzed the phonological structure of babbling by children subject in eight months age. that is based on the observation in the real use of language by child, for example what kinds of phonetics that appear in certain situation. in this study, the researcher would like emphasizethreepoints, they are the phonological structure of babbling which have the dominant of phonetic in babbling stage, the dominant of phonetic consruction in babbling stage and the dominant phonetic on all data. the first step child get the language is from what they hear, so anything around her have influenced of her language acquired. language acquistion process language acquisition process happens in along human’s live , so it’s wrong if there is somebody who say that language acquisition process happens only in a young people. language acquisition process is a suddenly process. babling stage…… 155 it happens out of body mind’s. it because the human’s brain is complecated by language acquisition device, which given for human since the born. language acquisition process also passes through a long way, up to the children getting language knowledge (linguistics) maximally.language acquisition process happens fast on the children in the place who is using the same language with the children. this statement supported by yule (1996 : 173), who say that language acquisition is remarkable for the speed with which it takes place. from that yule said, it shows that the speed of children’s language acquisition process depends on the society culture around of them. some researchers have examined child’s language acquisition for instance minh et al (2017: 171), entittled a review of neighborhood effect and early child development and or whom, do negihborhhds matter?they suggest that neighborhood mechanisms are related to the differences in children's family environments. in the majority of studies that examined family-level variables, such as the learning environment at home or parenting practices, family-level variables were found to explain all or part of the association between neighborhoods and children's development (minh et al, 2017: 171). it can be infered that the environment was important to child. all normal children develop their language acquisition process in the same schedule even though, they sometimes are not in the same time. according to fromkin (2006: 313),“observation of children acquiring different language under different culture and social circumstances reveal that the developmental stage are similar, possibly universal. ” every child will always pass through the physical steps such us sitting up, standing, walking and the language steps such as crying, babbling, and naming. but the children do not pas those steps in the same age. it will be happen automatically. language acquisition can be said as creative process which walks automatically. the learners begin learning a language from their mother tongue will encounter some mistake or error much of the time (suhono, 2015:6). even though language acquisition walks automatically, it also influenced by biological foundations and the linguistics environment of the children. this is accordance with the statement below : the important point is that children develop language as they develop other cognitive abilities by actively traying to suhono … 156 make sense of what they hear and by looking for patterns and making up rules put together the jigsaw puzzle of language. (woolfolk, 1995:53) babbling stage before a child can use the language, child utters many kinds of sounds, like laughing, crying, and babbling. babies of about six months will start producing sounds like babbling, syllabic word repetedly with consonant + vocal structure, for example : baba, haha. according to william (2005:149),“most early babbling consists of repeated (or “reduplicated”) syllables such as dada, mama, baba, and the like”. and babbling increases in frequency and complexity until the age of about twelve months. but, singleton and ryan (2004 : 12) states, “normally developing children can begin to produce canonical babbling i.e. meaningless consonant-vowel strings – anywhere between six and ten months”. it indicated that children produced vocalization are mostly language independent between 1 – 12 months and more influenced by ambient language between 9 – 19 months. every child start their acquisition of language with babbling, according singleton and ryan (2004 : 09) states, “all children (coined by the first author jacob) begin to babble at approximately the same age and start by babbling a set of unmarked phonetic contrasts that are present in every language” and from that explanation found every successive stage of phonological development follows a universal markedness hierarchy, with the most complex sounds coming last. the stage of children language acquisition till babbling according to singleton (2004:11) draws like table bellow : table 1.ages associated with early speech milestones age stage months 0 continuous phonation with no articulation 2 interrupted phonation with no articulation. 3 continuous or interrupted phonation with no articulation 4 5 6 phonatory variants with or without articulation 7 8 continuous or interrupted phonation with reduplicated babbling 9 10 11 12 from the table, its mean that babbling accure in 8th-12th months, and babbling is the earlier stage where children can reduplication the sounds. babling stage…… 157 in the babbling stage, there are common and uncommon consonant which produced by child. william (2005:150) defines the common and uncommon consonant are : table 2.common and uncommon sounds during the babbling phase infrequently foundconsonants frequently found consonants p b m t d n k g s h w y f v shch j l r ng there’s quite a bit of similarity among children the world over in terms of the sounds that are most likely to show up during babbling. from table above, that is the experience from many languages, and get the result which in babbling stage the consonant produced by child similarity among the children. nonetheless, babbling doesn’t seem to be crucial for the later development of real speech. children who are unable to babble (because they have to breathe through a tube in their throat during the babbling stage) subsequently acquire normal pronunciation. moreover, even deaf children babble, although not as much or as fluently as children with normal hearing. generally, child’s language developement on 12 months are the phase of the development in terms of understanding the object word, including formal word. other research from hyden-wade (2016 :550), entittled children: stages of growth and development have declared that the language skill development of child are acquired of age 3 years, including use of preposition, adverb, and adejectives. it indicates that the respononse of child’ language development to understanding the word are stareted at 3 age years. 2. research method this research was qualitative research. the subject of this research was the children on different rural area lampung. the first was akmal, eight months seven days years old. he come from pringsewu. the second was citra,eight months years old.she come from kota bumi. the data was obtained from interview and observation learning process as well as document analysis. the procedure of the research was planning, application, and reporting. suhono … 158 3. finding and discussion the types of children’s phonological observed from phoneme and phonetics structure in babbling stage construction the types of child’s phonological observed from phonemeand phonetics structure in babbling stage child. thechildrenproduce some phoneme and phonetics in the ways they. in the babbling stage, they still more difficult to produces some phonetics. then, the type of children’s phonological observed from phonetics structure in babbling stage child is that child may using some same phonemes in different context. the use of some phoneme by child is caused by the limitedness of child’s phonetics in the research finding of types of children’s phonological, there are some kinds of vowels and consonants. to make easy the analysis, the researchers make category of each vowels and consonant of citra’s utterence and akmal’s utterence. the complete explanation will show in the table below. table 1. the category of cotra’s vowel and consonant no person types category vowel consonant 1 citra v1 a 2 citra v2 e 3 citra v3 э 4 citra v4 o 5 citra v5 u 6 citra v6 i 7 citra c1 m 8 citra c2 h 9 citra c3 n 10 citra c4 g 11 citra c5 c 12 citra c6 b 13 citra c7 p 14 citra c8 r 15 citra c9 w table 2 the category of akmal’s vowel and consonant no person types category vowel consonant 1 akmal v1 a 2 akmal v2 e 3 akmal v3 э 4 akmal v4 o 5 akmal v5 u 6 akmal v6 i 7 akmal c1 d 8 akmal c2 h 9 akmal c3 n babling stage…… 159 10 akmal c5 g 11 akmal c6 b 12 akmal c7 p 13 akmal c8 c 14 akmal c9 m the research finding of types of children’s phonological and the frequency of phonetics produce by children were described below. table 3 the types of children’s phonological no structure data frequency pattern phonetics 1 v1 a a 5 2 v2 e e 17 3 v3 э э 7 4 v4 o o 1 5 v5 u 0 6 v6 i 0 7 v1 . v2 a.e ae 3 8 v1 . v5 au au 2 9 v2 . v1 e.a ea 6 10 v6 . v2 i.e ie 1 11 v5 . v2 u.e ue 1 12 v2 .v2 e.e ee 2 13 v2 .v4 e.o eo 1 14 v3 . v2 э.e эe 2 15 v1 . c1 a.m am 2 16 v2 . c1 e.m em 10 17 v2 . c2 e.h eh 1 18 v3 . c1 э.m эm 1 19 v2 . c4 e.g eg 1 20 c1 . v1 m.a ma 3 21 c5 . v1 c.a ca 2 22 c7 . v1 p.a pa 6 23 v5 .v1 . c2 u.a.h uah 1 24 v1 .v5 . c2 a.u.h auh 1 25 v2 .v1 . c1 e.a.m eam 2 26 v2 .v2 . v2 e.e.e eee 1 27 v2 .v1 . v4 e.a.o eao 1 28 v2 .c5 . v1 e.c.a eca 1 29 v5 .c9 . v1 u.w.a uwa 1 30 v1 .c8 . c4 a.r.g arg 1 31 v2 .c3 . c4 e.n.g eng 1 32 c6 .v1 . c6 b.a.b bab 1 33 c1 .v1 .v2 . c1 m.a.e.m maem 3 34 v2. v2. v2. v1 e.e.e.e.a eeeea 1 35 v3. v3. v3. v3. v3. эээээ эээээ 1 э э 36 v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. v3. эээээ эээээ 1 эээээ эээээ эээээ эээээ suhono … 160 37 v3. v3. v3. v3. ээээ ээээ 2 38 v3. v3. v3. эээ эээ 1 39 v3. v3. ээ ээ 2 the researcher presents the example of the subject and her caretaker’s conversation during the researcher: data activities 1 father : a..a.. ayaheya.. mintaya.. ayahemintaya..ya.. father :aem (looking the subject) mana dot-nya, ini dot-nya (give a bottle) janganinisakitnanti subject : эe.... (hold the toy) father :janganpegangini, sakitntar subject : (just silent till the record has been finished) data activities 3 father : adek, yayalia mother :itu lo bolanya (pointed at the ball) itu lo, ambilambilambil subject :ea... (hold the ball) e .e .e a (pointed at the camera) father :adekliatet tot... he.. subject : (just looking) (just silent till the record has been finished) data activities 7 mother : mau mandi, maumandilepasbajudulu, subject : э... (length vowel э) mother : bissmillah, hmm researcher : akmal, pagipagimandi, subject :eo, e.. (smile) researcher :akmalganteng mother :enggeh enggehwek subject :ea... mother :wek ! subject :a... (cough) mother :hemmmm subject :uah.... e mother :enggeh subject :auh... the phonological structure of babbling this first discussion part taken about the phonological structure. those phonological analyzed from the phonetics and phonemes in data. the phonological structure analysis was only analyzing on the child’s phonology deviances. the first table of this subchapter consists of the phonetics and phonemes in the phonological items, where the children produced the sounds in every domain. the phonetics described in consonant (c), and vowels (v). babling stage…… 161 table 4 the phonological structure n o children’ s language frequenc y structur e 1 a 5 v 2 e 17 v 3 э 7 v 4 o 1 v 5 u 0 v 6 i 0 v 7 a.e 3 v + v 8 au 2 v + v 9 e.a 6 v + v 10 i.e 1 v + v 11 u.e 1 v + v 12 e.e 2 v + v 13 e.o 1 v + v 14 э.e 2 v + v 15 a.m 2 v + c 16 e.m 10 v + c 17 e.h 1 v + c 18 э.m 1 v + c 19 e.g 1 v + c 20 m.a 3 c + v 21 c.a 2 c + v 22 p.a 6 c + v 23 u.a.h 1 v + v + c 24 a.u.h 1 v + v + c 25 e.a.m 2 v + v + c 26 e.e.e 1 v + v + v 27 e.a.o 1 v + v + v 28 e.c.a 1 v + c + v 29 u.w.a 1 v + c + v 30 a.r.g 1 v + c + c 31 e.n.g 1 v + c + c 32 b.a.b 1 c + v + c 33 m.a.e.m 3 c + v + v + c 34 e.e.e.e.a 1 v + v + v + v 35 эээээ 1 v + v + v + v + v э 36 эээээ 1 v + v + v + v + v + v + v + v эээээ v + v + v + v + v + v + v + v эээээ 37 ээээ 2 v + v + v + v 38 эээ 1 v + v + v 39 ээ 2 v + v from the table above, the researcher discussedabout the dominant pattern, the dominant phonetics of the pattern, and the dominantt phonetics it self in babbling stage. suhono … 162 1. the dominant pattern of phonetics in babbling stage from the data of phonetics’spattren above, there was the dominant pattern which child more produce that pattern than other, that was vowel vowel (vv) , from 11 pattern in the data, vowel vowel (vv) have 11 frequency. and lowest pattern is consonant vowel consonant (cvc), vowel five times (v5), and vowel fifteen times (v15), each of those has one frequency. all of frequency showed in graphic below: graphic 1 the frequency of phonetic’s pattern the construction in pattern vowel vowel (vv) was dominant in [ea]. there were 6 frequency. and the lowest pattern in consonant vowel consonant (cvc) is [bab]. and in v5 and v15 is []. from the findings above, it can be concluded that the dominant pattern of phonetics in babbling was vowel vowel (vv) where in [ea] construction. so, vowel vowel (vv) was dominant that other. based on the theory, the construction [ea] was part of front vowels and the low vowels. that sounds or construction produce within the mount cavity. so, in the babbling stage, child more produce the sounds within mount cavity in front vowels. 2. the dominant of phonetics construction in babbling stage the dominant of phonetics construction to know what the dominant construction among the pattern which child use. from the data, the dominant of phonetics construction was single vowel (v), and the lowest was consonant vowel consonant (cvc) was [bab], in v5 and v15. the frequency of the dominant phonetics of the pattern will show above: graphic 2 the dominant phonetic of the pattern from the analyze above, it can be conclude that the dominant phonetics of 0 2 4 6 8 10 12 v v v v c c v v v c v v v v c c c v c v v v v v v v 1 5 v v v v v 0 5 10 15 20 25 30 35 v v v v c c v v v c v v v v c c c v c v v v v v v v v v v v v 1 5 babling stage…… 163 the pattern was single vowel (v) which have 30 frequency in the speech, and the lowest was consonant vowel consonant (cvc) was [bab], in v5 and v15. so, in the babbling stage the dominant was single vowel (v). 3. the dominant phonetics of all data in this discussion, it want to analyze about the dominant phonetics of all the data. itdevided in two categories, vowel and consonant. based on the explanation before, there were kinds of vowels and consonant, and the identity each of those. the dominant phonetics will be showed in the graphics below: graphic 3 the dominan phonetics from the graphic above, the dominant vowel was v2 or [e], and the dominant consonant was c1 or [m]. based on the theory of articulation place, vowel [e] was kind of front vowels. it is more to produce than other vowel in front vowels. so, in the babbling stage, the dominant vowel they get [e] vowel. and the dominant consonant was c1 or [m]. in the theory, consonant [m] was part of bilabial, which produced by the cooperation of the lower and upper lips. 4. conclussion from the analyzed data above, the subject produce some phonemes in babbling stage. and the researchersdivide in three analyses. the firstwas the dominant pattern of phonetics in babbling stage: the dominant pattern of phonetics in babbling stage was vowel vowel (vv) with the phonetic [ea]. it has 9 frequency of the data. the phonetic [ea] was kind of front vowels. so, in dominant pattern of phonetics the subject more produce phonetics [ea], this pattern easy to say because it was part of front vowels. the second wasthe dominant of phonetics construction in babbling. the dominant of phonetics construction in babbling was vowels (v), it have 30 frequency in all of data. it means that the subject more able to produce vowels in her acquisition language in babbling process. the third was the dominant phonetics of all data. the dominant phonetics of all data was vowel [e], the frequency of vowel [e] was 60. so, in babbling stage the 0 10 20 30 40 50 60 70 v1 v2 v3 v4 v5 v6 c1 c2 c3 c4 c5 c6 c7 c8 c9 suhono … 164 acquisition language is vowel [e] because it is more dominant. 5. references al hammadi, faizah. s. (2017). prediction of child language development: a review of literature in early childhood communication disorders.lingua. p. 1-9. fromkin, victoria., et. al. (2006).an introduction to language. canada: nelson thomson canada limited. hyden-wade, h &lelie.l.k. (2016).children stages of development and growth.london: elsevier. hirosbi, nagata, danny d. steinberg, and david p. aline. (2001). psycholinguistics: language, mind and world. london: longman linguistic library. kornilov, sergeya. et al. (2016). language developement in rural and urban russian-speaking children with and without developmental language disorder. learning and individual differences. vol 46: 45-53. minh, a. et al. (2017). a review of neighborhood effect and early child development: how, where, and for whom, do neighborhoods matter?. health & place. vol 46: 155-174. william, o’ grady. (2005). how children learn language. london: cambridge university press. singleton, d & ryan, l. (2004). language acquisition: the age factor. england: multilingual matters ltd. suhono, & hasyim. (2016). ‘language interference in efl students’ composition of iaim nu metro’, the first international conference on education iconlee 2016. bandar lampung: um metro. suhono. (2015). an error analysis on written production made by efl students of international program of muhammadiyah university surakarta. available at: http://eprints.ums.ac.id/37938/18/art ikel%20publikasi%20ilmiah.pdf (accessed: 14agustus 2017). woolfolk, anita b. (1995). educational psychology. london: allyn and bacon. http://eprints.ums.ac.id/37938/18/artikel%20publikasi%20ilmiah.pdf http://eprints.ums.ac.id/37938/18/artikel%20publikasi%20ilmiah.pdf smart journal , volume 6, no. 2, august 2020, page 8297 issn cetak : 2356-2048 issn online : 2356-203x 82 rethinking the role of english lecturers in the digital era disa evawani lestari faculty of humanity, president university email correspondence: disa.silaen@president.ac.id abstract along the era of rapid advancement on the performance of artificial intelligence, there have been intense discussion and debates among educationists about the future of human teachers and ai teachers. it is intriguing to listen to students’ perspectives on the roles they expect from their teachers, especially in learning english subjects, when abundant resources are available online within their fingertips. to serve that purpose, 160 students were recruited as research participants. data were collected through questionnaire and interview. the results indicated that students perceive their teachers as someone to guide their learning by providing good online resources and immediate feedback. keywords: lecturers, roles, digital 1. introduction technology shifts civilization. as someone born and raised in the end of 20 th century, millennial have experienced that technology has changed human being routine and needs in many ways. in the late 20 th century, the access of information was not as massive as today. people were still tame, patient, and sufficed with the “slow-paced” life. with the increasing use of blended learning approaches in classroom, various kinds of technologies are incorporated to provide digital teaching and learning resources to support students. education nowadays involves technology on its daily basis. teacher is not the only source of information anymore but more precise information is now provided in our fingertips; there has even been a phrase “google disa… 83 it” in the term of asking someone to seek certain information on google. learning becomes more colorful and visual and the unexpected challenge grows. many schools or universities have developed its own online learning which can reduce the direct interaction between educators and students in the classroom. it is not only about how to create an intelligent students cognitively but also how to create students who are able to deal with billions of information provided on the internet, to choose which information is fact or hoax, and to focus. furthermore, social-emotional intelligent is an important issue to develop in this digital era since millennial and postmillennial will be responsible for taking the role of active contributors to the future world and its citizens. in addition to that, because of the sprouting emergence of social media platforms, exposure to english language use in daily life context is higher. one may live in the expanding circle countries kachru as cited in (mollin, 2006), but manage to be exposed to, or even use, english just like how english is used for daily communication in the inner and outer circle countries just by using a smartphone. it is easy to notice how young people these days confidently share or comment on an issue on social media using english. educators must realize that in order to survive the civilization, one must adapt and have the skills that are necessary in that time. according to some researchers, the era of 21 st century is the creativity and digital era. when all information can be accessed easily, some questions appear amidst this rapid change; if all knowledge can be accessed within our students‟ fingertips, to what extent do millennial and postmillennial children still need teachers in the classroom? what are the roles of teachers in the classroom that technology does not provide? there have been some studies discussing about education in the digital era which suggest that an educator‟s role is to be a facilitator, but do our students agree with that consensus? is it culture-bound? rethinking… 84 since most of the existing studies are conducted in western countries, in which students‟ learning independence is high, and students and teachers are deemed equal, it is really intriguing to listen to students in indonesian university‟s perspective on the roles which they expect their lecturers to take. along the era of rapid technology advancement on the performance of artificial intelligence (henceforth ai), there have been intense discussion and debates among educationists about the future of human teachers and ai teachers. ljosa (1998), long before online learning platforms started to sprout, has predicted that “the new technology will not change the work of the teachers fundamentally, but will, nevertheless, have profound impact on how the various approaches to teaching can be implemented in radically different technological and organizational environments”. on the other hand, in a more recent study, susskind &susskind (2015) argued that technology will transform the work of human experts, including teacher profession. they further elaborated that, for now, human teachers and ai teachers will still operate in parallel, but in the longer run, gradual dismantling will occur, leading to the domination of ai teachers. regardless from the ongoing debate, however, there seems to be a consensus among those researchers that both human teachers and ai teachers will co-exist, but in various levels of dominance. therefore, it is emphasized that schools need transformation of pedagogy and practice as well as broaden learning experiences (tan, 2013) and better address students‟ diverse learning needs (poon, kong, yau, wong & ling, 2017). tan‟s idea indicates that the person behind the scene scene here means learning process is still important to design an effective teaching and classwork who will still prepare the lesson planning and continuous assessment for the students, which is something that cannot be completely done by technology only the roles of technology. disa… 85 courville (2011) states that the role of technology, in a traditional school setting, is to facilitate, through increased efficiency and effectiveness, the education of knowledge and skills. nowadays, learning can be done online as well. many terms have been developed such as blended learning, distance learning, online course and many more. courville adds that it is no longer necessary for students to have geographical proximity to a university in order to pursue higher education and certification. this trend towards online classes and educational opportunities has even become so prevalent that there are universities which consist of online classes only, allowing students to complete an entire course of study through distance learning (dempsey & van eck, 2012). second, the use of distance learning is not limited to the university setting, but also found in school site, district, and state levels of professional development for teachers, with the emergence of web-based conferences and seminars. this indicates that online learning becomes one method of teaching because, for some reasons, it can diminish things that can be some obstacles, such as course cost, geographical restraints, and time restraints (means, toyama, murphy & jones, 2009). according to the office of technology of u.s department of education (28, 2017), technology can empower educators to become co-learners with their students by building new experiences for deeper exploration of content. this enhanced learning experience embodies john dewey‟s notion of creating “more mature learners.” side-by-side, students and teachers can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change. following are some descriptions of these educator roles and examples of how technology can play an integral part. technology does not change the role of educators yet together teacher, students, and technology collaborate to explore new experiences in learning. rethinking… 86 lee, chow, button &tan (2017) conducted a study which focuses on the use of nonlinear pedagogy in physical education. nonlinear pedagogy is learner-centered method emphasizing autonomy and guided discovery. findings from this study, which involves primary school students, show that such pedagogies facilitate social skills and teamwork. the application of nonlinear pedagogies essentially gives students more freedom to explore, resulting in greater perceived competence in their learning, as well as more opportunities to demonstrate problem-solving and creativity. our students need inclusive pedagogy which is the integration of qualified learning with technology to meet the standard that is demanded by the 21 st century. the roles of teachers from the perspective of the triarchal instruction model proposed by guey, cheng & shibata (2010), the roles of teachers can be categorized as behavioral, cognitive, and humanistic work. this is based on the more explicit roles proposed much earlier by bjorgen (as cited by ljosa, 1998).these explicit roles are: the sculptor, the entertainer, the coach, and the manager. the following is the explanation of each role: the sculptor role is to be fully responsible for the presentation of all relevant materials. he determines the schedule and the curriculum concepts as well as the work of the students. this type does not pay much attention to motivate the students as it is considered the students‟ responsibility to learn what the teacher tells them. the focus of classroom interaction is to clarify the content of the textbooks and to correct students‟ work. the entertainer role resembles the role of an actor, responsible for arousing students‟ interest so that it is easier for the students to understand the subject. he maintains an active dialogue in presenting or accentuating his view. disa… 87 1. the coach acts as a catalyst to make the students get the work done by themselves and to maximize their individual attainment. he is clear on the subject goals, assessment criteria, and provides supportive feedback. 2. the manager perceives the classroom as a working place, thus manages students to work in groups. in doing so, he acknowledges the uniqueness of each student and their differences. he is responsible for making sure that all students can co-operate one another to achieve the best possible result. research gap: the integration of technology into classrooms tan excerpted richard elmore term “core of educational practice” to visualize that teachers must understand the students‟ nature of learning. in the beginning of this research, it has been explained that students of 20 th century have many differences in nature with students of 21 st century. what matters the most in this century is the ability to communicate, collaborate, being creative, and have critical thinking. in addition to that, they are so close to technology that the absence of such things in the learning process can lead to unfamiliarity and less motivation (israel, 2015). therefore, teacher must adapt and be able to provide these needs to their students to experience the learning process and achieve the result at its best. in general, students nowadays are often assumed to be digital natives or are more familiar with technology. this familiarity to technology is often interpreted as them being able to make use of online resources for an independent learning with very little, if not any, guidance from their teachers (prensky, 2001; bennertmaton&kervin, 2008). however, some more recent studies reveal that such claim seems to be overrated for some reasons. first, students tend to be overwhelmed with the abundant number of contents on the internet (kim & frick, 2011). second, it is claimed that technology provides students with too much available information which increases students‟ rethinking… 88 passivity and interferes with the active learning pedagogy that should be the hallmark of a law school classroom (caron& gely, 2004). in addition to that, it is also found that english language proficiency impedes online learning success, especially those who do not speak english as their first language (shariman, razak, & noor, 2012).furthermore, in a more recent study, selwyn (2016) rings the bell to balance our enthusiasm for what we consider might be achieved through technology-enabled learning, with the unsatisfactory realities of students‟ encounters with digital technology. based on his survey of 1,658 undergraduate students from two australian universities, his study finds out that there are four distinct digital downsides that students often see as the source of frustration and confusion that drag them down from effective learning. in conclusion, those studies suggest that students‟ digital nativeness should not be overrated and that teachers should step in and play their „newly adjusted teacher’s roles‟ responding to the unique challenges students encounter when learning with online resources. hence, the researchers believe that research into students‟ perspectives should be one of the fundamental bases to formulate effective and customized teachers‟ roles. this is the gap that this research tries to fill in. by listening to the opportunities and challenges students encounter, teachers can better rethink, re-question, and redesign their approach in teaching in order to achieve greater learning attainment. thus, this study seeks to achieve aforementioned purposes, and the issues to be discussed in this study can be summarized in the following research questions: 1. to what extend does the internet support students‟ learning activities for english subject? 2. what roles do students expect their lecturers to take in their learning process in the midst of abundant online resources? disa… 89 2. research method research design the current study employs a mixed method approach to put quantitative and qualitative data together. the study adopts such triangulation design to allow the researchers to collect both quantitative and qualitative data concurrently and to figure out if there is convergence, differences, or some combination (cresswell, 2009). participants the study was conducted from april-november 2019 involving 160 students in president university, west java. there are sixteen study programs in this university, ranging from school of business, school of humanities, and school of computing. all of those study programs will be represented by equal number of students. this purposive sampling was implemented to capture the extent to which the incorporation of technology in the learning process varies across majors, which might then affect students‟ responses on their perceptions on the roles of lecturers. prior to the distribution of questionnaire, all students were provided with the consent form, the types of lecturers‟ role, and the overall picture of the research significance. instruments questionnaire and interview were used to collect data in this research. prior to the distribution of research instruments, all research participants were gathered and informed about the research purposes. they were then given an informed consent form as well as the introduction to the theories used in this research, including the four types of teachers‟ roles and the four types of learning styles. only after the study framework was understood was the data collection started. the questionnaire (see appendix 1)was distributed online and designed based on the theory of roles of lecturers in teaching and learning process (guey et al., 2010). the questionnaire consists of 15 closed-ended questions using a six-likert scale and rethinking… 90 three open-ended questions. the questionnaire was administered to capture the intensity of technology use in their classrooms, the benefits and challenges of using online learning resources and the roles they wish their teachers take. after that, an interview was conducted to 32 students. the interview (see appendix 2), which consists of five questions, aimed to gain in-depth explanation and description on the roles of lecturers in the learning process given that there have been abundant number of resources online which might have replaced some of the roles of lecturers throughout their learning process. data analysis the data from students‟ closed-ended questionnaire was statistically computed to find out the percentage of each statement and then were interpreted descriptively. the interview data were transcribed and analyzed for repeating key features to sharpen and confirm the ideas which have been gathered through questionnaire. 3. result and discussion diagram i: how much the internet supports students’ learning? 1% 4% 15% 12% 47% 21% t h e i n t e r n e t s u p p o r t s m y l e a r n i n g strongly disagree disagree slightly disagree slightly agree agree strongly agree disa… 91 as can be observed in the pie chart, 145 over 180 (80.5%) participants reported that the internet has supported their learning. it was further claimed that the ease of learning through the internet is due to the instant answer they get just by typing the questions they have in the search engine. this is in line with the previous study conducted by palocsay, white & zimmerman (2004).they explained that the internet has become a platform for individuals to search information, understanding and solutions. on the other hand, the 35 students who did not seem to benefit from the internet further reasoned that they were easily distracted when learning with their gadget or computer with the internet connection. the sources of those distractions include pop-up advertisements, social media notifications, unstable connection, and difficulty to stay focused on getting the information they need. diagram 2: students’ learning preferences from the figure above, it is clearly seen that millennial students have an inclination for learning through group discussion and watching videos/visuals. inclination toward the former looks like a surprising fact. millenials‟ addiction to gadgets is often associated to their tendency to be isolated to their surroundings. interestingly. however, when it comes to making sense of complex issues or abstract ideas, and solving complicated problems, millennial love working in groups, individual reading 23% group discussion 81% watching videos 73% attending lectures 36% rethinking… 92 particularly small group. this similar thing was admitted by more than two-thirds of the interviewed participants. this might be linked to their difficulty to sustain concentration when working by themselves (marcus, 2011), which could also explain the participants‟ reluctance to do individual reading (23%). in addition to that, millennial‟ inclination toward watching videos echoes tapscott‟s (2009) findings which also acknowledge that millennial have relatively more advanced visual memory and visual processing skills compared to the previous generations. attending lecture, which is viewed by 33% of the participants as a long boring one-way speech by the lecturers, often does not incorporate the projector technology to display interactive presentation slides. and if presentation slides exist, they are often in a form of long words rather than a visual aid which provides clearer picture of the topic being discussed. expected roles of lecturers accommodating discussion, one of the most expected roles lecturers to take is to accommodate discussion (81%). this means providing a more interactive discussion during classroom meetings, not only one-way lecture. in other words, ideas do not only come from the lecturers (one way), but two ways, in which students are given the opportunity to voice their thoughts and gain feedback from their lecturers and peers. providing immediate and frequent feedback, it has been discussed that millennial “thrive in situations where expectations are made explicit and ambiguity is limited”(moore, 2012). in other words, they expect room for creativity and trial for error. they are also often described as relaxed type of learners who like to experiment and learn by doing, not being afraid of making mistakes. therefore, they do not try to reach perfection and prefer to start with whatever level they are and expect the disa… 93 lecturers to provide immediate feedback. this impatience might be the cause of instant gratification of the fast internet. 1. guiding learning students may develop frustration due to the digital divide between them and their lecturers. when lecturers are not up to date in their technology, they(especially those from previous generation) may not have adequate, if not equal, digital literacy rate by not incorporating open online library to find more recent facts about the current issue in their field, but instead, rely on the university library which provide books talking about the old less irrelevant issues students might not relate to. another example, 83 participants reported, is the policy to submit printed work rather than online file shared on google drive, through which a thesis adviser can give comments on the advisee‟s work at his/her convenient time without asking the student to come to campus and wait for several hours due to the busy schedule of the adviser for thesis supervising appointment. instead of guiding students‟ learning, these lecturers have given the students some frustration which might lead to a distrust and disrespect which might distract them from gaining knowledge from their lecturers. just over half of the participants (83) acknowledged that they seem to be easily distracted when surfing online, especially when there is no or only limited guidance given about the website to visit. goggling the keywords to find the perfect source forces students to check the appearing results one by one, this is very time-consuming. in addition to that, they will also be distracted by the less relevant but seemingly interesting article, and before they know it, they have spent hours of being exhausted reading something not really relevant to what they need. therefore, the role of lecturers in prescribing reliable websites is crucial. 2. assigning more group work rethinking… 94 while millennial are often praised by their multitasking skill, they seem to struggle to sustain concentration in a long period of time by themselves due to that skill. consequently, putting them to work in group is one way to keep them on the right track to approaching their task accomplishment (74%). in addition to that, some argue that group work gives them a sense of social task fulfillment which they cannot get online (68%). from the descriptions above, it can be concluded that the roles of lecturers millennial expect from in the midst of abundant online learning resources are combination of coach and manager types described by ljosa (1998), which has been reviewed in literature review chapter. if human teachers would ever be replaced by ai about three-quarters of the interviewed participants (78%) argue that human teachers would never be replaced by machines or ai robots. their reasons vary, from highlighting the importance of discussion/negotiation, giving constructive and understandable feedback, to giving them motivation. on the other hand, 22% of them explain that it is possible that human teachers will be replaced as they are more accurate, fast, automatic, and well-structured. 4. conclusions the changing landscape of millennial‟ world has been indicated that there is a strong need to adapt teaching and learning practices to millennial lifestyle. in the future, this generation is expected to be able to work with the internet and to utilize it for maximizing potentials and more efficient use of time, energy, and resources. however, they need a patron to guide them. digital divide between the lecturers and students is clear in this study and has led to several unintended result. consequently, lecturers are expected to have disa… 95 adequate, if not better than their students, digital literacy skill to guide them distinguishing reliable source of information, distinguishing facts and hoaxes, and honing their critical thinking skills. students might seem to be more digital literate than their lecturers, but they still lack of critical thinking and content knowledge basis. 5. references bennett, s., m. k.. & kervin, l. (2008). the „digital natives‟ debate: a critical review of the evidence. british journal of educational technology. vol 39: 775-786. caron, p. l., &gely, r. (2004). taking back the law school classroom: using technology to foster active student learning. j. legal education.vol. 54. 551. courville, k. (2011). technology and its use in education: present roles and future prospects. the 2011 recovery school district technology summit . vol. 5. 19. cresswell, j.w. (2009). research design: qualitative, quantitative, and mixed methods approaches. california: sage publications, inc. dempsey, j. v., & van eck, r. n. (2012). e-learning and instructional design. trends and issues in instructional design and technology, vol. 2. 281-289. guey, c. c., cheng, y. y., & shibata, s. (2010). a triarchal instruction model: integration of principles from behaviorism, cognitivism, and humanism. procedia-social and behavioral sciences. vol. 9, 105-118. israel, m. j. (2015). effectiveness of integrating moocs in traditional classrooms for undergraduate students. the international review of research in open and distributed learning. vol. 5. 16. kim, k. j., & frick, t. w. (2011). changes in student motivat ion during online learning. journal of educational computing research, vol. 1. 1-23. rethinking… 96 lee, m. c. y., chow, j. y., button, c., & tan, c. w. k. (2017). nonlinear pedagogy and its role in encouraging twenty-first century competencies through physical education: a singapore experience. asia pacific journal of education, vol. 4. 483-499. march 29, 2019. https://www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089. ljoså, e. (1998). the role of university teachers in a digital era. european journal of open, distance and e-learning, vol. 1. march 5, 2019. http://www.eurodl.org/materials/contrib/1998/eden98/ljosa.pdf. marcus, j. (2011). us unplugged: manifold benefits of disconnected learning. times higher education, ed. 2. means, b., toyama, y., murphy, r., bakia, m., & jones, k. (2009). evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. vol. 2. march 5, 2019. http://repository.alt.ac.uk/629/ mollin, s. (2006). english as a lingua franca: a new variety in the new expanding circle? journal nordic journal of english studies. vol. 5 41-57. moore, l. (2012). millenials in social work field education. journal of field educator. vol. 2. december 3, 2019. https://pdfs.semanticscholar.org/7e60/352a8699f73bb6401a53b077b8217d9aa8 10.pdf. palocsay, s. w., white, m. m., & zimmerman, d. k. (2004). interdisciplinary collaborative learning: using decision analysts to enhance undergraduate international management education. journal of management education, 28(2), 250-259. december 3, 2019. https://journals.sagepub.com/doi/pdf/10.1177/1052562903261040. poon, l. k., kong, s. c., yau, t. s., wong, m., & ling, m. h. learning analytics for monitoring students participation. [ online]. visualizing navigational patterns on learning management system. presented in international conference on blended learning . prensky, m. (2001). digital natives, digital immigrants part 1. on the horizon, 9(5), 16. march 5, 2019.: https://www.marcprensky.com/writing/prensky%20%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf. /users/disasilaen/downloads/retrieved%20on%2020%20march%202019%20from%20https:/www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089 /users/disasilaen/downloads/retrieved%20on%2020%20march%202019%20from%20https:/www.tandfonline.com/doi/abs/10.1080/02188791.2017.1386089 http://repository.alt.ac.uk/629/ https://journals.sagepub.com/doi/pdf/10.1177/1052562903261040 https://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf https://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf disa… 97 selwyn, n. (2016). digital downsides: exploring university students‟ negative engagements with digital technology. teaching in higher education, 21(8), 1006-1021. shariman, t. p. n. t., razak, n. a., & noor, n. f. m. (2012). digital literacy competence for academic needs: an analysis of malaysian students in three universities. march 25, 2019. procedia-social and behavioral sciences, 69, 1489-1496. https://core.ac.uk/download/pdf/82032669.pdf . susskind, r. e., & susskind, d. (2015). the future of the professions: how technology will transform the work of human experts. oxford university press, usa. tan, e. (2013). informal learning on youtube: exploring digital literacy in independent online learning. learning, media and technology. vol. 4., 463477. tapscott, d. (2008). grown up digital. boston: mcgraw-hill education. technology, o. o. (2017). reimagining the role of technlogy in education. washington: us department of education. 1 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. a study on students’ understanding on applying declarative sentence destina kasriyati 1) , ajah rosidah 2) , 1english education department, universitas lancangkuning-pekanbaru, riau email: destina@unilak.ac.id 2english education department, universitas lancangkuning -pekanbaru, riau email: ajahrosidah@gmail.com abstract the purpose of the research was to find out students’ understanding in writing declarative sentence based on sentence structure. type of this research was survey design. based on the research result students’ understanding on applying declarative sentence was categorized into fair. it meant that some students had understood about declarative sentence based on their written and almost students found problem that they got difficult in writing declarative sentence in position subject and verb in test form. therefore, to solve the problem, the teacher should gave materials clearly and find out the strategies to make interesting learning and gave more exercises. keywords: declarative sentence, sentence structure, understanding. 1. introduction an english is as internasional language in the world, it is used as world language communication to people. when indonesian people come to overseas, they should be able to use an english as their communication. nowdays english is very important thing because not only for communication but also english as language of instruction in products. therefore an english is a language that is mostly spoken by most people, because english provides many opportunities that allow us to communicate or adapt easily to many people between countries. by mastering english, we can get aninternational career level. then when we look at various kinds of technology today, we will definitely find english in it, now mastering english can also help us understand technology properly and correctly. english also has patterns and rules, therefore, in learning english we need to know english grammar. by understanding grammar, english students can build a sentence jurnal smart , volume 6, no 1 (2020), page. 1-9 issn cetak : 2356-2048 issn online : 2356-203x doi: : 10.26638/js.972.203x mailto:destina@unilak.ac.id mailto:ajahrosidah@gmail.com a study on students’ understanding ....... 2 properly and correctly. the level of one's english language knowledge is seen from how well he can master grammar. the most of the english students around us have problems in learning a lot of grammar with grammar formulas, and then students find it difficult and bored to learn grammar. sentence is a group of words containing subject and verb and takes complete meaning, there are four kinds of sentence. they are: statement (declarative), command (imperative), question and exclamation. based on english national curriculum of kurikulum tingkat satuan pendidikan(ktsp) in the standard of competence of speaking and writing in the eighth grade of the first semester, declarative sentence has been written. teaching declarative sentence has been writing in english national curriculum in eighth grade students of mtspon-tren ni'matullah tapung hulu in standard of competence of speaking and writing. the students are expected to be able to make a good sentence in declarative sentence. as descriptive text included in the english language curriculum in indonesia (ministry of education and culture, 2013) states that knowing how the text should ideally be arranged is important for the teacher as a person responsible for delivering it in class and for students which is required to master it. by understanding declarative sentence students can write the good text of statement or opinion and can make the readers understand about the statement. based on the observation of researcher in mts pon-tren ni'matullah class viii about declarative sentence, the researcher found several students had problems when using declarative sentence; students felt difficult in understaning and writing declarative sentence based on sentence structure. declarative sentence is one of kinds of the sentence which is used to give the statement or opinion, this sentence is often used by people in daily life. when the students can understand about declarative sentence correctly, the students can make the statement or information correctly especially in writing. declarative sentence will also be found on a news, sheet, magazine, and novel. if you do not understand about declarative sentences then you will not understand the intent and core in the text that you read, the declarative sentence has also been researched by several researchers, such as, wujisguleng (2011) entitled “intonational comparison between declarative and interrogative sentences in mongolian” in mongolian, declarative and interrogative sentences differ in following aspects: firstpitch contour of declarative sentence is generally declined while in destina.. 3 interrogative sentences, pitch contour goes up from the middle of a sentence, goes down sharply and goes up again at the end of a sentence, or continue to rise and goes down in the end; second, declination of pitch contour in declarative sentences is larger than that in interrogative sentences; third in declarative sentences pitch threshold decline and voice range narrows gradually while in interrogative sentences, pitch threshold changes less and voice range expands evidently in the end of a sentence; fourth at the beginning of a sentence, intonation width in declarative sentence is less than that in interrogative sentence; fifth, declarative sentence, in the middle part of a sentence, the upper and lower intonation of intonation range decline sharply while for interrogative sentence, the upper intonation of intonation range declines sharply but lower intonation declines moderately; the sixth, intonation range of the end of a sentence in declarative sentence is narrower than that in interrogative sentence; seventh, for declarative sentence, the whole intonation range of declarative sentence gradually narrow while for interrogative sentence, intonation range narrows from the middle part and expands in the sentence final. based on the result research above that declarative and introgative sentence result could be different from seven aspects, while in our result result that findings could see from written test. fujisaki and hirose (1984) entitled ”analysis of natural utterances of various declarative sentences of japanese” revealed that the model can generate close approximations to observed f0 contours from a set of discrete commands and a small number of parameters. the extracted parameters were found to be closely related to linguistic factors and factors constituting the naturalness of speech. these results provide a means for generating natural f0contours from a small set of parameters and rules for synthesis. anita kusumawati (2009) research entitled "contrastive analysis between indonesian and english declarative sentences", the aim of her research is to find out the differences and similarities of declarative sentences in two languages, namely in indonesian and english. faris and cheng (2009) research entitled “understanding and executing a declarative sentence involving a forms of ‘be’ verb". the aim of this paper is to discusstwo grammatical components that influence sentence understanding: roles and controls. heri kuswoyo (2014) research entilted “declarative sentence pattern in “laskar pelangi” and “the rainbow troops”: a translation study of indonesian to english”.this research discusses about the differences and similarities of declarative sentence between indonesian novel and english translation novel. a study on students’ understanding ....... 4 according to faris, & cheng (2009) in their result research that recognized all the potential effects when it is given a declarative sentence involving an action the result were three major bodies of knowledge that need to be learned. the first body of knowledge is the english grammar. the second body of knowledge involves each individual action. the last body of knowledge acts as a bridge between the english grammar and actions. the researcher just to recognized intention of a sentence, especially a sentence involving cause and effects, is an important first step for a program to perform logical reasoning. object oriented paradigm is used to analyze the problem and design the solution attacking the problem. on the other hand, according to gao et al (2011) conducted a research about simulation process of chinese simple negative declarative sentences and test “two step simulation hypothesis”. their research used experimental research design. experimental class used simulation of chinese simple negative declarative sentences on pentium iii computer, using e-prime software. while the control group class used pictures as the contracdictory states described by the sentences, which composed matched and mismatched condition for sentence –picture pair. the result of experiment 1 that the response time of matched state was shorter that mismatched state significanly in both affirmative and negative sentences. in experiment 2 there was significant difference between mathced and mismatched state. so the simulation of actual state of affair can be achieved at the initial period. tursun et al (2011). undulating scale of the intonation of declarative sentences in uyghur. this research indicated that there overall intonation can be divided into sub domain intonation to identify the rising or falling pitch contours to analyze sentence level intonations. the intonations between different persons can be compared and the distribution characteristics of pitch contours of declarative sentence can be identified. the different research seen from kind of research data, it was spoken data but in our research was written data. one of the researcher of declarative sentence suggested for researching declarative sentence based on sentence structure. sentence structure is the way to arrange the sentence by using noun and verb fall within an indiviual sentence. based on the explanation above, the researchers were interesting knowing the effort to improve students’ understanding in destina.. 5 using declarative sentences entitled “a study on students’ understanding on applying declarative sentence”. 2. research method the design of this research was quantitative research design. creswell (2005) defines that survey design was procedure in quantitative research in which investigators administer a sample or to the entire population of people in order to describe the attitudes, opinions, behaviors, or characteristic of the population. in this research, the researcher collected the data by using test and statically analyzed the data to describe about the answer of research question or hypothesis. this research was conducted on18 march 2019, at the eighth grade students of mts pon-tren ni’matullah tapung hulu in academic year 2018/2019. the population of this research consisted of three classes. they were class viiia consisted15 students, class viiib consisted15 students and class viiic consisted of 30 students. total students were 60.the sample of the research was taken by usingtotal sampling. in this research, the instrument was test; the test was 25 exercises, 14 declarative sentences in affirmative by using present continuous verb and 11 declarative sentence in negative by using present continuous verb. to collect the data, firstly the researchers came to class and explained about how to answer this questions, then separated some worksheet papers. therefore students got the worksheet paper,then students answer the question carefully. the researchers gave a chance about one hour to answer all the questions. then when the students finished their test, it was collected. the result of the data then was analyzed by using formula. the formula as follow: to analyze the data, the researchersused descriptive analysis, as present below: mode : the most frequently occurring scores. median: the middle of a set score. 𝐌𝐞𝐚𝐧 = ∑𝑹𝒂𝒘𝒔𝒄𝒐𝒓𝒆𝒔 𝐍 variance(𝐒𝐃𝟐)= ∑(𝑹𝒂𝒘𝒔𝒄𝒐𝒓𝒆𝒔−(𝒎𝒆𝒂𝒏))𝟐 𝐍 standard deviation = √𝐯𝐚𝐫𝐢𝐚𝐧𝐜𝐞 z-score = 𝑹𝒂𝒘𝒔𝒄𝒐𝒓𝒆𝒔−𝑴𝒆𝒂𝒏 𝐒𝐃 a study on students’ understanding ....... 6 range: the difference between the highest and the lowest scores to items on an instrument. (maximum-minimum) 3. findings and discussion the researchch was done the real test on march, 18th2019to 60 participants at the eighth grade students of mts pon-tren ni’matullah tapung hulu. the test was given to answer the research question in this research. the research question was “how is the students’ understanding in writing declarative sentence at the eighth grade students of mts pon-tren ni’matullah tapung hulu based on sentence structure”? in order to answer this question, the researcher instructed to the students to fulfill the test. the option test was twenty five questions, separated fourteendeclarative sentences in affirmative and eleven declarative sentences in negative. there are 60 (sixty) students who have participated the test and has given the best answer. there were three students got score 16, there were two students got score 24, there were two students got score 28, there were two students got score 32, there was one student got score 44, there was one student got score 48, there was one student got score 52, there was one student got score 60, there were four students got score 64, there were three students got score 68, there were three students got score 72,there were eight students got score 76, there were three students got score 80, there were three students got score 84, there were three students got score 88, there were seven students got score 92, there were four students got score 96, there were nine students got score 100.the total score (sum) is 4.388and then divided into sixty participants equal 73.13 (mean) score of the students’ understanding on applying declarative sentence. it could be identified by related to school’s range score that the students’ understanding on applying declarative sentencewas categorized into fair. in this research, the researcher focused on declarative sentence based on sentence structure and based on school’s syllabus the declarative sentence focused on present continuous tense form in affirmative and negative sentence. a. central tendency a) mean : to calculate the mean of the score was presented below : mean = ∑ raw score =4388 = 73.13 n 60 destina.. 7 b) mode : to know the mode of the score, the researcher looked at the most occurs score. the mode of the result was 100 c) median : in analyzing the median, the researcher found the middle score was 76 d) range : range was found by maximum-minimum. the range score was 84 b. variability a) variance : variance gotten from calculation below variance = ∑ (raw score-m) =36899= 614.98 n=60 b) standard deviation was 25 c. relative standing a) z-score could be seen by following the formulation below : z-score =raw score-mean sd b) percentile percentile rank can be seen by following the formulation below : r=p% x (n+1) in accordance with the data analysis done during this research, the researcher found that the students’ understanding on applying declarative sentence was categorized into fair. based on the presentation and analysis of the research data above, the finding of the whole participants (60 students) led the researcher to infer that the students’ understanding on applying declarative sentenceat the eighth grade students of mts pon-tren ni’matullah tapung hulu was categorized in to fair. it is because the average (mean) of the students’ score was 73,13. there were many students got high scores. as showed by table 5, most frequent score occurs was 100. in other words, many students got scores above60 (48 students) and only 12 students got under 60. variance of the students score was 625,4 and standard deviation was 25. the scores range from a low of 16 to a high of 100, range was 84 points. variance and standard deviation were used to measure the variety of the data. the researcher found that the students still have problem in writing declarative sentence. many of them can make declarative sentence based on sentence structure, but few of them a study on students’ understanding ....... 8 did not understand yet in making declarative declarative sentence based on sentence structure. they did not yet write the suitable sentence between subject and verb. so, the teacher should gave materials clearly and find out the strategies to make interesting learning, it is line with gae et al (2011) and teacher have to give more exercises in order to students master english grammar, as faris and cheng (2009) stated that mastering english grammar and action is required in learning declarative sentence. 4. conclusion after conducting the research on problem faced by the students in writing declarative sentence based on sentence structure in present continuous tense in affirmative and negative sentence, the researcher found some students have understood about declarative sentence based on sentence structure and the researcher also found the problem faced by some students: they got difficult in writing declarative sentence in position subject and verb in test form. in accordance with the data analysis done during this research, the researcher concluded some students had understood about declarative sentence based on sentence structure and some of them did not understand yet about declarative sentence.the researcher found that the students’ understanding on applying declarative sentence was categorized into fair. 5. references ahn, e., faris, w., & cheng, k. h. 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(2011).the simulation process of chinese simple negative declarative sentence. acta psychologicasinica. 43(12), 1380-1387. heri, kuswoyo. (2014). declarative sentence pattern in “laskar pelangi” and “the rainbow troops”: a translation study of indonesian to english. bandung: english linguistics, faculty of humanities universitas padjadjaran. tursun, d., ali, g., dagut, r., & hamdulla, a. (2011).undulating scale of the intonation of declarative sentences in uyghur. journal of tsinghua university science and technology. 51(9), 1191-1195. wujisguleng, i. m. u. h. (2011). intonational comparison between declarative and interrogative sentences in mongolian. journal philoshopy and sosial science. 3(2), 12-21. 1. introduction 2. research method 3. findings and discussion (journal of english language teaching and applied linguistics) volume 7, no. 1, month 2021 page. 35-45 p-issn: 2356-2048 e-issn: 2356-203x 35 the art of enhancing vocabulary through technology normandita adventina berliani 1 , caroline victorine katemba 2 . 1 faculty of teachers training and education, universitas advent indonesia 2 faculty of teachers training and education, universitas advent indonesia correspondence author caroline 2 : ctobing@unai.edu abstract art is a learning strategy or tool used by the teacher currently. integrating art in learning can stimulate students’ brain and makes learning activity become more effective and interesting. this study used technology-quizlet as the art of enhancing vocabulary. vocabulary is the most important tool in learning english to communicate, either orally or written. this was a quantitative research with a comparative design, using 32 students in the experimental group and 32 students in the control group. the pre and post test design was used. result showed that both groups enhanced in vocabulary. further, there was significant difference between the two groups. it can be concluded that quizlet application is an effective strategy to enhance students’ vocabulary mastery. keywords: online learning, vocabulary achievement , quizlet application. introduction integrating art in learning english is a strategy used by the teacher currently. as stated by marder (2009), art is the creation of something meaningful and beautiful using skill and imagination. according to khairi (2019), an art work is the result of all forms of ideas and activities humans in a culture. the arts help to build capacities and attitudes that are fundamental to learning and to life (farokhi & hashemi, 2012). art can be an effective tool for teaching and learning in all classes. using art in learning also can stimulate students‟ brain development. when art is combined in a reading, writing, listening, and speaking, it can challenge students to explore themselves. according to miller & bogatova (2019), by applying new skills, especially art integration in the classroom, will increase students‟ learning and growth. in addition, there is a good result related to the quality of teaching, student engagement, and learning habits by incorporating art in learning. beside, brouillette (2012), said that integrating art such as dance, music, theater, and visual art in learning can enhance students‟ english language development. ideas are born in the normandita… 36 process of creating art usually experienced differently by each artist himself (hasan, 2020). in this paper, the researcher used technology as the art of enhancing students‟ vocabulary. there are three components need to be noted in learning english: grammar, vocabulary, and pronunciation, and vocabulary is an essential component in learning english (beglar & hunt, 2005). as stated by alizadeh (2016), vocabulary refers to a list of words arranged alphabetically with the definition. vocabulary and learning are two part that cannot be separated (korlu & mede, 2018). vocabulary must be taught at the beginning of learning english and must be included in the four english skills such as listening, speaking, reading, and writing. according to krashen & terrell (1983), it is impossible for learners to master english without mastering vocabulary first. vocabulary should be mastered well by the students to support their ability to communicate and be able to interact with others through oral or in writing, that they can deliver their messages without any miscommunication. in line with that, by mastering vocabulary, it can help students to improve their english skills. nowadays, students have a lack of motivation and interest in learning english especially, in learning new vocabulary. many students are still confused about matching words and their definitions. they also have less motivation during the learning process, whereas nunan (1991: 174), assumed that motivation is vital to learning achievement. persuasion is the essential part in daily life of human being (katemba & tobing, 2020). in order to enhancing students‟ vocabulary, teacher must have something to persuade students to be more active in learning vocabulary. also teacher should find a fun way to make students learning english enjoyable and fun. in this era, technology greatly influence in all aspects of life. especially in the field of education, technology has become one of the most powerful tools of acceptance of english, and in fact, the numbers of teachers using computers and internet in their classrooms are increasing (hikmah, 2019; katemba, 2019). further, schools demand teachers to use technology fluently especially in the classroom at the time of teaching (katemba, 2020). in like manner, shyamlee & phil (2012) , agreed with the view that language teaching method has been changing through technology. the use of technology the art…… 37 also can make learning activities more effective and efficient (mulyasa, 2018). one technology that can be used by the teacher to improve students‟ vocabulary is quizlet application. quizlet application is an online tool for learning vocabulary created by andrew sutherland in october 2005. wright (2016), stated that quizlet application is a digital flashcard that can be accessed on a computer and smartphone. the teacher can create the study set individually based on the target vocabulary which will be given to the students. the teacher will send a link to the students to access quizlet application on their phone or computer. quizlet has interesting features such as flashcard, learn, write, spell, test, and match. option “flashcard” provides a digital flashcard, which the user can flip by clicking the screen to see the definitions of the term. in option “learn,” the user can learn the word and the meaning through multiple-choice questions and written questions. the option "write" allows the user to type the definitions for the terms showed on the screen. the option “spell” allows the user to type the words mentioned from the audio. it also can improve their listening skill, because the student must carefully to the audio and then they have to write down what they have heard in the question box. hasan & dhony (2019), added that by implying audio in learning also make memorization process will be faster. “test”, allow the user to take test. the test consists of multiple choices, writing question, matching, and true/false question. quizlet application also provides option “play” which encompassing match, gravity and live. "match" this option allows the user to match the word with the definition scatted on the screen. “gravity” the user asked to type the meaning of the word showed on the meteor before the meteors reach the earth. "live" the teacher will share a link or code to students that will be used to access the game. then students are asked to answer the question showed in the fastest time possible. the students who can finish the game first will be the winner; the students have to answer correctly because one wrong answer will cause it to start again from the beginning. quizlet application is a fun activity to help students learn a concept or study vocabulary (blackwell & kane, 2014). study done by christianti (2018), showed that the students get a better score after the implementation of quizlet application in learning, and also the students become more active and motivated in learning english especially the normandita… 38 vocabulary. from the background above, the researcher is highly motivated in enhancing students‟ vocabulary mastery using quizlet application. furthermore, the problem to be solved in this study: is there any significance difference on students‟ vocabulary enhancement between those who were taught using quizlet application and students who were taught using conventional method of learning? previous research done by setiawan & wiedarti (2020), showed that quizlet application effectively increase the student‟s motivation in learning and mastering vocabulary. the student showed high interest when learning vocabulary via the app. solhi, (2019), agreed that quizlet application could enhance students‟ vocabulary mastery. it showed from the result of an independent sample t-test, there was a significant difference in scores of the control group and the experimental group. another study was done by huong & hong (2020), quizlet application was relied on to facilitate vocabulary learning. it proved from the difference between pre-test and post-test result showed significantly gain made by students after quizlet was introduced. meanwhile, çinar & ari (2019) in their study, they divided the group into an experimental group (treatment using quizlet) and a control group (without quizlet), and the score of the experimental group was higher than the control group. also, quizlet application has made the lesson more fun and increased the interest and motivation of the students in learning vocabulary. research done by kose et al., (2016), they interviewed and observed 42 students who used quizlet application as a media in learning vocabulary, after four weeks they found that most of the students considered quizlet application effective in learning definitions, synonyms and pronunciation. similarly, quizlet application makes students become more active, interested, and fun in learning vocabulary (puspitasari, 2019). in addition, dizon (2016), stated that quizlet application could significantly improve academic vocabulary acquisition and be a useful and easy method approach to studying l2 vocabulary research method the researcher used quasi-experimental research. quasi-experimental is to figure out the cause and effect relationship between the experimental and control group, but the the art…… 39 group was randomly selected (kuntjojo, 2009). this research co nsisted of two groups; the experimental group and the control group. there were 32 students in the experimental group who were taught using quizlet application, while 32 students in the control group who were taught using conventional. this study finds the significant difference of students‟ vocabulary enhancement in the experimental group and the control group. the researcher used pre-test and post-test to obtain the data. the experimental group was given a pre-test, a treatment using quizlet application, and a post-test. while the other group which is the control group, was also given a pre-test, having no treatment during the program, and a post-test was administered to them at the end of the program. findings and discussion in collecting the data, the researcher conducted a „pilot test‟ to find out the validity and reliability of the test. the researcher used the anatest program to calculate the validity and the reliability. the calculation showed that the validity score was 0,92, means that the test was valid. while the reliability score was 0, 96, means the test was reliable. table 1. the criteria for coefficient correlation (validity) rxy interpretation ≤ 0.00 not valid 0.00 – 0.20 very low 0.21 – 0.40 low 0.41 – 0.60 moderate 0.61 – 0.80 high 0.81 – 1.00 very high table 2. the criteria for reliability coefficient reliability interpretation 0.90 < r 11 ≤ 1. 00 very high 0.70 < r 11 ≤ 0.90 high 0.40 < r 11 ≤ 0.70 moderate 0.20 < r 11 ≤ 0.40 low r 11 < 0.20 very low normandita… 40 the result of the pilot test gives the researcher to pick all the valid and reliable items to be used for the instrumentthe vocabulary test, in which was used as the pre-test which was administered prior to the program and a post-test which was administered at the end of the program. upon the collection of the pretest, the data were then analyzed with the used spss 25.0 to calculate the data analysis which contains gain, normality test, homogeneity test and independent sample t-test. based on the calculation of the „mean‟ and „standard deviation‟, both the experimental group and the control group showed improvement. it can be seen from the pre-test and post-test scored and can be conclude that quizlet application was an effective strategy to enhance students‟ vocabulary achievement. it proved from the gain of the experimental group was 0,7260 higher than the control group 0,6580. table 3. result of pre-test, post-test, standard deviation and normalized gain experimental group control group mean st.dev mean st. dev pretest 60.84 9.204 56.53 8.474 posttest 89.44 5.168 85.59 6.079 n-gain 0. 7260 0.13096 0. 6580 0.14966 normality test was conducted to see whether the data is normally distributed or not. the criteria for normality, if the p-value > 0,05 it means that the data was normally distributed. based on the calculation of the normality test, the score of the pre-test for both the experimental and the control group was normally distributed where the experimental group‟s result was 0,284 > 0,005, and the control group‟s result was 0,074 > 0,005 they all showed the p-value were bigger than 0.05. in like manner the post-test for both the experimental and the control group were also normally distributed, as can be seen from the score of the experimental group was 0,084 > 0,005 and the control group was 0,156 > 0,005. it can conclude that all the data were normally distributed. the art…… 41 table 4. result of normality test homogeneity test was also analyzed to see and find out whether the data was homogeneous or not. the result of the sig. based mean was 0,804 > 0,005 which means the data variants of the post-test in the experimental group and the post-test in the control group were homogeneous. table 5. result of homogeneity test test of homogeneity of variance levene statistic df1 df2 sig. students' score based on mean .062 1 62 .804 based on median .019 1 62 .891 based on median and with adjusted df .019 1 58.388 .891 based on trimmed mean .038 1 62 .846 the last statistical test was done in which the „independent sample t-test‟ was used since all the data were normally distributed as well as homogeneous. based on the calculation, it showed that the sig (2 tailed) was 0,001 < 0,05. so, it can draw a conclusion that there was a significant difference between students who were taught using quizlet application and who were taught using conventional method table 6 the result of independent sample t-test of normalized gain levene’s test t-test f sig. t df sig. (2-tailed) equal variances assumed .062 .804 3.57 62 .001 this finding was similar to the study conduct by kusumawati et al., (2017), showing the significance value in independent sample t-test was 0,000 which lower than group shapiro-wilk statistic df sig pre-test experimental 0.961 32 0.284 post-test experimental 0.942 32 0.085 pre-test control 0.940 32 0.074 post-test control 0.951 32 0.156 normandita… 42 0,005, means there is significance effect quizlet application toward students‟ vocabulary mastery. conclusion from the result of the data analysis proved that both groups were found to have vocabulary enhancement. it showed from the pre-test of the experimental group‟s score was 60,84 and has increased to 89,44 while pre-test in the control group was 56, 53 and has increased to 85,59. both groups showed that there is a vocabulary enhancement but, the experimental groups result showed a significant higher enhancement compared to the control group. this is similar to the result of the study conducted by van et al., (2020), showing that there was a significant difference between the mean score of pre-test and post-test of students in the experimental group after the implementation of quizlet application. also, al-malki (2020), in his study indicated that students‟ vocabulary acquisition was significantly increased after using quizlet application in learning. in addition, to answer the research question, “is there any significance difference on students‟ vocabulary enhancement between those who were taught using quizlet application and students who were taught using conventional method of learning?”, and the answer is there was a significant difference between the students who were taught using quizlet application and the students who were not taught through quizlet or the conventional, proved from the t-test scores was: 0,001 < 0,005. to sum up, quizlet application can be the art of enhancing students‟ vocabulary through technology and it is effective. references al-malki, m. a. 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(2016). transforming vocabulary learning with quizlet. japan association for language teaching. dian...... 34 increasing interest and student learning outcomes by using cooperative learning type 'make a match’ dian pratiwi manajement study program, muhammadiyah university of pringsewu dianpratiwi@stiemuh-pringsewu.ac.id abstract the purpose of this research is improve the interest and learning outcomes of student grade xi senior high school of muhammadiyah pringsewu on verb and noun material by using cooperative learning type “make a match”. data collection component obtained from the pre-test, post-test i and ii, questionnaires, observations and interviews. the results showed thatthe application of cooperative learning model of “make a match” can increase student interest and learning outcomes xi senior high school class muhammadiyah pringsewu on verb and noun material. keywords : interest, make a match, material verb and noun, outcome learning. 1. introduction learning can be interpreted as the result of memory, cognition, and metacognition that affect comprehension. this is what happens when a person is learning, and this condition is also common in everyday life, because learning is a natural process for everyone.according to tomlinson (1998: 4), learning is normally considered to be a conscious process which consists of the committing to memory of information relevant to what happen learned. whilst such direct learning of, for example , spelling rules, convention of greeting and vocabulary items can be useful to the language learner, it is arguable that much language learning consist of subconscious development of generalization about how the language is used and of skills which apply the these generalization to acts of communication. hutchinson & waters (1987: 49) said that, learning is seen as a conscious process. nunan (2004: 6-7), learning is no longer seen simply as a process of habit formation. learner and the cognitive processes they engage in as they are seen as fundamentally important to the learning process. additionally, in recent years, learning creation is distributed under the creative commons license attribution-share alike 4.0 international published in http://ejournal.umpri.ac.id/index.php/smart/index jurnalsmart : journal of english language teaching and applied linguistics. jurnal smart , volume 6, no 1 (2020), page. 34 44 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.969.203x http://ejournal.umpri.ac.id/index.php/smart/index increasing interest....... 35 as a social is increasing emphasized, and sociocultural theories are beginning to be drawn on in addition to (or even in preference to) cognitive theories. one student learning success is influenced by the involvement of teachers in the learning activities. teachers here play a role to guide students in their learning in school. learning is said to be successful and qualified in whole or at least most of the learners engage actively, whether physical, mental or social in the learning process. teaching method is one of the ways that must be passed in teaching. the teacher teaching method is not good will affect the learning of students who are not good also. a poor teaching process can occur, for example teachers are poorly prepared and lack control of the subject matter so that the teacher presents them with unclear . attitudes of teachers towards students as well as subjects those are not good to make students less against a lesson or teacher. as a result, the students are lazy to learn. the teacher should approach with students, so knowing the problems facing student learning, in addition, the teacher must dare to try teaching methods, so as to enhance the interest of students to learn. learning activities carried out by english teachers at sma muhammadiyah pringsewu lampung used more lecture and discussion methods. the frequent use of lecture and discussion methods makes students feel bored quickly. this feeling of boredom made students lazy when attending lessons. as a result of feeling lazy and bored, students often divert attention when learning by chatting. in this case the right method is needed to restore students' interest to study in addition to the problems of the learning methods used by english teachers at sma muhammadiyah pringsewu lampung, the low interest of students in learning english is also influenced by the students' understanding of learning english. based on the results of interviews with several students, english subjects are considered difficult and boring because of the many vocabularies that must be memorized, and must know the meaning of each vocabulary. the presumption that learning english is learning to memorize, this makes students lazy to learn. though learning english is very fun because it is not only memorizing, but students must understand what is learned. to resolve the problem of the learning, researcher used a cooperative learning model type “make a match” to increase interest and learning outcomes grade xi-1 at sma muhammadiyah in pringsewu lampung. cooperative learning model type “make dian...... 36 a match” to have a character that can provide space for students to interact with fellow students in or outside the classroom. the existence of interactions between students, are expected to reduce boredom students when studying in class as well as an interest in students to study also the higher. cooperative learning refers to a variety of teaching methods, where students work in one small group to help each other in learning the subject matter. positive impact of cooperative learning, namely: developing relationships between groups, the growing awareness that the students need to learn to think, solve problems, and integrate and apply skills and knowledge them. cooperative learning methods is already growing with various types, among others: jigsaw, team games tournament (tgt), “make a match” and many more. according to slavin (1994: 56-67), cooperative learning is a learning model, in which the students and work in heterogeneous learning teams. for collaborative learning to be effective, there should be both ‘group goals’ and ‘individual accountability’. this means that the collaborative learning task must ensure that every group member has learnt something. ideally, a collaborative learning task would allow for each member to be responsible for some concept necessary to complete the task. this implies that every group will learn their assigned concept and will be responsible for explaining/teaching this to other of the group.cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small group of learner in the classroom. (richards& teodore, 2001: 192). the related research has already been conducted by ade &sortha (2013) from state university of medan. the title of her research is “improving students’ vocabulary achievement through ‘make a match’ technique for eight grade students of mts swasta al-badar tanjungbalai”. from this research, cooperative integrated ‘make a match’ technique can improve the students’ achievement in vocabulary achievement. the result showed the mean of the second cycle is higher than the first cycle. thus, by using ‘make a match’ technique to improvement the students’ vocabulary achievement could be said if ‘make a match’ technique worked well which helped students to improve their vocabulary achievement and more interesting and enjoyable in vocabulary mastery. then, the collaboration betweeen jigsaw and make a match was applyed by nur et al (2017). they conducted the research to improveelementary students’ activity. increasing interest....... 37 furthermore, arisanty and riyah (2019) also conducted research by applying make a match to improve geography learning outcomes, and this technique had increased the student learning outcomes. the implementation of “make a match” on students’ learning interest is expected be able to improve students’ learning outcomes, especially in verb and noun material. so, this research aimis increase the interest and learning outcomes of students grade xi at sma muhammadiyah pringsewu lampung in verb and noun material by using cooperative learning type “make a match”. 2. research method this research is classroom action research. the research involved collaboration and cooperation between the english teacher and the students. the researcher, the teacher and the students work together to apply “make a match” technique in teaching learning process.action research is research carried out by teacher in their context, in their classroom. teachers identify a problem or an area they wish to improve and based on theory or experience or a hypothesis they think of an intervention.according to burns (2009: 2), action research [ar] is part of a broad movement that has been going on in education generally for some time. it is related to the idea of ‘reflective practice’ and ‘the teacher as a researcher’. action research involves taking a self-reflective, critical, and system approach to exploring your own teaching context. “make a match” is a way of learning by finding matching pairs of cards held, as in this study, there are two students who hold answer card and question card. teaching and learning techniques are looking for partner (make a match) was developed by lorna curran in 1994. the advantage of this technique is the students find a partner while learning about a concept in a pleasant atmosphere. according to agus suprijono(2014: 94), the things that should be prepared in the learning with a make a match are cards. the cards consist of question and answered cards. the participants are the students x1-1 grade students of sma muhammadiyah pringsewu lampung with the total students are 39. the research subjects wore only 35 students for the conduct of research because there are four students who do not follow the overall research activities.this research involved 2 kinds of data: quantitative and qualitative. the quantitative data were gained from test: pre-test and post-test, while dian...... 38 qualitative data were collected from observation, questionnaire, and interview.the test was conducted to know the interest and students’ learning. the test was administered before implementing the research (pre-test), and was also done after the treatment in cycle 1 and 2 (post-test). the pre-test consists of 20 multiple choices, while the post-test cycle i and ii also use 20 multiple choices; the observations in this research are the observation sheets of the students’ interest. this instrument is used to identify students’ interest in students’ activity in the classroom. these activities can be an activity to ask, discuss, give advice or question and answer questions. this instrument is used to know the students’ interest in following the lesson; the questionnaire is used to directly identify students’ interest. the questionere is filled directly by all students. the questionnaire contains 10 positive statements and 10 negative statements. the students must select the options already provided; the interview contains question related to students’ interest in learning english, learning difficulties in the classroom and students’ responses to the use of cooperative learning type “make a match”. the questions consist to 5 questions. 3. finding and discussion this research aims to increase students’ interest and learning outcomes. increased students interest can be seen from changes in students’ attitudes and students’ involvement during the learning process. changes in learning outcomes in the cognitive domain can be measured from the result of tests (pre-test, post-test i and post-test ii). this research was conducted in two cycles, cycle i and cycle ii.the research was conducted from october-november 2016, at sma muhammadiyah pringsewu lampung, with the subject of the research 35 students from 39 students. the research subject used only 35 students, because on the research implementation there were 4 students who did not follow the whole research activity. students who cannot join because of some things; sick, follow the school activities, and do not enter without description. then in the data analysis the result used are data from 35 students who follow the whole research activity. increasing interest....... 39 the result of the research cycle i cycle i started on 21-28 october 2016 as much as 3 times the meeting with a time allocation of 5x45 minutes. the first meeting learns about the meaning of verb and regular verb (allocation of times 2x45 minutes). the second meeting learns about irregular verb (allocation of times 1x45 minutes). and the third meeting with allocation of times 2x45 minutes learn to look for examples of words that includes in regular and irregular categories. table 1. the result of pre-test explanation result higher score 75 lowest score 15 mean score 36, 43 based on the pre-test result, the highest score is 75, and the lowest score is 15. the average score of students only reached 36. 43. the low score of students because students do not really understand the material being tested at the time of the pre-test. table 2.the result of post-test i information post-test i the highest score 75 the lowest score 20 mean score 40.71 total students reach kkm 0 student. students morbidly reached kkm 35 % students achieving kkm 0 % students morbidly reach kkm 100 based on the result of post-test i, it can be seen that no students reaches the score of kkm. students who have not reached the kkm are 100%, and students who reach kkm are still 0%. the highest score only reaches 75 and the lowest score is 20. the average students score is 40, 71%. the students’ grade is still low because at the time of the post-test, students look less enthusiastic and less serious. dian...... 40 cycle ii cycle ii started on 916 november 2016 as much as 3 times the meeting with a time allocation of 4x45 minutes. the first meeting learns about understanding of noun and kinds of noun (allocation of times 1x45 minutes). the second meeting, the students learn about countable noun and uncountable noun (allocation of times 2x45 minutes). and the third meeting with allocation of times 1x45 minutes used to review the material that has been learnt in the cycle ii, then proceed with post-test ii and fill the final questionnaire. table 3. the result of post-test ii information post-test ii the highest score 100 the lowest score 55 mean score 82.71 total students reach kkm 28 student. students morbidly reached kkm 7 % students achieving kkm 80 % students morbidly reach kkm 20 based on data, it can be seen that there has been an increase in scores from previous tests where the highest score obtained by the students is 100 and the lowest score is 55. the numbers of students who reach the kkm are 28 students with a percentage of 80%, while students who have not yet reached the kkm are 7 students with a percentage of 20%. the average score of students has also reached 82, 71%. discussion a) learning outcomes students’ learning outcomes in the form of post-test after cycle i and cycle ii, indicatingthe increase in students’ understanding of verb and noun material with the application of cooperative learning type “make a match”. the increase can be seen from the result of post-test i and post-test ii, the increase in both the average increasing interest....... 41 students score and percentage of students grade that reached the kkm. overall, improvement of students’ learning outcomes can be seen in the following chart: 40.71 chart 1.the development of student learning outcomes based on the chart, it is known that in the cycle i, the result of the average value of students in the post-test i only 40, 71% with a percentage of completeness of 0%. these results have not yet reached the target set by researcher. one of the reasons why kkm target percentage has not been achieved are one of them is when students are not seriously working on their work. this is indicated by the presence of some students who actually sleep in the class when post-test i going on; there are also some students who do not read the questions first, they immediately cross their answer; some students also said that some of the material that had been studied previously had been forgotten, so they had difficulty to answer the questions. in cycle ii, the result of the average value of students in the post-test ii reached 82, 71% with the percentage of students completing the kkm being 80%. these results still have not reached the target to be achieved in this study related to students learning outcomes of 85%. b) student interests the development of student interests is measured by a questionnaire and students observation sheet. the questionnaire was given twice, namely at the beginning of the cycle i and cycle ii. an initial interest questionnaire was given to determine students’ 82.71 s.ii s. i 0 20 30 40 50 10 60 70 80 90 average (%) percentage completeness (%) 80 dian...... 42 learning interest before using the “make a match” learning model. the final questionnaire was given to know the students’ interest after using “make a match” learning model. from the result of the calculation of students’ initial interest in the medium category a percentage of 14, 29% was obtained, in the high category 80% and in the very high category 5, 71%. the results of the final questionnaire showed an increase. it can be seen in the high category percentage of 80%, while the very high category percentage of 14, 28%, but there are still 5, 72% students with medium interest category. data questionnaire can be seen in the following chart: chart2.percentage of students' interest early and late c) interest and learning outcomes the research aims to increase the interest and learning outcomes of students in class xi sma muhammadiyah pringsewu on verb and noun materials. based on the data that has been obtained from the research that has been done, there are many improvements related to the interest and learning outcomes students in class xi-1 on increasing interest....... 43 verb and noun material. the result of the interest and students learning outcomes can be seen in the following chart: chart 3.final data of interest and student learning outcomes based on these chart, it can be seen that increasing students’ interest is both seen in the result of the questionnaire and the observation of students’ interest accompanied by increasing students learning outcomes. this can be said that increasing the students’ learning interest can improve students’ learning outcomes. 4. conclusions based on the result of classroom action research (car) and data obtained from the result of research conducted in two cycles, it can be concluded that the application cooperative learning type “make a match” can increase interest and students’ learning outcomes in the xi grade at sma muhammadiyah pringsewu. it can be proved by the comparison between the students’ score mean in the pre-test and the post-test in cycle 1, the post test in cycle 2. the first post-test result is higher than the pre-test result. the mean of students’ score on the pre-test is 36.43, increased to 40.71 in the post-test in dian...... 44 cycle 1. the second post-test result is higher than the first post-test result. the mean of students’ score on the first post-test is 40.71, it increases to be 82.71. it shows that use of cooperative learning type “make a match” can increase interest and students learning outcomes 5. references ade, iriyani & sortha, silitonga(2013).improving students’ vocabulary achievement through “make a match” method. register journal. vol 2 (4). agus, suprijono. (2009). cooperative leaarning: teori dan aplikasi paikem. pustaka pelajar: yogyakarta arisanty, d and riyah.(2019). application of make a match model to improve geography learning outcomes. jotse.vol 9(1), 32-40. burns, a. (2009). doing action research in english language teaching: a guide for practitioners. new york: routledge. hutchinson, t and alan waters.(1987). english for specific purposes.a learningcentered approach. new york. cambridge university press nunan, d. (2004). task-based language teaching. cambridge: cambridge university press. nur, aini,wh., suharno, mintasih, i. (2007). the use of cooperative learning of jig jaw type and make a match type to improve students’ activity. international journal of recent engineering science (ijres). vol 32, 2349-7157. richards, jack c and teodore s. rodgers.(2001). approaches and methods in language teaching.second edition. new york: cambridge university press. slavin, robert e. (1994).a practical guide to cooperative learning. john hopkin university. tomlinson. (1998). material development in language teaching. united kingdom: cambridge university press. 1. introduction jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 1 the correlation between students’ frequency of listening to english songs and their listening achievement elvira rosyida m. r. english department of stkip muhammadiyah pringsewu email: elvirarosyida@ymail.com abstract this study is aimed at investigating whether there is a significant correlation between students’ frequency of listening to english songs and their listening achievement this study was conducted at the first year students of state senior high school 9 bandarlampung, lampung. a descriptive quantitative was employed in this study which used ex-post facto design and the data were taken from questionnaire, semistructured interview, and listening test. the data were analyzed by using statistical package for social science (spss) version 16.0. the hypothesis was tested by using pearson product moment correlation coefficient. the test result showed that there is a significant correlation between students’ frequency of listening to english songs and their listening achievement. from the result of interview, it showed that most of the students believe that by having high frequency of listening to english songs, it helps them in recognizing the spoken language and get high score in listening ability. keywords: listening to english song, listening ability, frequency of listening 1. introduction listening, as one of the basic skills of language, plays an important role in the language learning. by listening to sound or spoken language, people are able to produce language. listening is dominantly used in everyday life. listening is not only the process of hearing, but also identifying, understanding, and interpreting spoken language as the first step of successful communication. in other words, before someone understands and starts to speak, he or she has to hear the sound, words, and speech pattern first. therefore, in the language learning, the first step will be listening while speaking, reading, and writing come later. in learning language one should be a good listener, to be able to focus to what is demonstrated, remember what is shown or told, and then practice speaking to gain functional skill in active communication. in daily activities, people spend most their time to listen to things, such as world news programs (bbc, cnn, voa), music, movie, talk show, speech and lectures. morley (1991) states that mailto:irenebrainnita@yahoo.com smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 2 listening is the most common communicative activity in daily life; we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. thus, there can be no doubt that every time we do the listening activity. actually, the listeners need not only to understand what is being said, but also to select the important and relevant information and reduce it to a form that can be taken down quickly in writing and remain understandable for intake later. as a result, the mastery of listening ability is crucial for english foreign language learner, and it should play an active role in activities and focused tasks. therefore students need more listening exercises in the classroom even outside of the classroom, so that they are used to listen a target language and could have enough of real world exposure. according to orlova (2002) song is short musical work set to a poetic text with equal importance given to the musical and in the words. it may be written for one or several voices and it is generally performed with instrumental accompaniment. it is noticed that students will often recite the words of the song while singing it; it makes the students unconsciously understand the content of the songs. it will eventually develop their active understanding of the songs. it makes students’ ears accustomed to listening either to english song or dialogue or monologue. listening to song, for most students are enjoyable experiences. through listening to english songs, students are exposed to authentic example of the target language, because simple and repetitive songs often contain a resurgent grammatical pattern and listening to song also can improve students’ motivation and general morale, and show the language not only as a subject of study but also as a source of enjoyment and entertainment. orlova and wonho (2002) have observed that listening to song can develop listening ability. according to them, songs contextually introduce the feature of supra-segmental (how rhythm, stress, intonation, and pronunciation affect students in english context). they believe that students from any language background can take advantage of using songs as an input for their language learning, especially for improving their listening ability and of course their’ listening achievement. smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 3 particularly this research is proposed to investigate whether there is significant correlation between students’ frequency of listening to english songs and their listening achievement there are some reviews of related literature in this research: review of theory which include listening and song. in defining what is meant by listening, some experts have their definitions. burton (1997) cited in basaran (2002) states that many people spent 7080% of their waking hours in some of communication as follows: 9% writing, 16% reading, 30% speaking, and 45% listening. from the statement above, it can be seen that listening is mostly done by people in communicating. nunan (1991) states that listening, along with reading, as receptive skill. that is, it requires a person to receive and understand incoming information rather than produce. as people listen, they process not only what they hear but also connect it to other information they already know. in other words, listening is not same as hearing (rixon, 1986). it is since the former requires whole hearted concentration, readiness and awareness in recognizing what is being heard, especially in spoken language, as there are listening characteristics that should be taken into account. according to morley (1991), listening is the most common communicative activity in daily life, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write. because it is the first skill when we learn a language, listening is considered as the first step in learning a language. it means that learning a language is started from listening. that is why listening becomes important to be investigated in this research, listening comes first into human life than the other skills. types and process of listening activities have been observed by boyle (2005) and rost (2002). they argue that there are three types of listening activities that can be used to help improve listening skill; first is no overt response activities. students do not have to do anything in response to the listening text. often students’ facial expression and body language will betray what they have understood. activities of this type include storytelling, listening to songs or watching movies and videos. second is a short response activity. students do not only have to give responses verbally but smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 4 can also respond by performing a task in response to instructions, ticking off items on a worksheet as they hear them being said, ticking off true/ false answers in response to statement or writing down missing words from cloze exercises. the last is long response activities. students can engage in answering questions verbally about a listening text, taking notes from a mini-lecture by rewriting what being said in different words to the ones being used or writing a brief summary of a listening text (boyle, 2005; rost, 2002). in line with the explanation above, there are top-down and bottom-up processing in listening. there are two processes involved in listening, and both can be utilized when songs are used as the practice of the target language. the activity which is selected for a particular song will determine which of these processes is active. according to nunan (1991) bottom-up processing is where the listener builds up the sounds into words, sentences and meaning while top-down processing is where the listener uses background knowledge to understand the meaning of a message. practicing both of these processes is essential for developing listening comprehension. this kind of process is what flowerded and miller (2005) called as “interactive process’. in this process the listeners use the combination of both top-down and bottom-up process to comprehend the spoken language. furthermore, song is defined by hornby, (1993) as short poem or verses set to music and intend to be sung. song, which belongs to genre including both lyrics and music, can be added to list. they are marked by richness of content, poetical metaphor and symbol that emotionally reflect the world we live in. songs can motivate a positive emotional influence on listener. from the statement above, we can infer that songs consist of lyrics or poetic text. the lyrics of the songs that are sung by the singer can be heard by the listener, and actually it is considered good in english language teaching especially in listening. because when students are accustomed to listen to english songs they will be easily recognize the utterances of the singer, and that ability can be implied when they have a listening test. songs are precious resources to develop students’ abilities in listening, speaking, reading, and writing. they can also be used to teach a variety of smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 5 language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. while the students listen to a song, indirectly they could learn to find new vocabularies, pronunciation, grammar and the implementation of a word in phrase or sentence. it is effective, because the students could learn and entertain themselves at the same time (dozer, 2001; saricoban and metin, 2000). according to lynch (2006), if the students listen to the target language more often, they will improve their listening ability through the experience by listening to songs. he states that there is a tendency that when the students’ frequency of listening to english song is high, the listening score is high. ekowati (2007) also found that the students who often listen to english songs are more able and easier recognize the spoken language from the native speakers. the writer assumes that if students listen to english songs more often, they will have better achievement in listening. a large amount of time or high frequency in time of listening to english songs can help develop listening mastery. thus, the writer is interested in investigating the students’ frequency of listening to english songs and their listening achievement. however, listening to english songs more often is not the only factor that gives contribution in listening achievement. factors such as wide vocabulary, good learning strategies, good oral language skill, background knowledge and any other factors also can influence learning achievement. nevertheless, the writer still believes that frequency of listening to english song correlates with listening achievement. based on the problems statements and the theoretical description which are related to research, the hypothesis of this research can be formulated as follows: there is a significant correlation between students’ frequency of listening to english songs and their listening achievement. 2. research methods this study was conducted at the even semester of the tenth grade of state senior high school 9 bandarlampung, in academic year of 2011/2012. this study was conducted from april 2012 to june 2012. this study used quantitative approach which used ex post facto smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 6 research design since there was no treatment on the subjects of the research but the data was collected by seeing the correlation between cause and effect that may happen (after the fact). ex post facto design involve only one group and does not use control class. hatch and farhady (1982) state that ex-post facto design is used when the writer does not have control over the selection and manipulation of the independent variable. co-relational study focuses on the relationship among variables that exist naturally. it does not involve the manipulation of independent variables. by this reason, the researcher looks at the type and or degree of relationship between two or more variables rather than the cause-effect relationship (hatch and farhady, 1982). in this study the population were all students at the tenth grade of state senior high school 9 bandarlampung. there are nine class at tenth grade. in this research, the writer determined the sample by using simple probability random sampling class by using lottery. the writer wrote nine classes in rolled papers and put into a glass. then, the writer shook the glass twice and one class that came out was selected as the sample. therefore, the sample of this research was class x.9, consisting of 30 students and the try out class of this research was class x.6 consisting of 30 students. they were selected since they were reputed have the same level of ability with the sample of this research. for purpose of this study, the data was gathered by using some data collecting techniques consisting of questionnaire, semi-structured interview, and listening test. to ensure that the items have good quality, the writer used pearson product moment correlation, spearman brown, and cronbach’s alph. the data were analyzed by using pearson product moment correlation coefficient, through spss to determine whether there is correlation between two variables or not. if there is a correlation, it is significant or not by using t formula (coolidge, 2000). after determining the correlation coefficient, it was necessary to find out whether the hypothesis is accepted or not. the null and accepted hypothesis for pearson product moment correlation as follows: h0 : there is no significant correlation between students’ frequency of listening to english songs and their listening smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 7 achievement. we cannot accept this hypothesis if r value is lower than r table. h1 : there is significant correlation between students’ frequency of listening to english songs and their listening achievement. we can accept this hypothesis if r value is higher than r table. 3. findings and discussion the findings on correlation between students’ frequency of listening to english songs and their listening achievement are based on the data gathered through written and oral interview. the correlation coefficient (rxy) of the two variables was .782 at the significant level of 0.05. it means that there was a positive and high correlation between students’ frequency of listening to english songs and their listening achievement. positive correlation means that low scores in one variable tend to go together with low scores in another variable; high scores in one variable tend to go together with high scores in another variable (sugiyono, 2007). the obtained correlation coefficient then needs to be calculated to find out whether the correlation is significant or not by using t formula. the result of calculation showed that significance of correlation coefficient or t obtained is 6.615 in which the t table was determined as 2.048 at level significance of 0.05 and df= 28 (see appendix 17). it was then found out that the correlation coefficient is significant and the correlation is applied to every student in this research, since t obtained is higher than t table (6.615>2.048). this research proves that students who have high frequency of listening to english songs tend to have high listening score, and students who have low frequency of listening to english songs tend to have low listening score. coefficient of determination is also conducted to investigate the degree of the contribution frequency of listening to english songs toward the students’ listening achievement. the coefficient determination of the correlation is 0.61. it means that frequency of listening to english songs contributes 61% of the students’ listening achievement. in other words, it can be said that frequency of listening to english songs explains approximately 61% of the students listening achievement. smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 8 the students who have high frequency of listening to english songs are accustomed to the pronunciation of the native speaker. it makes them improve their listening achievement since they could recognize easily some new words and expressions in context that is uncommon. the students who have high frequency of listening to english songs can also find many new words or vocabularies from the english songs they listened. for example, the students who chose love as the topic of songs, they could get new words such as, soul, closer, heartbeat, and bring from song a thousand year by christina perry. by listening to english songs more, it helps the students to use their background knowledge to understand the meaning of the words or message from the english songs they listened. it is proved when the students got the meaning of words or message by understanding contextually while listening to english songs, top-down processing becomes selected strategy (nunan, 1991). besides top-down processing, bottom-up processing is also selected when the students listen their favorite english songs. by listening to english songs, the students are used to use kind of process what flowdered and miller (2005) called as “interactive process” which is the combination of topdown and bottom up processes. in addition, from the result of the research, it can be seen that the students who have high frequency of listening to english songs, indirectly they are used to use top-down and bottom up processes. therefore, when the listening test, they can get the better achievement in each components of listening test, such as determining the main idea, finding details information, making inferences and references, and also vocabulary. in relation to the facts describe above, it can be summarized that there is a significant correlation between the students’ frequency of listening to english songs and their listening achievement. this is so because by having a high frequency of listening to english songs, it helps the students to have a good listening achievement. 4. conclusion from reseach findings, it can be concluded that: (1) there is a significant correlation between students’ frequency of listening to english songs and their smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 9 listening achievement; (2) the correlation between students’ frequency of listening to english songs and students’ listening achievement was positive with the determination coefficient (r 2 ) value .61. in other words, the correlation between them was 61%. it can be conclude that students’ frequency of listening to english songs has influence on students’ listening achievement; (3) interview analysis in this study shows that the students believe that by having high frequency of listening to english songs help them in recognizing the spoken language. there is a tendency that when the students’ frequency in listening to english songs is high, the listening score is also high or it can be said that the students’ frequency of listening to english songs higher help improve the students’ listening achievement. it is therefore recommended that the english teacher should motivate their students to listen lots of english songs to enrich them with the variety of linguistic signals (vocabulary, idiom, etc), pronunciation, background knowledge, etc., and to make them ready when confronting the spoken language; by native speaker or native like speakers of english. it is better for the students to make listening to english songs as a habit at least 30 minutes in a day. if the students listen to english songs more and more, it could help students to improve their listening achievement because they can practice to listen to the target language well all the time indirectly. 5. references boyle, e. r. (2005). an alternative approach to improve listening skills. burean of educational and cultural affairs: office of english language programs. english teaching forum, march 31. (http://exchanges.state.gov/education /engteachingo, accessed on february 19 th , 2012). burton, j. and burton, l. (1997). interpersonal skills for travel and tourism. essex: addison wesley longman ltd. dozer, c. v. (2001). improving esl learners’ listening skill: at the workplace and beyond. (http://www.applycollage.com/study help/improving listening skill.pdf, accessed on january 30 th , 2012). ekowati, y. (2007). the influence of frequency of listening to english songs on the listening ability of the third year students of smu purusatama semarang. semarang: universitas pendidikan semarang, unpublished script. http://exchanges.state.gov/education/engteachingo http://exchanges.state.gov/education/engteachingo http://www.applycollage.com/studyhelp/improving%20listening%20skill.pdf http://www.applycollage.com/studyhelp/improving%20listening%20skill.pdf smart journal volume 2 no. 1, januari 2016 hlm. 1-10 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 10 flowerdew, j. and miller, l. (2005). second language listening: theory and practice. cambridge: cambridge university press. hatch, e. and farhady, h. (1982). research design and statistic for applied linguistic. massachusetts: newbury house publisher inc. hornby, a. s. (1993). oxford advanced learner’s dictionary of current english. oxford: oxford university press. morley, j. (1991). developing listening comprehension and complementary activities. toronto: university of toronto. nunan, d. (1991). language teaching methodology. london: prentice hall. orlova, n. 2002. songs in the foreign language teaching process. (http://www.wsipnet.pl/kluby/angiels ki.html?id=4904&kl=175, accessed on january 19 th , 2012). rixon, s. 1986. developing listening skill. london: macmillan publisher limited. rost, m. 2002. teaching and researching listening. london: longman. saricoban, a. and mettin, e. 2000. song, verse and games for teaching grammar. the internet tesl journal. (http://iteslj.org/tecniques/saricoban songs.html, accessed on january 19 th , 2012). wonho, i. y. (2002). focused listening with songs. american language center at ucla extension (california, usa). the internet tesl journal, volume viii. (http://iteslj.org/techniques/yoosongs.html, accessed on january 15 th , 2012). http://www.wsipnet.pl/kluby/angielski.html?id=4904&kl=175 http://www.wsipnet.pl/kluby/angielski.html?id=4904&kl=175 http://iteslj.org/tecniques/saricoban-%09songs.html http://iteslj.org/tecniques/saricoban-%09songs.html http://iteslj.org/techniques/yoo-songs.html http://iteslj.org/techniques/yoo-songs.html jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 11 an analysis of “work of miracles in helen keller” from social perspective and moral value ardayati fkip english education study program, stkip pgri lubuklinggau. email: ardayati470@yahoo.com abstract this study was carried out based on the problems faced by the writer as a english teacher. most of students have no motivation when they found difficulties especially in learning english. furthermore, the reasons why the researcher used the miracle worker film to be investigated: firstly, this movie was made based on the true story. secondly, it transferred moral values. thirdly, it told efforts of a teacher, annie sullivan. the research problems were “what are social perspective of helen keller and what are moral values found in the miracle worker film?” the study employed a qualitative research which was intended to analyze helen keller’s social life, social life at the society illustrated in that movie, and moral values found in the movie. the research instrument was investigator triangulation which referred to the use of more than one audience in the field to gather and interpret data. in conclusion the miracle worker was an inspirational movie because it told about a blind deaf woman to reach her goals. it delivered helen keller’s experience detailing her early life. moral values of the film were motivation, kindness, responsibility, honestly, empathy, and respect. key words: social perspective, the miracle worker, moral value 1. introduction literature is a crucial part in learning english. students can get more complete knowledge through literature. the purposes of literature for students are to express their ideas and to convey a message from works of art. a literature consists of some forms. a literature has been divided into five forms. they are a short story, a poem, a play, a novel and an essay (burton, 1967:1). in literature, a play is one of interesting scopes and one of the examples of a play is a movie. in fact, films are everywhere now. teachers of english can use a film as a media to teach english and give motivation for their students. films not only take us through experiences with character we come to care about, but films might also develop an idea and values which are useful for students. besides, vassilou (2006:7) states that a film, otherwise known as a movie, moving picture and motion picture. a film brings to a story based on some experiences that will engage our minds and emotions. a film tells a story and mailto:ardayati470@yahoo.com smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 12 events. according to makamani (2007:1), a film is a source of information and entertainment in the modern world. consequently, our life styles have increasingly been associated with the film in one way or the other. indeed, there are so many good films and gives us many values of life. one of wonderful films is the miracle worker. the miracle worker movie was made based on the true story of helen keller and annie sullivan. it is a wonderful film because it gives us moral and education values. besides, it also gives us experiences and big motivation to learn and to get the successful. in fact, most of students have no motivation when they found difficulties especially in learning english. students need motivations, interesting ways of learning english, and they also need an interesting media. the miracle worker is one of films which give motivation and education message for students. furthermore, there are three attractiveness of the miracle worker movie. that is why; they make the writer choose this movie to be investigated. firstly, this movie was made based on the true story. it was made based on helen keller’s life story and it is real. keller’s life story is well known, inspirational, and well documented. it tells about helen keller’s effort to know and understands about languages and meanings. it can be experienced by the other people. consequently, from this movie everyone can learn how to reach something although there are some struggles and problems. secondly, this movie was made to give motivation for people. it transfers moral values through the miracle worker film. the film tells about a woman that is blind and deaf, like helen, can be taught so she can be independent and do not depend on others. thirdly, this movie tells efforts of a teacher, annie sullivan. although her student got difficulties in learning languages and meanings, faced many problems but annie sullivan did best to make her student, helen keller, could learn language and how to behave. annie sullivan showed both intelligent and emotional control. she was a kind teacher and had a very big responsibility to guide helen to learn. she was still spirit and confident to make helen know about languages and meanings. the film gives moral message for everyone who wants to reach their ideals. smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 13 this research is focused on analyzing the miracle worker, a film of helen keller. 2. research methods this study is a qualitative study with descriptive method because the object of the research is a film. according to donald (2010: 440) descriptive method is used to describe events as they naturally occur. in line with the definition above, this research described about social perspective of helen keller and moral values found in the miracle worker, a film of helen keller. data and source of the data data data in this research are classified in two primary and secondary data source. primary data source is the play of the miracle worker movie directed by nadia tass. the secondary data source consists of other data related to the research such as some books of sociological perspective theory, movie script, internet and other relevant information. source of the data main source of the data of this research is the miracle worker, a film of helen keller. beside, the researcher used books which has purpose to collect data and information from various materials about the miracle worker, a film of helen keller. it helps the researcher to find out the moral values of the miracle worker, a film of helen keller. technique for collecting data data is descriptive information. it describes the facts naturally. in this research, the descriptive data was gotten from words, sentences in every actions of the miracle worker, a film of helen keller so that the researcher found out moral values of the miracle worker, a film of helen keller. technique for analyzing data this research was focused on social perspective of helen keller, social life of the society illustrated by the film and moral values found in the miracle worker, a film of helen keller by using qualitative study with descriptive method. furthermore, junus (1986:19) cited in endraswara (2003:94) states that a literary can be influenced by social condition such as racial group, time and environment. in line of the explanation above, the steps of analyzing are: a. constructing a structural theory. smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 14 b. watching the miracle worker, a film of helen keller and writing the elements of the film. the film was watched by the researcher and her friends. then, the researcher asked her friends to find out the meaning of the film. c. determining the theme of the film. theme is a soul of a literary which will flow other elements of the film (endraswara, 2003:53). d. connecting the social life of the author and social life of the society illustrated by the film. e. concluding the elements of the film and get the message of the film. f. connecting literary components in analyzing moral value of the miracle worker. 3. findings and discussion helen is a daughter of kate and arthur. helen lived in a high level family. in sociology, social stratification is a concept involving the classification of people into groups based on shared socio-economic conditions, a relational set of inequalities with economic, social, political and ideological dimensions." when differences lead to greater status, power or privilege for some groups over the other it is called social stratification. it is a system by which society ranks categories of people in a hierarchy. social stratification is based on four basic principles: (1) social stratification is a trait of society, not simply a reflection of individual differences; (2) social stratification carries over from generation to generation; (3) social stratification is universal but variable; (4) social stratification involves not just inequality but beliefs as well. helen adams keller was born a healthy child in tuscumbia, alabama, on june 27, 1880. on her father's side she was descended from colonel alexander spotswood, a colonial governor of virginia, and on her mother's side, she was related to a number of prominent new england families. helen's father, arthur keller, was a captain in the confederate army. the family lost most of its wealth during the civil war and lived modestly. after the war, captain keller edited a local newspaper, the north alabamian, and in 1885, under the cleveland administration, he was appointed marshal of north alabama. at the age of 19 months, helen became deaf and blind as a result of an unknown illness, perhaps http://en.wikipedia.org/wiki/sociology smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 15 rubella or scarlet fever. as helen grew from infancy into childhood, she became wild and unruly. by age seven, helen had developed nearly 60 hand gestures to communicate with her parents and ask for things. however, she was often frustrated by her inability to express herself. with the help of her teacher, anne sullivan, helen learned the manual alphabet and could communicate by finger spelling. within a few months of working with anne, helen's vocabulary had increased to hundreds of words and simple sentences. anne also taught helen how to read braille and raised type, and to print block letters. by age nine, helen began to learn to speak and read lips, skills she continued to develop over her lifetime. as she so often remarked as an adult, her life changed on march 3, 1887. on that day, anne mansfield sullivan came to tuscumbia to be her teacher. anne was a 20-year-old graduate of the perkins school for the blind. compared with helen, anne couldn't have had a more different childhood and upbringing. the daughter of poor irish immigrants, she entered perkins at 14 years of age after four horrific years as a ward of the state at the tewksbury almshouse in massachusetts. she was just 14 years older than her pupil helen, and she too suffered from serious vision problems. anne underwent many botched operations at a young age before her sight was partially restored. anne's success with helen remains an extraordinary and remarkable story and is best known to people because of the film the miracle worker. the film correctly depicted helen as an unruly, spoiled but very bright child who tyrannized the household with her temper tantrums. in 1890, when she was just 10, she expressed a desire to learn to speak; anne took helen to see sarah fuller at the horace mann school for the deaf and hard of hearing in boston. fuller gave helen 11 lessons, after which anne taught helen. throughout her life, however, helen remained dissatisfied with her spoken voice, which was hard to understand. helen's extraordinary abilities and her teacher's unique skills were noticed by alexander graham bell and mark twain, two giants of american culture. twain declared, "the two most interesting characters of the 19th century are napoleon and helen keller." in 1904, she graduated cum laude from radcliffe and became the first deaf blind person to earn a bachelor of arts smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 16 degree. later, helen was the first woman to be awarded an honorary degree from harvard university. she also received honorary degrees from temple university and the universities of glasgow, scotland; delhi, india; berlin, germany; and witwatersrand and johannesburg, south africa. helen was an avid reader and follower of politics and world events. among her favorite books were philosophy texts and volumes of poetry. she also enjoyed studying history and economics as well as foreign languages including french, latin and german. helen used her education and influences to help improve the lives of others. she published several books and essays about her own life and views and spent much of her time lecturing and lobbying for important social issues including women's suffrage and assistance for people who were blind and deaf blind. helen also performed vaudeville and had a taste of hollywood, making two movies about her life, "deliverance" and "the unconquered." much of helen's later years were spent traveling around the world, raising money and awareness for the blind and other social issues. while still a student at radcliffe, helen began a writing career that was to continue throughout her life. in 1903, her autobiography, the story of my life, was published. this had appeared in serial form the previous year in ladies' home journal magazine. helen saw herself as a writer firsther passport listed her profession as "author." it was through the medium of the typewritten word that helen communicated with americans and ultimately with thousands across the globe. helen keller was as interested in the welfare of blind persons in other countries as she was for those in her own country; conditions in poor and warravaged nations were of particular concern. helen's ability to empathize with the individual citizen in need as well as her ability to work with world leaders to shape global policy on vision loss made her a supremely effective ambassador for disabled persons worldwide. her active participation in this area began as early as 1915, when the permanent blind war relief fund, later called the american braille press, was founded. she was a member of its first board of directors. smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 17 in her social life, one of the most popular film was made to appreciate her effort to reach her ideal. the title of the movie is the miracle worker. the movie was made based on the true story of helen keller and annie sullivan of book, the story of my life that is written by william gibson. the screenplay for the miracle worker was written by monte merrick. the miracle worker was a gripping and inspiring story of the battle to solve impossible obstacles and the struggle to communicate. the miracle worker movie tells about the life of family that was set in keller’s house in tuscumbia, alabama (southern of usa). c. moral value found in the miracle worker morals pervade every aspect of our lives. thus, moral value holds important roles for everyone. moral values include motivation, kindness, responsibility, honestly, empathy, and respect. firstly, helen took a key from a door, left miss. sullivan and locked the door. helen lived in a kind family; her family loves her so much. they always guide helen about everything at home. in her social life, she is a little girl that is always communicating with everyone at home. she has a respectable mommy who always cares of her. that is why helen grows to be a clever girl until one day it is so easy for her to lock miss. sullivan in a room because she can memorize everything at home include a key in a door. from the second dialogue, moral value that we can get is kindness. helen is success in learning a language because everyone around her is kind and respectable. secondly, helen ate sup by using a spoon, a napkin, and sit down well. it is showed briefly that blind deaf people are able to be better if there is someone who guide them well .here, helen is guided by her beloved teacher, miss. sullivan. helen could not eat by using a spoon, sit down in a seat but step by step she is able to be a sweet girl and know how to have a good attitude. from the third dialogue, we can get moral value from a teacher, miss. sullivan. because of her responsibility to her student, consequently helen is able to have a good attitude although she is blind and deaf. thirdly, helen arranged her doll and all things properly into her bag before she went home. when a blind deaf girl is able to arrange all things properly, it smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 18 means that the girl is clever and has a high motivation to learn about everything. helen is not only a genius girl but she is also motivated to memorize what her teacher has taught to her. as the result, motivation becomes moral value that we can reach from this movie. values and morals can not only guide but inspire and motivate you, giving you energy for living and for doing something meaningful. there are also the differences expressions and meaning found in the miracle worker when four audiences watched the film. firstly, the second audience tells that in the film, step by step helen becomes a calm girl and she always comes to miss. sullivan to ask the language of everything she touches. the meaning of the expression is life is a struggle. we are able to master everything if we want to learn. besides, our environment also influences us in learning a language and the meaning. it is difficult for blind deaf people to master a language if they are not serious to learn a language. secondly, the fourth audience found that in the film, helen can use her finger to express things around her except “water”. it is very difficult for her to use her finger when she wants to express the word “water”. but in the last part of the film, it is showed that miss. sullivan let her to a pump and she put the water into a kettle and helen feels the water. that is the beginning process for her to learn language. it is showed that blind deaf people will be easy to memorize a language if they are so close to the object that they want to understand. besides, a responsibility from a teacher also helps them to learn and understand language. consequently, they will be able to be better in learning and understanding language. thirdly, the third audience tells that helen learn from a horse. it means that it will be easy for blind deaf people to learn by using realia. although helen does not only learn from a horse but she also learns from everything around her but the researcher agrees that it will be easy for deaf blind people to learn by using realia. besides, moral value is also gotten from miss. sullivan’s character. the way her teaching to helen also influence helen’s successful in learning and understanding languages. there are some similarities in getting the expressions and the meaning from the miracle worker. firstly, when miss. sullivan said: “she must have a smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 19 language, language is more important to the mind”. it is showed that a deaf blind girl should have a language to make her to be able to communicate and learn everything. language is the key. it is stated clearly that miss. sullivan is optimistic about helen’s ability although she did not know helen yet at that time. secondly, miss sullivan said: “doll, will be your first word, it is as good as any, d-o-l-l, doll. a teacher holds crucial role for her student. in society, a teacher holds an important role for students. students are strongly influenced by teachers' love and compassion, character, competence, and his moral commitment. a teacher becomes the model for his students. the students tried to follow their teacher in their behavior, dress, etiquette, conversational style, and he woke up. 4. conclusion based on the result of the research, it can be concluded that the miracle worker is an inspirational movie because it tells about a blind deaf woman to reach her goals. it delivers helen keller’s experience detailing her early life. this study has explored and described the intrinsic analysis of the miracle worker. the intrinsic elements are theme, plot, characterization, setting, and message. the theme of the film is the miracle of life because the film tells about the miracle worker, someone’s effort to reach her goal. plot of the film is linear because the story continues from the start to the end of the story. in this movie, we can understand what the main topic in the movie because the scenes run continuously. there are four characters in the film. the movie was made in 2000 in tuscumbia, alabama, southern of usa. furthermore, this research also has explored and described moral value. from the miracle worker, it can be concluded that moral values of the film are motivation, kindness, responsibility, honestly, empathy, and respect. helen motivates all audience through her experience. helen is successful in learning language because of annie’s kindness, her parents’ responsibility and empathy. annie is a respectable teacher. she teaches helen from all her heart. this film also transfers a character from a kind teacher, annie sullivan. she is an honest teacher. it is not easy to teach a blind deaf girl but she promises to teach smart journal volume 1 no. 1, januari 2016 hlm. 11-20 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 20 helen until she is able to master language and meaning. 5. references burton, a. (1967). film, history and cultural memory. nottingham: the university of nottingham. donald, a. (2010). introduction to research in education. new york: nelson education, ltd. endraswara, s. (2003). metodologi penelitiansastra. yogjakarta: fbs universitasnegeriyogjakarta. makamani, rewai. (2007). television and film as popular culture. zimbabwe: zimbabwe open university. vassiliou, andrew. (2006). analysing film content: a textbased approach. surrey: university of surrey. hayati..... 24 improving students 'confidence in speaking through simulation method hayati1), rahmatika kayyis2), novita eka tristiana 3) 1)smp negeri 3 pringsewu email: hayati@yahoo.com 2) university of muhammadiyah pringsewu email: kayyis@stkipmpringsewu-lpg.ac.id 3) university of muhammadiyah pringsewu email :novita@stkipmpringsewu-lpg.ac.id abstract the aim of this study is to improve students' confidence in speaking (speaking) through simulation methods for grade 9.1 students at smp negeri 3 pringsewu. this study is a collaborative action research (car) with two cycles. researchers used questionnaires and observations which were then triangulated. the data analysis technique uses a comparative descriptive analysis. after being given treatment in cycle i and ii there were 31 (86%) students who had high self-confidence, 3 (8.4%) students of the total number of students who had low self-confidence, and 2 (5.6%) students of the total who still had low self-confidence. keywords: confidence, speaking, simulation. 1. introduction speaking is a productive ability in using language. simbolon (2014: 227) explains that speaking generally can be interpreted as an activity to convey intentions, ideas, thoughts, feelings, contents of the heart to others in using spoken language so that the intent can be understood by others. speaking is also an art where language can be used to persuade, convince, and explain everything to others. according to tarigan (2008: 16), speaking is a basic ability that is learned by saying articulation sounds or words to express thoughts, ideas, and feelings. therefore, teaching english taught at schools is expected to be able to produce students who are able to speak english in terms of speaking students really need. classroom learning activities carried out by teachers must also have strategic and effective value because in terms of speaking, students really need encouragement so that they can confidently speak. confidence to speak in front of the class is very important jurnal smart , volume 6, no 1 (2020), page. 24-33 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.974.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. mailto:kayyis@stkipmpringsewu-lpg.ac.id improving students’ confident.... 25 and should be owned by students so that they can follow the learning process properly. in this case, the english teacher has an important role in teaching and learning activities. the teacher must have a good method for teaching speaking skills that are more fun and meaningful and make students actively participate. the appropriate approach, design, and procedure can help students to be interested in learning to speak. this can make students more comfortable and fun. if students are happy, they will automatically be more confident in speaking, no longer shy in speaking, and dare to express opinions in a forum. confidence is the term for someone who truly believes in their abilities. trusting and believing in yourself, believing in our abilities in whatever situation we meet. mastuti (2008: 13) also explains that self-confidence is a positive attitude of an individual that enables him to develop a positive assessment of both himself and the environment or situation at hand. self-confidence is very important for individuals, especially for junior high school students who are still categorized as beginner english learners. as beginner learners of english, they need to be provided with a situation of learning english that is fun and can foster their confidence in speaking or using the language. based on preliminary findings, it was found that grade 9.1 students of pringsewu state junior high school 3 had a tendency to try everything they had just learned, were enthusiastic in asking questions about anything they did not know about, and had motivation in conducting learning activities related to active activities in kinesthetics. however, other findings also indicate that the majority of students namely 98% lack confidence to speak english. by considering the existing theories and preliminary information findings, there is a need for a method that is expected to be able to increase student confidence in speaking at the junior high school level. the simulation method is a method that is considered suitable for use in teaching speaking because this method fosters motivation and confidence for speaking practice in class. simulation is almost similar to roleplaying, the difference is that the simulation is more complete. in simulations, students can bring various items to class to create a more realistic atmosphere. for example, if playing a simulation as a buyer and seller in the market, then they can bring goods to sell and buy, dress like sellers and buyers, and so on. this is in accordance with what was said by sa'ud (2005) who states that simulation is a replica or visualization of the hayati..... 26 behavior of a system, for example, an educational plan that runs at a certain time period. simulation can also be interpreted as a way of learning by doing a process of artificial behavior (taniredja, 2011: 39). wahyuni and baroroh (2012: 104) explains that simulation learning has several objectives, namely: 1) direct objectives consisting of a) to practice certain skills, both professional and everyday life, b) to gain an understanding of a concept or principle, c) to practice solving problems 2) indirect goals, a) to increase learning activities by involving themselves in learning situations that are almost similar to actual events, b) to provide motivation to learn because it is very interesting and pleasing to children, c) to train children to work together in groups more effectively, d) to generate and foster children's creative power, e) to train children to understand and appreciate the role of other members. some previous studies conducted by lutfi, a.a., et al (2018), nurviana, h.,et.al (2013) and jacqueline, d.,et.al. 2017 had the result that simulation method could enhance the students’ performance on motivation, confident and ability. so, the conclusion of the purpose of this study is to find out whether or not the simulation method can improve students' confidence in speaking. 2. research method the research method used in this study is a classroom action research (car) method with a collaborative car research form between teacher and researcher lecturer. the approach used is a qualitative approach. according to mulyasa (2012: 11), classroom action research is an attempt to examine the learning activities of a group of students by providing an action (treatment) that is deliberately raised. researchers here use simulation learning methods. this research was conducted at pringsewu state junior high school 3 in august to october 2019. the research was conducted in two cycles in each cycle with 4 meetings and each meeting had a duration of 40 minutes. the sample of this study was class 9.1 students of smp negeri 3 pringsewu, totaling 36 students consisting of 30 women and 6 men. the selection of class 9.1 was based on a questionnaire about "factors influencing student's speaking performance and problems in speaking" which was spread when the researchers conducted preliminary research and found that the majority of students 98% had problems with confidence in speaking. in terms of data retrieval, researchers used questionnaires and improving students’ confident.... 27 observations which would then be triangulated data. the data analysis technique uses a comparative descriptive analysis technique that compares the results between quantitative data from the initial conditions with the first cycle and the second cycle with indicators. 3. finding and discussion a preliminary study conducted by the researcher through two events, namely interviews and distribution of forces before the treatment was carried out. it was found that students in class 9.1 of pringsewu state junior high school 3 had a tendency to try everything they had just learned, were enthusiastic in asking questions about everything they did not know about and had motivation in conducting learning activities related to active activities in kinesthetics. however, other findings also indicate that the majority of students namely 98% lacked confidence to speak english. cycle i 1. action planning class action in this cycle is planned to be carried out for 4 meetings with three learning indicators, namely: 1. students can write by hand several recipes for food/drink in their notebooks, chanting each word with correct speech and pressure, 2. students can use tables and analyze the structure of nouns that are used to mention objects. 3. students can analyze the structure of sentences that mention the steps of work. the first meeting was about the orientation phase in the simulation method. at this stage, the researcher determines the topic and purpose, presents information and information gathering. at the second meeting that is presenting linguistic input. at the third meeting the explanation of simulation principles and the technical picture of the simulation. at the fourth meeting, the training stage for participants which contains the making of scenarios. 2. implementing actions acting actions in the first cycle include: a. the teacher sets the topic of the procedure text that is about how to make a food/drink. b. the teacher explains the purpose of learning the procedure text to be achieved. hayati..... 28 c. the teacher presents a video that has been downloaded from youtube about "how to make oreo milkshake." d. students work in groups to write down the recipe that has been mentioned in the video. e. the teacher facilitates by playing back the video so students can understand the contents of the video shown f. representatives from each group deliver the handwritten results about the recipe that was written after discussion and view the video show. g. the teacher gives some procedure texts to students while displaying them. h. the teacher explains to students the structure of nouns that are used to name objects in the text of the procedure and explains the structure of sentences that mention the steps of work. i. the teacher displays the text and asks students to analyze the structure of nouns used to mention objects in the text of the procedure and analyze the structure of sentences that mention the steps of work. j. students working in groups begin to work on assignments given by the teacher. k. representatives from each group present he results of the analysis to the front of the class. l. the other students review and provide feedback on the results of the group analysis that is being performed. m. the teacher gives an overview or technical explanation about the simulation by displaying a simulation video about the text of the procedure. the teacher also assigns students to work in groups (each group contains 6 students) to discuss and record the recipe to be displayed in the simulation. n. students working in groups begin to pay attention to the technical picture of the simulation process and record the recipes in their respective notebooks. o. the teacher explains about making scenarios in the learning process using simulation techniques that contain rules, rules, steps, notes, forms of decisions, and objectives achieved. p. the teacher assigns the cast in the simulation. q. students form groups then begin to make scenarios according to the teacher's explanation. improving students’ confident.... 29 3. observations observations are made by pds teachers and lecturers to students. in the first cycle of the first to fourth meetings in the orientation stage of the simulation method, students were enthusiastic in learning because the teacher used media in the form of videos and each student worked in groups writing recipes that were exhibited on video. some of the students even asked to replay the video so that they understood the contents of what was shown. this situation apparently caused a stir or noise because each group scrambles to be played back to understand the video while the other groups scramble to ask for english from the action procedures in the video. finally, representatives from each group presented their handwritten results about the recipe written. students still look ashamed to talk about the results of what they are doing in front of the class. at the second meeting, students were asked to analyze the structure of nouns used to mention objects in the procedure text the structure of sentences that mention the steps of work. at this stage, students as a group began to present the results of the analysis in front of the class. the sense of disbelief of students began to erode replaced with a sense of wanting to convey the results obtained. at the third meeting, the teacher explained the simulation by showing a simulation video about the procedure text. at this stage, students were very enthusiastic about watching the video shown and actively discussing recipe which would shown in the simulation here. at the fourth meeting, the training stage for participants, the teacher started explaining about making scenarios for the implementation of simulations that contain rules, roles, steps, notes, forms of decisions, and goals achieved. students actively discuss in making scenarios by conducting active discussions. 4. reflection from the observations made by pds teachers and lecturers, as well as looking at the researcher's notes, there are several advantages and disadvantages of using simulation methods. based on the results of improving confidence in speaking in front of the class has not been achieved optimally. then the pds teachers and lecturers began discussing for planning in the second cycle. changes in student confidence when speaking in front of the class from the initial conditions to the the first cycle is the erosion of the feeling of distrust began students began to change with a sense of wanting to convey the results obtained through the presentation of results in front of the class. hayati..... 30 cycle ii 1. action planning class action in this cycle is planned to be carried out for 4 meetings with three learning indicators, namely: 1. students can write procedure texts according to a social function, text structure, and linguistic elements. 2. students can practice reading the procedure text aloud, with correct speech and pressure. 3. students can reflect on the process and learning outcomes. the first meeting was about the training stage for participants on the simulation method. at this stage, the researcher continues to make the scenario by writing down the recipe in the scenario and practicing playing it. at the second and third meetings of the simulation process, here students in groups carry out simulations. at the fourth meeting, the stabilization and debriefing phase is the stage where students write reflections on the recorded simulations that have been videotaped. 2. implementation actions acting actions in cycle ii include: a. the teacher assigns students to write procedure texts in the form of food/drink recipes to be demonstrated in a simulation scenario. b. each group then writes the recipe accordingly to be demonstrated in the simulation scenario. c. the teacher facilitates students by giving corrections about the structure of the text and linguistic elements. d. each group then reads the results of the scenarios they have worked on and begin to practice to play them. e. students in groups carry out simulations by practicing simulating scenarios that contain procedure texts aloud, appropriate and emphasis. true. f. the teacher facilitates students by providing feedback and evaluation of observations on the performance of the cast. g. the simulation process is recorded in the form of a video by the teacher to later be analyzed or aired again. h. the teacher invites students to write events and perceptions that arise during the simulation. improving students’ confident.... 31 i. the teacher facilitates by showing a simulation video recording so that students can understand the contents of the video shown. j. each student is then asked to reflect on the learning process. k. the teacher gives appreciation for the results of students' hard work in carrying out simulations. 3. observations from observations conducted by the teacher and pds lecturer to students during the learning process during the second cycle students are very confident to practice in front of the class demonstrating simulations. especially when they knew that what they are showing is recorded into a video to be seen again. they competed to show the best appearance by bringing properties or items to make their appearance more realistic. they were happier and more confident when everything they do is appreciated by the teacher and other friends. 4. reflection at this stage, the pds teachers and lecturers agreed to disseminate the questionnaire taken from the questionnaire test instrument research by khoiriroh (2018) entitled influence of confidence and communication skills on the ability of public speaking students in office administration education at the yogyakarta state university of economics and some adjustments. the level of student confidence when in front of the class after cycles i and ii can be seen in the table below: table 1. student's questionnaire results confidence category results frequency % low 2 5.6 medium 3 8.4 high 31 86 total 36 100 in preliminary research activities. it was found that most students still feel less confident to appear in front of the class. therefore pds teachers and lecturers plan the learning phase in cycles i and ii. after being given treatment in the form of implementing the simulation method in cycles i and ii there were 31 (86%) students having high self-confidence, 3 students or 8.4% of the total number of students having low self-confidence, and 2 students or 5.6% of the total still having low self-confidence. hayati..... 32 the result of the classroom action research above shows that simulation improves the students’ confident in speaking. the improvement from 1st cycle to 2nd cycle is significant. this result is in line with the previous study which has conducted by lutfi, a.a., et al (2018), nurviana, h.,et.al (2013) and jacqueline, d.,et.al. (2017) had the result that simulation method could enhance the students’ performance on motivation, confident and ability. 4. conclusion the implementation of teaching speaking by using simulation methods can improve student confidence. based on preliminary findings, it was found that the majority of students namely 98% lacked self-confidence when speaking in front of the class. after being given a simulation implementation in the learning process of speaking for text procedures in cycles i and ii, it was found that 31 (86%) students had high selfconfidence, 3 students or 8.4% of the total students had low self-confidence, and 2 students or 5.6% of the number still had low self-confidence. 5. reference jacqueline, d., et.al. (2017). using role-play to improve students’ confidence and perceptions of communication in a simulated volcanic crisis. volcanology, 691-714.https://doi.org/10.1007/11157_2016_50. khoriroh, n. (2018). the influence of self-confidence and skills on communicationpublic speaking ability of students in the office of administrative education study program at the faculty of economics, yogyakarta state university. thesis: faculty of economics, yogyakarta state university. lutfi,a.a., et al. (2018). the effectiveness of simulation and role-play in teaching for students with different levels of motivation. english education journal. eej. vol 8(4), 489-497. mastuti, i. (2008). 50 tips for confidence. jakarta: hi-frest publishing. mulyasa, e. (2012). classroom action research practices. jakarta: rosda karya. nurviana, h. (2013). improving speaking skill through the use of simulation technique. e-journal of english language teaching society (elts), vol.1 (2), 2331-1841. improving students’ confident.... 33 sa'ud, us. (2005). educational planning comprehensive approach. bandung: pt remaja rosdakarya. simbolon, n. (2014). pengaruh pendekatan pembelajaran dan kemampuan verbal terhadap kemampuan berbicara bahasa inggris siswa sma negeri 14 dan 21 medan. jurnal cakrawala pendidikan. no 2, 225-235. taniredja, t., et al. (2011). innovative learning models. bandung: alfabeta. tarigan, hg. (2008). speaking as a language skill. bandung: space. wahyuni, d. & baroroh k. (2012). the application of simulation learning methods to improve micro economy learning activities and achievements. journal of economics & education. vol 9 (1), 102122. jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 21 students’ ability for using elliptical construction in sentences maria ramasari fkip english education study program, stkip pgri lubuklinggau email: mariaramasari@gmail.com abstract grammar is a fundamental thing in a language. the researcher assumes based on her observation that the hardest part of making and writing sentence is to arrange the words in a good sentence. students are still confused when they are going to arrange the words in right grammar. in mastering grammar, students need time, opportunity, exercise and good teaching of grammar. unfortunately, grammar skill is still lack attention in teaching and learning process. this research is intended to investigate and describe students’ ability for using elliptical construction in sentences. in this research, the researcher used descriptive method. the data was evaluated and analyzed to find out students’ ability for using elliptical construction in sentences by using percentage formula. there were 34 of 73 students who were in very low category with percentage 46.5%. the result of this research showed that students’ ability for using elliptical construction in sentences to the fourth semester students of english study program at muhammadiyah university of bengkulu was very low. it meant that the fourth semester english students still had lack knowledge and understanding about grammar: elliptical construction. keywords: students’ ability, elliptical construction,and sentences. 1. introduction every human language has grammar indeed without exception. grammar is a fundamental thing in a language, because it includes many elements in language itself, such as words, meaning of sentence, and kinds of sentence. in addition, bygate (1994:2) supposes grammar is important to help the students in thinking critically and in improving the students’ ability to arrange words into sentences well. the researcher assumes the hardest part of making and writing sentence is to arrange the words into a good sentence. students are still confused when they are going to arrange the words in right grammar. in mastering grammar, students need time, opportunity, exercise and good teaching of grammar. unfortunately, grammar is still lack attention in teaching and learning process. in interviews, most of students get c for grammar subject. they assume that grammar was a hard subject for them. smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 22 from this phenomenon, teaching grammar must be noticed. the lecturer should think how to motivate and let the students to learn grammar. in brief, english teacher or lectures should be creative in developing their teaching learning process to create good atmosphere, improve the students’ grammar ability, and give attention to the grammar elements. there are many elements in teaching grammar; one of them is about elliptical construction. lado (1986:78) explained that elliptical construction is used for avoiding repetition words in a sentence. in other words, in an elliptical construction a writer omits some words from two sentences and finally they have same meaning. based on lindell (1990:154) there are two kinds of elliptical construction, they are (1) agreement in affirmative sentences with too and so, then negative sentences with either and neither; (2) disagreement with but. from the observation, the researcher found students were difficult to learn elliptical construction because it has rules which must be obeyed. in addition, they were asked to write elliptical construction in sentences correctly. they often made misunderstanding and failed to express their ideas accurately. in fact, as learners of english they have to use the correct grammar for all elements of english, because grammar plays an important role in writing and speaking. the reader and listener will understand clearly of someone writing and speaking if the grammar is correct. based on the background above, this research was intended to investigate and describe students’ ability for using elliptical construction in sentences to the fourth semester students of english study program at muhammadiyah university of bengkulu. 2. research methods the design of this research was descriptive. according to fraenkel and wallen (1990:368) descriptive method is used to describe events as they naturally occurring settings. azwar (2003:77) states that population is defined as a group of subject that has generalization to the result of result. therefore, the population of this research was taken from the fourth semester students of english study program at muhammdiyah university of bengkulu, and it consisted smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 23 of five classes with 146 students. table. 1 shows the population of the study: table 1. population semester/ class number of students iv a 29 iv b 33 iv c 32 iv d 26 iv e 26 total 146 source: english study program office of muhammadiyah university of bengkulu. the sample used was random sampling. random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent change of being selected for the sample (gay, 1990:104). the samples were 73 students by putting their names into a glass and then the researcher took their names randomly. in this research, the researcher used a grammar test. the test was purposed to determine the students’ ability for using elliptical construction in sentences. the test was completion test and consisted of 30 items. the steps in collecting data were: (1) the researcher came to the class; (2) the researcher prepared the students are ready to take the test; (3) the researcher gave the paper of test; (4) the researcher explained to the students how to do the tests; (5) the researcher instructed the students to do the test with 45 minutes for 30 items; (6) the researcher submit the paper test, when they have finished the test. the techniques in analyzing the data were: (1) the researcher checked the students’ answers; (2) the researcher counted the percentage of students’ correct answers with formula: p = percentage f = the total number of students’ correct answer n = the total number of students (herzberg, 1983:20) (3) the researcher determined the criteria of students who got correct answers. the criterion was classified with the interval that was proposed by arikunto (2002:245). table 2. the interval interval alphabet classification 80 – 100 a very high 66 – 79 b high 50 – 65 c medium 40 – 49 d low 30 – 30 e very low/ fail p = f x 100% n smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 24 (4) finally, the researcher made the conclusion. 3. findings and discussion from the data that has been collected and counted, the researcher found the students’ ability for using elliptical construction in sentences can be described in percentage as follows. the test was contributed to 73 students, and the percentage was calculated based on the students’ score in the table 4.1.1 below: table 3. students’ score for using elliptical construction in sentences criteria frequency percentage very high 6 8.2% high 21 28.7% medium 6 8.2% low 6 8.2% very low/ fail 34 46.5% total 73 100% from the data that had been calculated in the findings above, it can be discussed further as follows. the very high criteria of students’ ability in using elliptical construction the students who were categorized into very high criteria for using elliptical construction in sentences were 6 students with scores: one student got score 92, it means the student could answer 46 of 50 questions correctly; in addition, one student got score 84, it means 42 of 50 questions were answered by the student correctly; furthermore, there were two students got score 82, where the students could answer 41 of 50 questions correctly; finally, two students got score 80, it means there are 40 of 50 questions were answered by the students correctly. the students had difficulties for using elliptical construction neither or mostly incorrect for using auxiliary verb in this category. the high criteria of students’ ability in using elliptical construction the students who were categorized into high criteria collected scores in range 68 to 78. there were eight items which could not be answered correctly by the students; it is known that the students in high category had the most incorrect in using auxiliary for neither, either, so, and too. they were wrong in putting the auxiliary, and they also did not put the auxiliary verb for some items. the medium criteria of students’ ability in using elliptical construction the students who were categorized into medium criteria achieved scores in range smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 25 52 to 64. there were six items which could not be answered correctly by the students; from the students’ answers, it can be observed that they had many incorrect answers in using neither because they did not change the auxiliary verb into affirmative auxiliary verb when they used neither. according to azar (1993:230) the using of and neither: after and neither..., has the auxiliary verb come before the subject; an affirmative auxiliary verb is used to and neither. the low criteria of students’ ability in using elliptical construction the students who were categorized into low criteria got scores in range 40 to 46. there were 14 items which could not be answered correctly by the students; from the students’ answers in low category, it can be concluded that they had many incorrect answers in using neither, either, too and so because they did not use the auxiliary verb for the use of elliptical construction. the very low criteria of students’ ability in using elliptical construction the last, students who were categorized into very low or fail got scores in range 6 to 38. from the students’ answers it is known that students had difficulties or mostly incorrect in using the elliptical construction too, so, either, and neither. they did not use the auxiliary verb for stating the elliptical construction. lado (1986:78) adds that elliptical sentence is stated by using auxiliary verb. in this case, the students were not serious and regard that it is not important to study elliptical construction. it is also common used by them, but in fact they could not answer it correctly. the student got difficulties how to use the elliptical construction in sentences. in addition, the researcher interviewed the students to know what are the problems faced in order that they had most incorrect for using the auxiliary when they used neither, either, so, and too. they said that they were confused to define the using of them in sentences. they assumed that the explanation was not clear from the grammar discussion class about elliptical construction. it confused them, because it just explained generally, not in detail as the result they did not understand clearly. teaching grammar typically starts with very simple constructions, introducing measured quantities of vocabulary along the way and gives the examples (hurford, 1994:89). the phenomena above could smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 26 be caused by the lack of knowledge of the students because the elliptical construction were not habitually by students, and the teaching learning process of elliptical construction was unclear. it needs more attention and explanation about the using of elliptical construction by giving them many examples and exercises, beside the students also must study hard about it. 4. conclusion based on the results of the research, it can be concluded that students’ ability for using elliptical construction in sentences at the fourth semester students of english study program of muhammadiyah university of bengkulu were categorized into very low. the most scores are achieved by the students for using elliptical construction in sentences was in range of 6 – 38 with percentage 46.5%. then, most of the students were correct for using elliptical construction disagreement but (an affirmative statement with a negative statement in one sentence). there were 70 of 73 students that answered the question with elliptical construction disagreement but correctly. however, they were poor in using elliptical construction agreement in negative sentences neither. there were only 7 of 73 students that answered the questions with elliptical construction neither correctly. they did not change the auxiliary into affirmative form in using neither, and most of them also did not use the auxiliary for stating the elliptical construction. 5. references arikunto, suharsimi. (2002). dasar dasar evaluasi pendidikan. jakarta: bumi aksara. azar, betty zchramfer. (1993). fundamentals of english grammar. jakarta: binarupa. azwar, saifuddin. (2003). metode penelitian. jakarta: pustaka pelajar. bygate, martin. (1994). grammar and the language teacher. great britain: prentice hall international (uk) ltd. fraenkel, jack r., and wallen, norman e. (1990). how to design and evaluate research in education. usa: mcgraw-hill, inc. gay, l.r. (1990). educational research competencies for analysis and application. new york: macmillan publishing company. herzberg, paul. (1983). principles o statistic. canada: jhon wiled and sons, inc. smart journal volume 2 no. 1, januari 2016 hlm. 21-27 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 27 hurford, james. (1994). grammar a students’ guide. usa: printed in great britain at the university press, cambridge. lado, m.j. (1986). english. jakarta: titik terang. lindell, anne. (1990). intensive english for communication. england: the university of michigan press. jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 28-32 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 28 the use of english movie in teaching austin’s act rahmatika kayyis english education departmen of stkip muhammadiyah pringsewu email: middlenigtrain@gmail.com abstract the purpose of this research is to investigate and describe the finding about the use of english movie in teaching austin’s act in the fifth semester. this research is categorized as descriptive qualitative research. it means that the writer would describe the data gain as naturally as possible. the writer used this method in order to get specific, factual, and meaningful data. in this research, the writer used observation, interview, and documentation to collect the data. the population of the research was the students of fifth semester of stkip muhammadiyah pringsewu lampung in the academic year of 2014/2015. the writer could conclude that the use of english movie in teaching austin’s act has good response. the use of movie in teaching austin’s act based on attention and particioation reached “good” scale. keywords: austin’s act, english movie, descriptive qualitative 1. introduction realize it or not, watching english movies has impacts on students english behaviour. why it is behaviour? because the way people act is completely alike what they seen in movie. for example: when someone is watching english movie entitled terminator. directly, they feel so attracted with the way of actor in saying “i’ll be back!”as soon the utterance becomes a style, from a style becomes habitual. that is the way how they “meet and greet” with english. once again, english movie also has the heart of its audiences, so whatever the inside of movie the audience may follow and imitate. a movie is media audio-visual can be used in teaching and learning process. it is the advantage of a movie because when it is used as a media in learning english, it brings not only sounds but also pictures. harlow and muyskens (1994) assert that the audiovisual medium is an effective way to bring authentic speech in to the foreign language classroom, thus exposing students to native speakers using english in authentic cultural context. by watching movie, students can learn cross-cultural different in language use and body language.in other words, movie is an authentic. it is a copy of real life. it can smart journal volume 2 no. 1, januari 2016 hlm. 28-32 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 29 be used as medium of observation, to observe any values of life. in this research, the main topic is not about life, but the use of mean to make life becomes alive, that is called as language. it is an open wide for everyone who wants to learn and teach about language from it. as it is can be seen in movie, every people or actors uses language for some reasons. they use language for every mean to get meaning and become a meaning to others. they use language in every capacity and functions. sometimes the utterance is polite to be used under some circumstance, but somehow it is not. somehow, there is a rule of building conversation that cannnot be banned in order to build relationship or somehow people ruin and break the rule in order to get the conversation meaningful. it is quite unique and it happens. the dicipline which concern on those aspects is pragmatics especially the topic of speech act. speech act deals with falls short of constituting a complete proposition, i.e. something truthevaluable. in contrast, both 'what is said' and 'what is implicated' are context-dependent and propositional. the difference between 'what is said' and 'what is implicated' is that the former is constrained by sentence meaning in a way in which the implicatures aren't. what is said results from fleshing out the meaning of the sentence (which is like a semantic 'skeleton') so as to make it propositional (grice, 1957: 24). as austin (1963: 13) recognizes, these "illocutionary acts" are often, or usually, performed in the issuance of a sentence, and thus in saying something; but austin emphasizes that they are themselves not just acts of saying something. in order to work out both the differences and the relations, he makes an analysis of the mere act of saying, giving it the technical name "locutionary act". moreover, austin recognizes certain acts which, like "illocutionary acts", are often performed when people say something, are, like illocutionary acts, not just acts of saying something, but are to be distinguished from the "illocutionary act". austin calls them "perlocutionary acts". thus he ends up with the famous trichotomy of what is nowadays called "speech acts", of the "locutionary", the "illocutionary", and the "perlocutionary act". why it is like throw back time by using austin’s theory? because the owner of trychotomy copyright is austin. finally, the descrption above leads to investigation of the use of movie in teaching austin’s acts. smart journal volume 2 no. 1, januari 2016 hlm. 28-32 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 30 2. research method the purpose of this research is to investigate and describe the finding about the use of movie in teaching macropragmatics in the fifth semester. this research is categorized as descriptive qualitative research. it means that the writer would describe the data gain as naturally as possible. the writer used this method in order to get specific, factual, and meaningful data. in this research, the writer used observation, interview, and documentation to collect the data. the explanation are as follows: a. observation riduwan (2006:76) states that observation is by doing direct investigation to analyse object deeply. observation means that the writer observed every activity happened in the class and record it by using observation instrument. b. interview cohen et al (2007: 349) state that interview is a flexible tool for data collection, enabling multi-sensory channels to be used: verbal, nonverbal, spoken, and heard. interview.c. documentation. according to arikunto (2010: 77), documentation is get the direct data from research place such as activity report, pictures, video, etc. in short, the writer uses the digital camera as an instrument to collect the data to strengthen the research. 3. findings and discussion a. the result of observation in collecting the data, the writer employed observation. it is used to measurerespondents’ activity in discourse analysis class. the observation was in the form of table that contains of the aspects that was measured. they are respondents’ attention and respondents’ participation. the details of the aspects that have been observed are: 1) attention it was used to measure the attention of the respondents, whether they pay attention or not. 2) participation it was used to measure respondents’ participation during discourse analysis class. there are some examples of respondents’ participation during learning process such as asked the questions to the teacher related to the material, showed their ability in discourse analysis, and answered the teacher’s question. smart journal volume 2 no. 1, januari 2016 hlm. 28-32 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 31 observation was conducted to observe respondents. in observing respondents, writer prepared an observation sheet. the observation conducted in the discourse analysis class in five meetings. table 1 the result of observation no. aspects score i ii iii iv v 1. attention c b b b c 2. participat ion b b b b b scales: a (excellent) b (good) c (fair) d (poor) e (very poor) the respondents’ attention and respondents’ participation in observation sheet showed the activity during discourse analysis class. based on the scale their attention and participation, they got “good”. b. the result of interview the writer did the interview with 5 respondents about their ability, their motivation and their experience about the use of movie in learning discourse analysis. from the result, overall students said that the use movie helps them to understand the illocutionary. c. the result of documentation the documentation including taking icture of the activity, filming the teaching and learning process, recording the interview. from those, it can be concluded that students felt enjoy in their way learning austin’s act by usiing movie. 4. conclusion based on the previous chapter, the writer could conclude that the use of movie in teaching austin’s act has good response. the use of movie in teaching austin’s act based on attention and particioation reached “good” scale. considering all data gathered from the research, the writer has made some conclusions, as follows: 1. through movie, students can learn that language used can have its implicature. 2. by watching movie, students can learn about the way of how to use proper act based on context. 3. illocutionary act can be learnt by observing the conversation in real life, but because the real life of using english in conversation is rare, movie can be used as an alternative way. smart journal volume 2 no. 1, januari 2016 hlm. 28-32 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 32 5. references arikunto suharsimi (2010). prosedur penelitian suatu pendekatan praktik. (revision) jakarta: rineka cipta. austin, john l. (1963). "performative– constative". in searle (1971), 13–22. first published in philosophy and ordinary language, ed. charles e. caton, urbana: university of illinois press 1963, 22–23. cohen, l., manion, l., morrison, k. (2007). researsh methods in education. new york: routledge. grice, paul (1957): "meaning". in id., studies in the way of words. cambridge, ma /london: harvard university press 1989, 213–223. first published in the philosophical review lxvi (1957), 377–388. harlow, l., & muyskens, j. (1994). priorities for intermediate-level language instruction. modern language journal, 78, 141-154 riduwan, dr., m.b.a. (2006). belajar mudah penelitian. bandung: alfabeta. disa...... 10 creation is distributed under the creative commons license attribution-share alike 4.0 international published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart jurnal smart : journal of english language teaching and applied linguistics. behind the improvement of students’ english proficiency in an emi university disa evawani lestari president university disa.silaen@president.ac.id abstract this study aims to examine the improvement rate of students after their oneyear study at an emi university as well as to further explore the challenges and the opportunities they encounter throughout the period. to answer those questions, 100 first-year students from one emi university were recruited as research participantsthrough a purposive sampling method: 20 participants from a1 c1 level. the participants were assigned to do a standardized test prior to the start of their study (pre-test) and after their one-year study (posttest). the improvement rate was analyzed quantitatively using t-tests. data about the challenges and opportunities they encounter to improve their english proficiency was collected through a questionnaire and analyzed qualitatively. the result shows that the improvement of english proficiency is experienced by all groups (a1-c1), with b2 group who get the highest improvement. from the questionnaire, it is found out that writing skill gets the least improvement.thefactors that promote and impede their progress are also discussed. this gives valuable information which can affect english teaching and learning materials and methodology in order to maximize the opportunities of studying in an emi university. keywords: challenges, emi, english proficiency, improvement; opportunities. 1. introduction in the globalization era in which english proficiency determines the competitiveness of an individual or a country, education institutions, especially the higher education ones, are thriving to make sure that their graduates can compete in the global market. one of the policies which is applied to increase graduates’ competitiveness is implementing english as a medium of instruction (emi) policy. emi, which is also referred to as bilingual immersion and content & language integrated learning (dearden, 2014) is often practiced to meet this goal. jurnal smart , volume 6, no 1 (2020), page. 10-23 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.981.203x mailto:disa.silaen@president.ac.id behind the improvement..... 11 emi policy has become a significant educational trend (graddol, 2006) in many countries because being proficient in english is considered as a capital to modernize and develop a country (hu, 2008) and that english is the language of the top-level business, tourism and education (vinke, snippe and jochems, 1998). the decisions behind the implementation of emi by many educational institutions are often triggered by the economic concept of globalisation (collins, 2010) which promises the best opportunities and academic and career advancement for those with proficient english (crystal, 2012). dearden (2014) outlined that there are several important reasons why there is a marked rise in the emergence of emi policy in educational institutions in esl & efl countries. to esl countries, implementing emi is deemed as a way a university can maximize subject integration opportunities, enhance education level to compete in a global market as well as attract more international and exchange students to study in their institution. on the other hand, the reason behind the implementation of emi in efl countries appear to be more about language acquisition. in indonesia and japan, this policy is to raise foreign language skills so that the students can compete in a global market. the implementation of emi in efl countries are often influenced by the requirement of learning in an english-speaking country. it can be frequently seen that institutions applying emi put the requirement of a certain toefl or ielts score as one of its admission requirements as it is practiced by the universities in englishspeaking countries to their international applicants. studies in the field of language learning and teaching supports the idea that a second language is learned most effectively when learners are exposed to sufficient input of the target language. intense exposure to english, which is promised by the implementation of emi, becomes the rationale underpinning this practice. it is largely based on the idea that second language acquisition is similar to first language acquisition. the rationale for emi in university level is often based on theories of acquisition which support a naturalistic process of language learning similar to first language acquisition in which learning takes place effortlessly and automatically, with the requirements that there is sufficient exposure to english and the learner is sufficiently motivated feels the need to do it. disa...... 12 research on emi has indicated that its implementation has caused improvement on various aspects of language competence, including lexis (lo & murphy 2010), speaking (ruiz de zarobe 2008), and writing (lasagabaster 2008). these studies have generally found advantages of clil programs over non-clil ones. for example, ruiz de zarobe (2008) found that the clil students outperformed the non-clil in pronunciation, vocabulary, grammar, fluency, and content. while there has been an extensive number of studies and a general belief that the implementation of emi policy can improve english proficiency, only limited study (lei & hu, 2014) explores what actually happen during the period of exposing learners to english-speaking environment. this is the gap that this study aims to fill in: explore the opportunities & challenges learners encounter to inform a more effective and responsive teaching and learning policy, method, and material in order to maximize the potential of learning english in an emi university. in addition to that, this study also aims at measuring the improvement rate among learners with different english proficiency levels to provide extra information for the basis of setting a certain toefl or ielts score as a student admission requirement to an emi university which is mostly adopted from the implementation toelf or ielts score requirement in english-speaking country. to address those goals, the following research questions are formulated: (1) to what extent does initial language proficiency affect the improvement rate of students in one year?; (2). what are the opportunities and challenges learners encounter during their first year of study in an emi university? 2. research methods this study applied mixed-method for the data analysis. the quantitative research was applied to measure the improvement of participants’ language proficiency over a one-year period. on the other hand, the qualitative research was applied to gain in depth responses from the participants about the challenges and opportunities they encounter regarding the development of their language proficiency while studying in an emi university. the participants of this study were 100 first-year students in an emi university in indonesia from all study programs available in that university, ranging from international relations, communications, elementary teacher education, actuarial science, accounting, management to engineering study programs. all of behind the improvement..... 13 those 100 participants were recruited through a purposive-sampling method grouped based on their initial toefl test score acquired during the university english placement mapping. 20 participants represented each of the cefr levels of a1, a2, b1, b2, and c1 group. this purposive sampling method was applied to ensure that each group was represented by an equal number of participants and, therefore, the improvement rate among those groups are valid. the instruments used in this study were a pre-test document (toeic test), a post-test document (toefl test), and an online questionnaire. toeic test was chosen as a post-test document because of considering that not all freshmen came from an english-speaking university. thus, a more general english test would be more accurate to capture the participants’ language proficiency level prior to the start of their study and an academic english test, like a toefl test, would be better used to measure the participants’ english proficiency level after their one-year exposure to an emi university. to measure the improvement rate of their pre-test and post-test score, the pre-test score (toeic score) was first converted to a toefl score using the conversion table below. finally, correlation test was conducted to measure the improvement rate of their pre-toefl score and their post-toefl score. table 1. toefl conversion table disa...... 14 the online questionnaire consists of several likert-scale statements to measure their perception towards the improvement they think they have acquired on four language skills (speaking, listening, reading, and writing). in addition to that, some open-ended questions were designed to capture their responses on what are the factors that give significant impact to the improvement of their english proficiency. data collection happened in two stages: 1. stage1:pre-test,beforethestartoftheacademicyear(september2018) 2. stage2:post-test,aftercompletingaone-yearstudy(september2019) a toeic test was conducted in stage 1, with coordination with president development centre. a toefl test was conducted in stage 2 along with the distribution of online questionnaire at the end of the test. data was analysed both quantitatively and qualitatively. the results of the participants pre-test and post-test were compiled and the improvement rate of each group (a1-c1) was measured by conducting a t-test. on the other hand, the responses on the online questionnaire were analysed qualitatively. 3. findings and discussion to answer the first research question, the improvement rate of each group wasmeasuredby doing a correlation test (t-test) toward the pre-test and post-test score. the results of each group were presented below. improvement rate of a1 table 2. a1 paired sample statistics mean n std. deviation std. error mean pair 1 prea1 333.2000 20 3.99473 .89325 posta1 356.2500 20 29.03152 6.49164 based on the table above, the average of pre-test in a1 is 333.2. after the implementation of the method, the average score of a1 improves to 366.25. the improvement (23.05 points) should be tested by paired sample t-test to see whether the improvement is significant or not. the paired samples t-test results may show in the table below. behind the improvement..... 15 table 3. a1 paired sample test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 prea1 posta1 -33.05000 27.38127 6.12264 -45.86483 -20.23517 -5.398 19 .000 the table above shows that t-score is -5.398 that is significant in error level of 0.000. this level is lower than maximum error level that this research may tolerate: 0.05. based on this result, it can be summarized that there is significant improvement of toefl test score before and afteraction. improvement rate of a2 table 4 a2 paired sample statistics mean n std. deviation std. error mean pair1 prea2 posta2 410.2500 419.7000 20 20 31.86794 47.87385 7.12589 10.70492 based on the table above, the average of pre-test in a2 is 410.25. after the implementation of the method, the average score of a2 improves to 419.7. the improvement (9.45 points) seems too small, and should be tested by paired sample t-test to see whether the improvement is significant or not. the paired samples t-test results may show in the table below. table 5. a2 paired sample test paired differen ces t df sig. (2 taile d) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair1 prea2 posta2 -9.45000 27.68521 6.19060 -22.40708 3.50708 -1.527 19 .1 43 disa...... 16 the table above shows that t-score is -1.527 that is significant in error level of 0.143. this level is higher than maximum error level that this research may tolerate: 0.05. based on this result, it can be summarized that there is nosignificant improvement of toefl test score before and after action. or the action did not improve the toefl score in a2 group. improvement rate of b1 table 6. b1 paired sample statistics mean n std. deviation std. error mean pair1 preb1 postb1 459.1000 479.2000 20 20 2.40394 31.34964 .53754 7.00999 based on the table above, the average of pre-test in b1 is459.10. after the implementation of the method, the average score of b1 improves to 479.2. the improvement (20.1 points) should be tested by paired sample t-test to see if the improvement is significant or not. the paired samples t-test results may show in the following table. table 7. b1 paired sample test paired differences t df sig. (2 tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair1 preb1 – postb1 -20.10000 30.60598 6.84371 -34.42404 -5.77596 -2.937 19 .008 the table above shows that t-score is -2.937 that is significant in error level of 0.008. this level is lower than maximum error level that this research may tolerate: 0.05. based on this result, it can be summarized that there is significant improvement of toefl test score before and after action in b1 group. in other words, b1 group get behind the improvement..... 17 the most advantages of english proficiency improvement. their english proficiency improves significantly just by spending one year studying at an emi university. improvement rate of b2 table 8. b2 paired sample statistics mean n std. deviation std. error mean pair 1 preb2 postb2 518.0500 543.4500 20 20 14.83763 24.47227 3.31779 5.47217 based on the table above, the average of pre-test in b2 is518.05. after the implementation of the method, the average score of b2 improved to 543.45. the improvement (25.40 points) should be tested by paired sample t-test to make see whether the improvement is significant or not. the paired samples t-test results may show in the following table. table 9. b2 paired sample test paired differences t df sig. (2 tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair1 preb2 – postb2 -25.40000 19.90610 4.45114 -34.71634 -16.08366 -5.706 19 .000 the table above shows that t-score is -5.706 that is significant in error level of 0.000. this level is lower than maximum error level that this research may tolerate: 0.05. based on this result, it can be summarized that there is significant improvement of toefl test score before and after action in b2group. improvement rate of c1 table 10. c1 paired sample statistics mean n std. deviation std. error mean pair 1 prec1 postc1 571.9500 574.1000 20 20 18.18176 27.99229 4.06556 6.25927 disa...... 18 based on the table above, the average of pre-test in c1 is571.95. after the implementation of the method, the average score of c1 improved to 574.1. the improvement (2.15 points) seems too small, and should be tested by paired sample t-test to see if the improvement is significant or not. the paired samples t-test results may show in the table below. table 11. c1 paired sample test the table above shows that t-score is -0.408 that is significant in error level of 0.688. this level is higher than maximum error level that this research may tolerate: 0.05. based on this result, it can be summarized that there is nosignificant improvement of toefl test score before and after action. or the action was not improved the toefl score in c1group. overall result table 12. improvement rate among groups group toefl improvement t-value sig summary a1 23.05 -5.398 0.000 significantly improved a2 9.45 -1.527 0.143 no improvement b1 20.1 -2.937 0.008 significantly improved b2 25.40 -5.706 0.000 significantly improved c1 2.15 -0.408 0.688 no improvement based on the table above, the biggest improvement is b2 group. it is proven by t-test result that shows that b2 t-score is the highest. therefore, it can be summarized that the method was most effective for b2 students characteristics. the improvement in b2 is in line with language theories which require a certain threshold of english score to paired difference s t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair1 prec1 postc1 -2.15000 23.55794 5.26771 -13.17545 8.87545 -.408 19 .688 behind the improvement..... 19 get admitted in an emi university (coleman, 2006). interestingly, not only proficient users who seem to benefit from the emi policy. in the table above, it can be seen that the a1 group also benefit significantly from the emi environment to a percentage of improvement which is really close to that experienced by b2 group.thismerits further research. learners’ perceptions on their english improvement to answer the second research question, learners’ perceptions on their english improvement are collected through a likert-scale which ranges from 1 to 5, with 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, and 5=strongly agree. table 13. perceptions on english improvement based on skills skills agree/ strongly agree neutral disagree/ strongly disagree speaking 69% 23% 8% listening 62% 28% 10% reading 69% 23% 8% writing 60% 35% 5% from the table above, it is clearly seen that the skill which the participants reported to have improved most significantly are speaking and reading. also, the data show that two-thirds of the participants perceive that improvement happen to the four language skills, with writing skill considered as the area with the least improvement compared to the other three skills. it is further captured in the open-ended question that writing is the most difficult skill to improve. this could be linked to their difficulty in reading academic textbooks. in one of the likert-scale, it was found out that almost one-third of the participants (31%) claimed that it was difficult for them to understand written course textbooks or academic materials and almost one-third of them (30%) were ambivalent. the difficulty of grasping knowledge in a scientific and academic language was experienced by more than half of the participants. this can be seen in the following graphic. disa...... 20 graphic 1. the difficulty of grasping knowledge factors supporting improvement of english proficiency there are three major factors which play an important role in the improvement of learners’ english proficiency, they are lecturers, major association (bem) and students’ club and communities. it is interesting to see that the factors which support the improvement of their english proficiency lie on their interaction (active engagement) with their teachers and peers rather than their exposure to english language materials in textbooks, movies, games,etc. this can be observed in the following figure. figure 1. factors supporting improvement of english proficiency furthermore, the open-ended questions reveal that the advantage they get out of studying in an emi university is higher motivation and confidence to use english. they admit that they get more motivation to improve their english because it has become a need and that they also see that they are not the only one who got average english. this behind the improvement..... 21 is in line with a study conducted by moratinos-johnston, juan-garau& salazarnoguera(2018). the other advantage recurrently reported by the participants is feedback from peers and lecturers. it seems that students feel positive towards feedback. instead of seeing it as a criticism, many of them admit that feedback is something they expect to get especially from lecturers to improve their english proficiency. factors impeding improvement of english proficiency the first most significant factors which participants reported to impede the improvement of their english proficiency is students’ preference to speak indonesian language out of classrooms and during group discussion, especially when the presence of a lecturer is not there to help them when they do not know the words or feel uncertain about the grammar of their sentence. it implies that students grouping should consider the existence of the more proficient students to help their less proficient peers when using english outside classrooms. another challenge reported by participants are errors spoken by their friends. these were reported to trigger them to get trapped into making the same error. errors are often ignored, not corrected as they do not always feel good correcting their friends’ english especially when errors happen here and there. it can be understood that error correction is an important thing to give as its absence can lead to the downgrade of english proficiency (amara, 2015; erdogan, 2005). this gives implication to further study which focus on training students several ways of giving error correction. in addition to that, there should also be a culture promoted by the stakeholder to maintain students’ positive view towards correction, not as something demotivation or humiliating but as something constructive. 4. conclusion this study confirms the existing research on how intense exposure to english language use accelerate the improvement of english proficiency. more interestingly, this study has expanded the scope of the implementation of emi. it has been widely researched that only proficient users are considered able to function well and to benefit from an english-speaking institution. those studies might back up the policy behind making a certain toefl or ielts score as the requirement for university admission. disa...... 22 however, this study reveals that even the non-proficient user of english benefit significantly from the emi policy. the result shows that the a1 group benefit significantly from the emi environment indicated by the improvement rate of that group which is really close the improvement rate experienced by the b2 group. it indicates that there could be some major differences of the implementation of emi policy in an english-speaking country with that in a non-english-speaking country. this merits further research. in addition to that, more focus should be given to the development of english proficiency which involves human interaction. it is found out that learners benefit a lot from their interaction with their teachers and peers rather than the printed materials. it is recommended that emi university provides a student’s club or language centre which could be an informal way of students to acquire english through its use in a daily communication. the implication of how online platform could accommodate these needs merit further research. 5. references amara, n. (2015) error corrections in foreign language teaching. the online journal of new horizons in education, 5(3), 58-68. collins, a.b. (2010). english-medium higher education: dilemma and problems. eurasian journal of educational research, 39, 97-110. crystal, d. (2012). english as a global language. cambridge university press. dearden, j. (2014). english as a medium of instruction-a growing global phenomenon. british council. erdoğan, v. (2005). contribution of error analysis to foreign language teaching. mersin university journal of the faculty of education, 1(2), 261-270. graddol, d. (2006). english next: why global english may mean the end of ‘english as a foreign language. london: the british council. hu, g. (2008). the misleading academic discourse on chinese-english bilingual education in china. review of educational research, 78, 195-231. lasagabaster, d. (2008). foreign language competence in content and language integrated learning. open applied linguistics journal, 1, 31–42. behind the improvement..... 23 lei, j., & hu, g. (2014). is english-medium instruction effective in improving chinese undergraduate students' english competence?. international review of applied linguistics in language teaching, 52(2), 99-126. lo, y-y., and murphy, v. a. (2010). vocabulary knowledge and growth in immersion and regular language-learning programmes in hong kong. language and education, 24, 215–238. moratinos-johnston, s., juan-garau, m., & salazar-noguera, j. (2018). the effects of english-medium instruction in higher education on students’ perceived level and self-confidence in elf. learning context effects, 75. ruiz de zarobe, y. (2008). clil and foreign language learning: a longitudinal study in the basque country. international clil research journal, 1, 60–73. vinke, a.a., snippe, j., &jochems, w. (1998). english-medium content courses in non-english higher education: a study of lecturer experiences and teaching behaviours. teaching in higher education, 3(3), 383-394. emilius...... 45 developing english syllabus at an elementary school, based on swot analysis emilius german 1) , disa evawanilestari 2) , risa fitria 3) 1 president university email: germanexcellent@president.ac.id 2 president university email: disa.silaen@president.ac.id 3 president university fitria.risa@president.ac.id abstract although the indonesian government did not require elementary students to learn english, many schools, both state and private, still provided english in their curriculum. the absence of government’s roles had led freedom for the schools to designthe english curriculum. this study aims to evaluate the syllabus and the learning process at an elementary level using swot analysis and to develop the syllabus based on the results of the investigation. research and development methods simplified into five steps, which are evaluation, syllabus development,validation, field testing, and production were employed. the results show positive feedback from the school in improving the quality of learning english. keywords: english, elementary school, syllabus. 1. introduction the government has been paying attention to learning english for elementary students. the policy of the ministry of education and culture no. 0487/4/1992, chapter viii proves that english subjects can be taught in elementary schools as long as it is in line with the national curriculum. other evidence stated in the decree of the minister of education and culture no. 060 / u / 1993 dated february 25, 1993, strengthened the policy. the policy points out that learning english at the elementary school level could be started in the fourth grade. the policy has received positive responses from the community. many public and private primary schools have been learning english as local content in their curriculum. jurnal smart , volume 6, no 1 (2020), page. 45 55 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.985.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in http://ejournal.umpri.ac.id/index.php/smart/index jurnalsmart : journal of english language teaching and applied linguistics. http://ejournal.umpri.ac.id/index.php/smart/index developing english........ 46 considered very important, even many schools have required students in grades 1,2, and 3 to be skillful in the foreign language. even though teaching english at the primary level has long been implemented, there are still many problems encountered. suyanto (2009) points out three main problems. the main issue is that the objectives of learning english are not in line with the children’s development aged 6-12. the difference in approach, arrangement, goals, materials, or topics found in the curriculum at three different provinces; east java, central java, west java, and diy was the other problem. teachers who do not hold a degree in english education of english literature are assigned to teach english. finally, policymakers did not conduct need analysis in setting up the program of teaching english, such as the availability of syllabus, teachers, and others. the teaching and learning process at sd permata bangsa is one of the schools with the problems. referring to the problems, the main objectives of this study are to evaluate the english learning process, including the syllabus using swot analysis, develop a new syllabus based on the results of the investigation, and field test it. several studies have found that the age of children is the golden age to obtain a second language (hurford 1991; komarova and nowak 2001; espinosa 2007;). these studies confirm the critical period hypothesis (lenneberg 1967), which states that children's ages are the ideal age for obtaining a second language if they are given natural stimuli. children are categorized into two by scott and ytreberg (2001), namely those aged 5-7 years and those aged 8-11 years. in the context of acquiring a foreign language, it has no concept of ideas, for example, parts of speech, phonology, and so on. efforts made to teach abstract concepts or ideas will only disrupt children's thought processes and confuse them (bourke 2006: 280). in other words, stimuli should be things that are close to the lives of children. as stressed by scott and ytreberg (2001), children's understanding mostly arises through experiences that can be felt directly by their hands, eyes, and ears. this results in the choice of teaching materialswhen teaching vocabulary, for example, which focuses on concrete terminologies that they can connect with objects that they can see, hear, or hold (cameron 2001). therefore, teaching english to children's students should avoid teaching grammar rules and focus on vocabulary and verbal use of language in context. current language learning theory follows the premise that children learn to the maximum with discovery (discovery), experimenting (experimentation), and motivation (motivation). the first two things are very closely related to the existence of the teacher, who has a crucial role in creating a learning environment that is rich in stimuli. the atmosphere dramatically influences children and becomes the basis for them to develop their emilius...... 47 intelligence through active exploration of their environment (krogh 1997: 43). the teacher helps children reconstruct the things around them to be connected, understandable, and ultimately usable, known as the scaffolding process that was initiated by vygostky (1987). vygotsky revealed that in the process of reconstruction (scaffolding) of the given stimuli, children should be accompanied through their proximal development zone (zpd), with feedback, towards the top of their proximal development zone. bodrova and leong (2007) also add that, besides the teacher, peers also have a significant influence on children's cognitive development. the same thing was expressed by pinter (2011), which states that children absorb the language spoken by their peers relatively quickly and easily. this has implications for learning activities that should be designed and involve group work. sources of motivation for learning english in children can be categorized into two: interest in learning materials and activities, and awareness of the importance of english. the first source is the dominant motivational source for children because children tend not to have the ability to imagine complex. dörnyei (2001) revealed that motivation is closely related to how material can be captured by children through the eyes, ears, hands, and so on as realia. realia is defined by nunan and lamb (1996: 313) as real objects and concepts from outside the classroom that are used for learning in the classroom. realia can be in the form of images, graphics, posters, cartoons, videos, and so on. the use of games in the classroom can also stimulate children's learning motivation (nunan 2000). children love to play and will participate without feeling awkward. if the process of learning english is designed through play, the child's anxiety about foreign languages can be minimized. lewis (2008: 5) states that through play, children experiment, discover, and interact with their environment which ultimately gives children the opportunity to practice their english in a fun way. the communicative approach is a student-centered. in general, this approach does not focus on teaching grammar, but rather the social ability of what to say, when, and in what ways, to achieve the objectives of the communication (patel, 2008: 94). communicative competence consists of four competencies (canale, 2014). the first is grammatical competence that is knowledge about language, such as grammar rules, vocabulary, pronunciation, spelling, and so on. the second is sociolinguistic competence, which is an understanding of language with its relation to culture, such as word choice, language style, registers, and so on. the third is discourse competence, which is the ability to combine language structures (choice of words, sorting information provided, word order) into specific types of discourse, such as political speeches, poetry, and so on. the last is developing english........ 48 strategic competence, which is a verbal and non-verbal communication strategy that increases communication efficiency and finds solutions when communication failures occur. the communicative approach relies on the use of language in social contexts and goals. the context and environment in which the utterances to be studied are created first so that language practice can be carried out as in the actual environment (patel 2008: 94). skills that are the initial focus are made as natural as possible and the same as the acquisition of the mother tongue, which isbased on listening and speaking skills. for example, when teaching how to make requests, students are not only trained to recite and memorize making request expressions in english, but more than that, the target is to meet the communication goal, which is to get what is asked, not just to make requests.in terms of syllabus development, nunan, as quoted by celce-murcia (2001: 57), revealed that syllabus content must reflect communication targets (expressions of disagreement, for example) and involve social functions and, not just rules of semantic linguistic structure (celce murcia 2001: 8). syllabus like this is called an integrated syllabus or multi-skill syllabus (richards and schmidt 2002: 262), where the syllabus contains very close relationships between language units, such as grammar, functions, and skills. in indonesia, english teachers in elementary schools can be classified into three categories, namely: 1) classroom teachers who have not undertaken english language education studies, 2) english teachers who have studied english education but have no experience teaching children, 3) english teachers who have english education background and children's teaching experience (suyanto 2009: 33). suyanto further explained that there were very many teachers who taught english who were in the first category. they tend not to have communicative competence in english, such as linguistic competence, and sociolinguistic competence. most of them are also described as having poor pronunciation skills and result in children having the wrong pronunciation. therefore, coupled with the absence of a national english syllabus for elementary schools, the assistance of the formulation of syllabus and english teaching materials in elementary schools in following their student profiles is urgently needed. 2. research methods the research development method developed by borg and gall (1983: 772) was used in this study. in their opinion, this method could be used to utilize knowledge to produce products used in schools such as curriculum, syllabus, textbooks, modules, assessment tools, emilius...... 49 and so on. this method comprises ten steps,which are research development methods. first, initial research and information gathering, planning, initial product development, initial testing, product revision, trial, product revision, final product revision, and dissemination and implementation. due to the long process, this method is shortened to the following five steps: diagram 1 simplified development research stage adapted from gall, m. d, and borg, w.r. (1983: 775776) this research was conducted at sd permatabangsa, north cikarang, jl. raya graha pemdakp. pulo kecil rt / rw 01/01 no. 3. the elementary school was chosen because students in grades one through grade 6 are required to study english. qualitative descriptive analysis was used to analyze data. interview and observation data was categorized into four aspects, namely, strengths, weaknesses, opportunities, and threats. the four aspects were then analyzed to maximize strengths and opportunities or minimize weaknesses and threats as shown in table 3.1 (swot analysis). pre experimental design is also used to identify students’ progress while learning using alternative syllabi with the one-group pretest-posttest design pattern. first, a pretest was administeredto measure independent variables. second, teaching based on an alternative / new syllabus was undergone. finally, a posttest was conducted (sugiono 2008; 303). school need analysis (analysis of documents and teaching processes using swot) initial product development product validation by curriculum experts field testing and revisions producing product developing english........ 50 table 1. onegroup pretestposttest design o1 x o2 remarks: o1 = student score before try out x = trial/field testing o2 = student score after try out in order to identify the students’ progress, quantitative analysis with the paired sample ttest formulawas usedto calculate data. 3. findings and discussion stage 1 school needs analysis an english teacher and a school principal were interviewed, and documents such as students’ books and syllabus were observed. the results of the document observation, teacher interviews were categorized into four aspects, namely, strengths, opportunities, and threats. the four elements are then analysed to maximize strengths and opportunities or minimize weaknesses and threats, as in the following table. table 2. analisis swot internal factors external factors strengths (s) 1. the goal of teaching english is to help students communicate in english. 2. students like english songs. weaknesses (w) 1. the teacher does not have a degree in english education or english literature 2. she does not have a syllabus to teach. 3. because english is not obligated, only 70 minutes a week is allocated for learning english. 4. the focus of the learning process is students' ability to answer written questions for the exam. opportunities(o) 1. students are potential to use english to communicate well. strategy of so providing more fun activities like songs and games in teaching english. strategy of wo 1. creating a syllabus to help students communicate in english well. 2. providing sustainable training for the teacher to enhance her english competency and improve her skills in english. 3. allocating more time for students to learn english threat (t) 1. others school has more students who speak english well strategy of st maximizing the use of songs to improve their pronunciation when speaking strategy of wt changing the focus of teachingusing english to communicate instead of helping students answer written questions in exam. source; hunger and wheelen (1996: 231) emilius...... 51 the table above provides two strengths. the first one confirms patel’s theory (2008:94) of communicatice approach which tends to focus on social ability of what to say, when and in what ways to achieve the objectives of communication. the second point shows an activity which can be used to create a fun learning by singing songs related to the topic. however, the objective of teaching and learning english is not supported by the facts which can be shown in weaknesses points on the table above. the first weakness matches with the previous research by suyanto (2009:33) that the teacher does not hold bachelor degree in english education or english literature which is potensial to decrease the quality of teaching and learning english which leads the teacher to the next weaknessesteaching without syllabus and teaching without communication goal and the objective of teaching is to help students answer written questions for exammination. meanwhile, from the external factors it can be seen that there is an opportunity for the students to speak english due to the long period of having studied english. they have studied english since the first grade. on the other hand, the other school has more students who speak english well. initial product development the strategy of so, wo, st, and wt is used to develop the syllabus. it is in line with richards and schmidt (2002: 262) that anintegrated syllabus is a syllabus that contains very close relationship between language units, such as grammar, functions, and skills.it has these elements; competence standards and skills, learning objectives, material identification (grammar, vocabulary), teaching-learning process/method, learningsource, indicator formulation, assessment, and time allocation. competence standards and skills elements provide information about the learning outcomes. the learning objective provides information about the goal of teaching each session. material identification shows the grammar or vocabularies to learn. teaching method comprises sequence of steps used by teachers to reach the competences. activitybased learning method is mostly used. it is a method with sequence of activities which are well designed to make the students fun to do them until they forget that they are learning. learning source provides information about the references. assesment comprises the assesment indicator which help teachers formulate the questions for evaluation. time allocation shows the duration for each session. developing english........ 52 product validation by curriculum expert in this stage, the preliminary product was then validated by some experts. the objective of this validation is to obtain some useful suggestions from two experts in curriculum and language teaching. to obtain the data from the experts above, a validation form which was composed based on the criteria of a good syllabus was employed. the validation form comprises nine components in which each component has some indicators. on the right of each indicator, there are five columns which are given number with scales 5(very good), 4( good) ,3 (good enough),2 (not so good),1(not good) and the validation was assessed like what it is shown in the following table. table 3. assessment indicator score value explanation 01 (not good) can not be used and must be revised 12 (not so good) still can not be used and still need revising 23 (good enough) can be used but with many revision 34 (good) can be used with few revision 45 (very good) can be used without revision the result of the validation is good, and with some revision on activities used in method elements.after revision, it was then used for field testing. field testing before field testing, the criteria of success in teaching and learning process need to be defined. teaching and learning process is usually designed to achieve particular learning outcomes/results developed in syllabus. the results or outcomes depend on the quality of teaching and learning process. djamarah and zain (2002: 107) divides the level or level of learning success into three types, namely: (1) outstanding if all the material taught can be mastered by students, (2) very good if most (76% 99%) of the material taught are mastered by students, and (3) good if only 60% 75% of materials taught are achieved by students. meanwhile, the school has its own success criteria if materials taught have been achieved 70% or more than 70%. emilius...... 53 the pre-test was administered before the field testing and after the students experienced five sessions of learning english with the new syllabus, and the result of the posttest can be seen in the table below. table 4. descriptive statistics n mean std. deviation pre 17 59.7059 17.71922 post 17 79.7059 14.52052 valid n (listwise) 17 the table shows that the average pretest value is 59.7, with a deviation standard of 17.71. after field testing, the test score increased up to 79.7 with a deviationstandard of 14.52. the result of this calculation shows that the increase in value is 20 which means that the result of teaching and learning process is considered very good and meet the success criteria of the school. after that, it needs to be tested whether the level of the increase is significant or not. for this reason, a t-test is carried out as it is shown in the following table. table 5. paired samples test paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pre post -20.00000 12.11920 2.93934 26.23112 -13.76888 -6.804 16 .000 the significance level is 0,000, which is less than the tolerable error level,0.05.therefore, it can be concluded that there is a significant increase from pretest to post-test. this is in line with the previous research that teaching and learning process using a syllabus which has been developed using swot analysi significanly increase students’ skills in english (german:2013) developing english........ 54 producing product finally, the syllabus was produced and distributed to the english teacher. 4. conclusion the present study reports that (1) the syllabus, designed based on swot analysis, which focuses on providing more fun activities like songs and games, helps students use english to communicate; (2) after field testing, it is found that teaching english using a syllabus based on swot analysis significantly improves students’ skills. the syllabus is recommended to be used to teach young learner, and english teacher is expected to hold degrees in education majoring in english education or english literature and is able to speak english fluently. this can help teachers and schools to reach the objectives of learning language, which is to help students to communicate in english. 5. references bodrova, e., & leong, d. (2007). tools of the mind: the vygotskian approach to early childhood education. new jersey: pearson education. borg, w& gall, j. (1983). educational research: an introduction. new york and london: longman inc. bourke, j. (2006). designing a topic-based syllabus for young learners.elt journal, 60 (3), 279-286. cameron, lynne. (2001). teaching languages to young learners. cambridge: cambridge university press. canale, m. (2014).from communicative competence to communicative language pedagogy.in language and communication (pp. 14-40). routledge. celce, murcia, m. (2001). language teaching approaches: an overview. teaching english as a second or foreign language, 2, 3-10. djamarah s.b danzain, a. (2002).strategi belajarmengajar. jakarta: rineka cipta dörnyei, z. (2001). motivation strategies in the language classroom. ernst klett sprachen. german, e. (2013). redesigning english syllabus of the fourth grade based on strengths, weaknesses, oppourtunities and threats (swot) analysis. language circle: journal of language and literature.vol 8,45-53 espinosa, l. m. (2007). second language acquisition in early childhood. in rebecca staples, new; cochran, moncrieff. early childhood education: an international encyclopedia. westport, ct: praeger publishers. emilius...... 55 hunger and wheelen .(1996). manajemen strategis. yogyakarta: andi. hurford, j. r. (1991). the evolution of critical period for language acquisition. cognition. vol 40 (3), 159–201. komarova, n. l.and nowak, m. a. (2001). natural selection of the critical period for language acquisition. proceedings: biological sciences. vol 268 (1472), 1189–1196. krogh, s. l. (1997). how children develop and why it matters. integrated curriculum and developmentally appropriate practice, 29-48. lenneberg, e.h. (1967). biological foundations of language.wiley. lewis, g. (2008). games for children:resource books for teachers. oxford: oxford university press. nunan, d. (2000). autonomy in language learning. plenary presentation given at the asocopi 2000 conference, cartengena, columbia. nunan, d. and lamb, c. (1996). the self-directed teacher: managing the learning process. cambridge: cambridge university press. patel m.f. 2008. english language teaching (methods, tools & techniques). jaipur: sunrise publishers & distributors e-566, vaishalinagar. pinter, a. (2011). children learning second languages. hampshire: palgrave macmillan. richards & schmidt. (2002). language teaching and applied linguistics. london: pearson education. scott, w. a., &ytreberg, l.h. (2001). teaching english to children (14th ed.). new york: longman. suyanto, kasihani k.e. (2009). english for young learners. jakarta: sinar grafika offset. vygotsky, l. (1987). zone of proximal development. mind in society: the development of higher psychological processes. 5291, 157. https://www.ncbi.nlm.nih.gov/pmc/articles/pmc1088726 https://www.ncbi.nlm.nih.gov/pmc/articles/pmc1088726 risa..... 56 perceptions on plagiarism and the implications for teaching and learning strategies at an emi university in indonesia risa fitria president university email: fitria.risa@president.ac.id abstract this study tries to answer two questions, namely 1) what do the lecturers and the students perceive about the practice of plagiarism in l2 writing? 2) what strategies did the lecturers and the students apply to writing l2 to avoid plagiarism? this study aimed at investigating the views of lecturers and students on plagiarism and its implications for teaching and learning at one of the emi universities in indonesia. the findings showed that both lecturers and students had negative views towards plagiarism. however, even though plagiarism was considered as an unacceptable behavior, the students would be likely to commit plagiarism under certain circumstances. back translation was also found to be the most common strategy that the students used to avoid plagiarism. the study finally recommended higher education institutions to equip students with necessary language and writing skills needed in academic settings as early as possible in order for them to avoid plagiarism. keywords: perceptions; plagiarism; strategies. 1. introduction the cases of plagiarism that occurred from the level of lecturers to students in indonesia are increasing. the wrongdoing acts have been ranging from buying and selling diplomas to plagiarizing the work of others. the phenomena are surely worrying amidst the indonesian government's efforts to increase the number of international publications in southeast asia. currently, indonesia has managed to get the 2nd position in asean in terms of quantity of international scientific publications, ahead of singapore that is ranked the 3rd (seftiawan, 2018). therefore, the government is strongly committed to improving the quality of scientific publications in indonesia and preventing plagiarism at all levels, particularly in higher education institutions. to prevent plagiarism, the government issued the regulation of the minister of national education of the republic of indonesia number 17 of 2010 jurnal smart , volume 6, no 1 (2020), page. 56 71 issn cetak : 2356-2048 issn online : 2356-203x doi: 10.26638/js.989.203x creation is distributed under the creative commons license attribution-share alike 4.0 international published in http://ejournal.umpri.ac.id/index.php/smart/index jurnalsmart : journal of english language teaching and applied linguistics. mailto:fitria.risa@president.ac.id http://ejournal.umpri.ac.id/index.php/smart/index perceptions on ......... 57 concerning prevention and management of plagiarism in higher education. the law explains what constitutes plagiarism and sanctions given to the perpetrator. in indonesia, the emergence of english as a medium of instruction (emi) universities, such as the president university, which requires communication in english, requires students to be able to write in english (l2 writing). this makes students who speak indonesian (l1) struggle to not only understand how to quote but also include the process of transferring ideas and languages as well as understanding different academic cultures. the author as a lecturer in academic writing courses realizes that it is not easy for some students to write in foreign languages, especially for those with low english proficiency. for these students, they do not yet have enough academic english vocabulary to make a text as private property without mixing up words or phrases from the text with other texts that might be considered plagiarism by some teachers. in short, plagiarism in writing scientific papers in english (l2) cannot be simplified only to academic violations. howard (1995) says that students need a text as a model (imitation and appropriation) when writing that can help l2 writers develop their l2 writing skills. howard (1999) introduces a patchwriting strategy that is often used by novice writers to imitate the language of a text. however, this will create misunderstandings in the teaching and learning process. therefore, they will continue to take actions that are considered as acts of plagiarism. differences in perceptions between teachers and students will create misunderstandings that will further enhance the act of plagiarism. according to hacker (1991), plagiarism occurs when someone borrows someone else's idea and does not recognize the original source or even though the original source was acknowledged but the text is too similar to the original source. in a similar vein, pecorari (2013), through surveys at various universities in america, found consistency in the formulation of the meaning of plagiarism, namely as taking material either intentionally or unintentionally from several sources without acknowledging them. in indonesia, the definition is provided in the regulation on prevention and mitigation of plagiarism in higher education issued by the ministry of national education number 17. akbar and picard (2019) have provided the english translation ofplagiarism in the indonesia’s regulation, that is, “plagiarism refers to intentional or unintentional acts to gain or to endeavour credits or marks from a scientific work by quoting others’ work, either partially or completely, claimed as one’s work without accrediting the source correctly and appropriately”. from these definitions it can be concluded that acts of plagiarism in the academic world are categorized as academic crimes and / or copyright violations. however, research in l2 writing said that when talking about plagiarism in l2 writing (in this case english), the discussion will be far risa..... 58 more complex since many factors such as students' language barriers and educational backgroundsplay an important role in the process of writing using english. moreover, several studies conducted in indonesia found that the unfamiliarity of writing and the absence of sanctions made them prone to plagiarism. adiningrum and kutieleh (2015) examined indonesian students who were studying at several universities in australia. through a series of group discussions, some participants stated that their academic experience in indonesia was not too concerned with the quality of writing or even paying attention to plagiarism. they also said that when writing scientific papers they were taught the terms of the quotation but there were no penalties imposed if they violated so plagiarism was more likely to occur. agustina and raharjo (2017) also found the same thing in their research. the study participants admitted that they were likely to commit plagiarism because of the absence of sanctions. however, they admitted that plagiarism is a wrong action based on religious teachings. the participants who were students at a university in indonesia recognized that plagiarism is taking someone's property, and it is prohibited by religion. in agustina and raharjo’s (2017) study, students are forced to do plagiarism because of the many tasks that must be done and they do not have time to understand every word in the book. they also have a strong desire to get good grades for every task they do. keck (2014) argues that inexperienced writers tend to copy writing in original sources. pecorari (2013) revealed a number of strategies used by novice writers, one of which was patchwriting. howard (1999) introduces the term patchwriting as a process of rewriting a text source by substituting the words, altering the grammar, and/or entering synonyms. according to pecorari (2013) patchwriting should not be included as a category of plagiarism because patchwriting can help novice writers especially those who are not foreign speakers (l2) to develop their writing. this opinion is supported by research conducted by villalva (2006) on two l2 students in america. one participant used patchwriting extensively by combining the words contained in the original text and the results of the student's original paraphrase. but surprisingly, the final result of the student essay can produce original writing without using too much patchwriting. in this case, the patchwriting strategy shows the learning process that is still ongoing. according to pecorari (2013), the sanction of plagiarism in cases like this can reduce a student's opportunity to develop his writing skills because at this stage new beginners present in the academic community which makes them not sure of the writer's voice they have so they still need a patchwriting strategy. however, things this is still a debate among researchers and practitioners. perceptions on ......... 59 because of the complexity of the problems surrounding plagiarism, students' and lecturers’ perspectives on plagiarism are very important because their understandings of plagiarism will affect their actions when they do or assign assignments using english. the purpose of this mixed-methods research is to evaluate the perceptions of lecturers and students regarding plagiarism carried out by students. the emergence of the emi (english as a medium of instruction) university in indonesia has made the plagiarism policy need to be reviewed. in a university that requires communication in a foreign language, namely english, the prevention and discussion of plagiarism is far more complex. the necessity of writing in english (l2 writing) makes students who speak indonesian (l1) must struggle to not only understand how to quote but also include the process of transferring ideas and languages. this study tries to answer two questions, namely 1) what do the lecturers and the students perceive about the practice of plagiarism in l2 writing? 2) what strategies did the lecturers and the students apply to writing l2 to avoid plagiarism? this study aims to determine the views and understanding of lecturers and students on plagiarism and its implications for teaching and learning at one of emi universities in indonesia. 2. research methods this study attempted to investigate the students’ and lecturers’ perspectives on plagiarism. the study was inspired by power’s (2009) study that utilised the grounded theory in running and analysing the data. our study had a similarity to what we tried to understand university lecturers’ and students’ perspectives on plagiarism in higher education. since this study attempted to find out the pattern of the participants’ answers, thus, the grounded theory was deployed so that the data would be “discovered, developed, and provisionally verified through systematic data collection and analysis. therefore, data collection, analysis and theory stand in reciprocal relationship with one another” (strauss & corbin, 1998, p. 23). the study used two methods, questionnaire to obtain the participants’ perceptions on plagiarism and interview. first, the questionnaire for the lecturers and students were developed based on wilhoit's (2005) article and cengage’s (2015)survey modified by the researcher using a literature review and adjusted to the context of the research location. then, the questionnaire was distributed to several participants as a pilot project on google. the research revised the questionnaire based on the participants’ inputs. after the revision, the final questionnaire was distributed online to all lecturers and students from batch 2016, 2017, and 2018. the reason the study involved only these batches because they have been exposed to the experience of academic writing such as writing essays or thesis and, thus, prone to risa..... 60 committing plagiarism. the study also used a semi-structured interview because it was designed to explore the participants’ experiences related to their plagiarism perspectives and how their experiences affected their pedagogical practices and learning strategies to avoid plagiarism. a semi-structured interview has several benefits since it can guide the research by having a list of questions so the discussion can be efficiently conducted (heigham & crocker, 2009). at the same time, the questions can be slightly or wholly modified or adapted depending on the situation when the interview is conducted. in addition, this study selected five lecturers and five students to be interviewed by using purposive sampling as it aimed at obtaining data with specific goals and uses (sugiyono, 2016). 3. findings and discussion survey based on the descriptive statistics gathered from the questionnaire, the number of participants involved in this study was 348 students and 39 lecturers. table 1. demographics of student participants (n=348) characteristics frequency percentage gender male 128 36.8% female 220 63.2% year 2016 51 14.7% 2017 139 39.9% 2018 158 45.4% faculty business 197 56.6% engineering 46 13.2% humanities 69 19.8% computer science 36 10.4% table 1 shows that students who were involved in this study consists of 128 male (36.8%) and 220 female (63.2%). it can be seen that the number of female students participating in this study was higher than their counterparts. the participants were intheir second, third and fourth year of study which consisted of four faculties, namely, business (56,6%), humanities (19.8%), engineering, (13.25) and computer science (10.4%). perceptions on ......... 61 table 2. demographics of lecturer participants (n=39) characteristics frequency percentage gender male 27 69.2% female 12 30.8% years of teaching 1 – 2 years 10 25.6% 3 – 5 years 14 35.9% > 5 years 15 38.5% faculty business 19 41.1% engineering 8 20.5% humanities 11 28.3% computer science 1 2.6% meanwhile, table 2 illustrates that the number of lecturers participating in this study was 39. the table demonstrates that more than half of population was male lecturers (69.2%) while female lecturers were 30.8% of the population. based on their teaching experience, half of the participants had the experience less than five years of teaching in english. the respondents taking part in the study were mainly from the faculty of business (19 people), followed by faculty of humanities (11 people), engineering (8 people), and computer science (1 person). data analysis after receiving the questionnaire, the data were analyzed by choosing the words and coded them according to their similarities. the first question in the questionnaire was asking the respondents (both students and lecturers)to provide a definition of plagiarism by using their own words. the data analysis was presented in the findings and discussion session. the second question in the survey asked the students the strategies they used to minimize plagiarism in their l2 writing. in this question, the respondents could choose more than one answers. the strategies were adapted from wilhoit’s (1994) strategies to avoid students from committing plagiarism. however, the first option, deploying back-translation method by using language translation software (e.g google translate),was added by the researcher because of her experience in the classroom where many of her students usedthis method in their writings. risa..... 62 figure 1 strategies used by students to avoid plagiarism based on figure 1, it can be seen that most of the students (225) used back translation method to help them write in l2 writing. back translation is a method in which students translate english text into another language (in this case into indonesian) and retranslate the indonesian version into english with the assistance of google translate. the second strategies that mostly the students used was paraphrasing the text by changing grammar and followed by replacing words with their synonyms. the other prominent strategy was the students used software to check the percentage of plagiarism contained in their l2 writing. figure 2 illustrates how the lecturers responded to the phenomenon of plagiarism occurred among students. there were 27 lecturers choosing defining and discussing plagiarism with their students as their first strategy. to deter plagiarism, the second option was reviewing the conventions of quoting and documenting materials. some of the lecturers (12) used different methods according to the mistakes the students made or gave the students lower the score. 0 50 100 150 200 250 students' strategies to avoid plagiarism visiting the writing centre for the proofreading services; looking for friends’ assistance to check my papers to ensure they are plagiarism free checking my papers on plagiarism-checking software seeking for my instructor’s advice or clarification if i don’t understand what to do re-reading notes from courses, books, and library sessions so i am sure i did it right referring to formatting style carefully citing the resource that i’ve used changing some of the words and replacing them with their synonyms paraphrasing the text by changing the grammar deploying back translation method by using language translation software perceptions on ......... 63 figure 2 strategies used by lecturers to deter plagiarism interview the study involved 10 interviewees consisting of 5 lecturers and 5 students coming from across disciplines. it used a semi-structured interview lasting between 30 – 60 minutes and the interviews were manually transcribed afterwards. ten participants consist of 1 male and 4 female lecturers, and 2 male and 3 female students (see table 1). three of the lecturers were english instructors and 7 of them were faculty members of accounting, actuarial science, management, law, and communication. meanwhile, 3 students were from accounting, 1 from business administration, and 1 from teacher’s education. all of the participants interviewed were given aliases to keep their confidentiality. table 3. interviewed participants (n=10) lecturer student name gender major name gender major anita female education anto male accounting hari male communication romi male accounting denise female education esa female business administration kia female accounting cika female accounting gloria female education josephine female education discussion 1. the lecturers’ and students’ perceptionson the practice of plagiarism in l2 writingquestionnaire the study aimed at investigating the perceptions of students and lecturers about plagiarism in students’ l2 written assessments. in their study, gullifer and tyson (2013) state 0 5 10 15 20 25 30 lecturers' strategies failuring for the students’ assignment lowering the student’s grade responding to students’ plagiarism appropriate to the errors they made. providing students with proper collaboration guidelines offering students with proper proofreading guidelines requiring students to provide a list of sources they used in their essays. assigning students to write multi-drafts of essays reviewing the conventions of citation revising the plagiarised text defining and discussing plagiarism comprehensively risa..... 64 that it is important to understand about one’s perspective on plagiarism as it canaffect one’s behaviour towards the issue. therefore, we asked the participants to define plagiarism in their own words to comprehend their understandings towards plagiarism. after receiving responses, we compared the definitions given by the respondents with the definitions available in the literature. there were four definitions of plagiarism that we referred to, namely: 1. “two different acts are considered plagiarism: (1) borrowing someone’s ideas, information, or language without documenting the source and (2) documenting the source but paraphrasing the source’s language too closely, without using quotation marks to indicate that words and phrases have been borrowed (hacker’s, 1991, p.507)”; 2. “(1) material that has been (2) taken from (3) some source by someone,(5) without acknowledgment and (6) with/without intention to deceive (pecorari, 2001); 3. plagiarism is the act, “from simple errors in citation to patchwriting and to downloading or purchasing whole essay (shi, 2006, p. 264); 4. the government regulation number 17 of 2010 concerning prevention and management of plagiarism in higher educationin which the english version was closely translated by akbar and picard (2019) “plagiarism refers to intentional or unintentional acts to gain or to endeavour credits or marks from a scientific work by quoting others’ work, either partially or completely, claimed as one’s work without accrediting the source correctly and appropriately” (p. 10). based on the above definitions, there are four elements of plagiarism emerged as follows; 1. forms of plagiarism 2. things that constitute plagiarism 3. reasons on plagiarism 4. the consequences that follow after finding the 4 elements of plagiarism from the definitions and matching them with the answers of the participants, the following were the results of the data analysis. the first element is forms of plagiarism. students frequently mentioned copying, taking, cheating, copying, following, copy-pasting, copying ideas, works, reviews, creations, sources, sentences of others, other experts, writers, theorists. in overall, the respondents understood without a formal agreement of the forms of plagiarism. meanwhile, the lecturers stated the terms such as copying, using other people's opinions, claiming other works, copy-pasting, imitating, quoting, adopting thoughts and ideas of others, and cheating. generally, the respondents understood without a formal agreement of the specific forms of plagiarism. perceptions on ......... 65 the second element is things that constitute plagiarism. according to the students, plagiarism is carried out without permission from the owner or done without mentioning the name of the owner of the work / sources, performed as it is without changes (without editing), without
any differences at all or changes (paraphrasing), and for the personal benefit. meanwhile, lecturers believed that students committed plagiarism if they claimed sources without paraphrasing, or without mentioning the source, without adding references, without being changed at all, and also claiming as their work. the third element is the reasons on plagiarism behaviors: there were only two students who were able to see the causality of plagiarism and one’s behavior. they said plagiarism occurred due to lack of creativity and/or intentional factors. on the other hand, one lecturer stated the cause of plagiarism was because students were exposed to the ease of technology. the fourth element is the consequences. students believed that plagiarism is a form of crime, similar to theft, a form of copyright infringement, a fraud leading to stealing of work of others, illegal, a form of dishonesty, a form of arbitrariness, a form of falsehood that is detrimental to the owner of the work. meanwhile, the lecturers were aware that plagiarism is not only a common violation but also a form of behavior that violates the law, and the perpetrators can be punished according to the law. only a small proportion of respondents were aware that there are laws that can ensnare perpetrators of plagiarism even though no one explicitly mentioned what kind of law it is. only four respondents gave consequences from plagiarism behavior, namely; plagiarism is a form of theft of intellectual ideas, violations of academics, and forms of cheating. only a small proportion of respondents stated that plagiarism is a form of behavior that leads to ethical violations. basically, based on the definition given by respondents, it can be concluded that all respondents actually understood what plagiarism is. from this condition we can examine the attitude of the participants towards plagiarism and hopefully by understanding their attitude we can discover why plagiarism still occurs among students (behavior).attitude is defined as “a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon an individual’s response to all objects and situations with which it is related” (allport, 1935, p. 810). to put it simply, attitude is a person's point of view towards someone or something around him based on his experience or emotions towards someone or something. to analyze attitude, there are three components known as "abc models" proposed by ostrom (1969) in the field of social psychology. the three components of attitudes are 1) affective component leads to feelings felt by individuals about the object being addressed, 2) behavioural (conative) component leads to behavioral tendencies if the risa..... 66 attitude object appears, and 3) cognitivecomponent is related to thoughts, ideas, and something that is considered true by individuals. based on the abc model, the findings led to an understanding that all of the lecturers perceivedplagiarism as wrong, unworthy, and problematic behaviors in academic ethics. all answers led to disagreement or dislike of plagiarism behaviors. therefore, it can be concluded that the attitude of the lecturers towards plagiarism was negative. on the other hand, based on the statements and answers of the students, it can be seen through cognitive component that all students knew and understood the meaning of plagiarism, and were aware that plagiarism was wrong and had to be avoided. all of them had the same feelings that plagiarism was something that was not liked by the majority of respondents. however, based on the behavioral component, most of the respondents responded that they would or had committed plagiarism. based on the three determinants, it can be concluded that the attitude of all student respondents towards plagiarism was negative, but in certain contexts and for certain interests, students would still carry out plagiarism behaviors. the findings endorse the theory of planned behaviour proposed by ajzen (1991) that explain that perception does not always relate to behavior. so, in this study, students basically disagreed on plagiarism behaviors. but because they see the punishments are too lenient, they tend to plagiarize. the students might see that the plagiarism perpetrators were able to get away from their wrongdoing or their peers who committed plagiarism always got good grades. interview the results of the lecturer and student interviews on their views on plagiarism can be concluded that morality issues are a major theme that concerns lecturers. the results of interviews with the lecturers demonstrated that they tended to see plagiarism as a wrongdoing and stealing of other people's ideas. ms. anita mentioned that doing plagiarism “what comes in my mind [related to plagiarism] is dishonesty. when we mention plagiarism, it is a serious matter, it’s like violating academic integrity.” plagiarism is a wrongdoing because it is “taking one’s rights” (ms. kia) and “stealing people’s ideas” if someone took sources without acknowledging the owners (ms. denise). mr. hari further argued that higher education was not only a place to transfer knowledge to students but also a mecca to teach students about morals and ethics so that the avoidance of plagiarism became part of themselves who were part of the academic world. on the other hand the group of students interviewed also had the same perception as their lecturer. romi argued that taking people's words to write in their assignments is an act perceptions on ......... 67 of plagiarism. anto had the same perception but he added that plagiarism “it's not only a matter of copying and pasting but it is also taking someone’s ideas.” there were interesting things from the results of interviews with these students. one respondent mentioned that the participant did not have the desire to do plagiarism if he had time to do the assignment. yet, he sometimes had to do it by copying and pasting the material because had also have other waiting. “in the beginning, i was still excited [to do the assignment]. but sometimes, [while doing the assignment, new assignments have been given. so, be it, as long as i could finish the first one. so, i would do the copy and paste thing.” and when asked whether they were not afraid of being caught doing plagiarism, esa replied that it would depend on whether the lecturers enforced the plagiarism policy in their classroom. power (2009) in her study revealed the same resultsfrom her participants mentioning heaps of assignments and no time to complete them have become ones of students’ reasons for doing plagiarism. 2. the implications in the classroom: lecturers’ and students’ strategies to avoid plagiarism questionnaire the next question on the questionnaire was the strategies that the lecturers used to deter plagiarism in their classroom. in this question, the lecturers were allowed to provide more than one answers with the assumption that the respondents could have used more than one strategy in preventing plagiarism. the results showed thatthe first strategy that most of the lecturers (27) chose was explaining and having discussions on plagiarism with the students. the second mostly used strategy the lecturers (14) used was teaching the students the rules of citation and material documentation. the third strategy was lowering the grade and providing responses according to mistakes made by students. meanwhile, the students were given the same question but with different options. the students’ answers demonstrated that they utilized back translation with the assistance of language translation website. that was the first strategy that more than 60% of the students used in order to avoid plagiarism. the next strategies werealtering the texts by making grammatical change (170) and/or changing words and replacing them with their synonyms (131). interview in the interview, the researcher asked further about the strategies that the lecturers and students used to overcome plagiarism in the students’ writing using english. there were three risa..... 68 big themes emerged, namely 1) lecturers’ strategies to prevent plagiarism, 2) back translation in students’ writings, and 3) students’ and lecturers’ recommendations. 1. lecturers’ strategies to deter plagiarism the results in the interview confirmed the findings in the questionnaire that the lecturers chose to teach the students how to provide citations, summarize and paraphrase texts. three of the participants mentioned that in the beginning they would inform the students the conventions of quoting and how to avoid copy and paste. they made their expectations clear to the students to avoid plagiarism in their assignments in the beginning of the semester. mr. hari said he would do this because for him to give the expected expectations to students it was very important that they understood that plagiarism was not desirable in his class. wilhoit (1994) mentioned it is important for students to be aware of their lecturers’ expectation before submitting the assignments. however, ms. kia and ms. anita also believes that plagiarism was not only about giving proper citations, but it is also about summarizing and paraphrasing sources. according to ms. kia, students needed to read journal articles, especially those that had good ratings so that students were able to learn how to write correctly and how advanced writers write. however, this thinking is contrary to gullifer (2010) that argues students must get correct knowledge how to write in the real academic world. gullifer (2010) states that it is paramount for lecturers to develop students' "sound skills in both research and writing, critically reading and comprehending appropriate sources, careful note-taking, paraphrasing, judicious use of quotations and giving credit to authors for their ideas and writing,” (p. 464). at the same time, because students were in the middle of learning process, they were not required to provide a perfect writing. the reason for this is, as ms. anita mentioned, the desire of students to be able to produce perfect writing was the cause of many students plagiarized. this was the reason she always stressed in her class that "it [writing] doesn't have to be beautiful because academic writing isn't something that it's supposed to be beautiful." 2. students’ strategies to avoid plagiarism from interviews with students, the back translation method is what they often do to avoid plagiarism in their writing. romi says, “the first thing that i do is if the article is in english, i translate it into indonesian, then i made it in my english. the article written in english is very academic writing (he meant the vocabulary is very advanced) so the vocabulary tends to be difficult. so the indonesian version which i changed into my english version would be less detected as plagiarism..” perceptions on ......... 69 esa said that this was also done by many of her friends especially those who had low english proficiency. “sometimes there were lecturers who wanted the references [used on assignments] were not from indonesia. they [her friends] would look for references using english. they translate it into indonesian. so the process [of translating the texts] goes back and forth.” according to stander (2018), back translation strategy is used when students have lack of comprehension of the text. his study revealed that when students understood the text, they were able to paraphrase and have their own voice in their academic written assignments. 3. students’ recommendation of the 5 students interviewed, 3 admitted that they did not get enough knowledge about plagiarism, how to avoid plagiarism and the impact (punishment) if they did. they suggested that additional courses, particularly academic writing, should have been conducted since they arrived at the university. xxxxxxx(2013) suggests that prevention be done using a teaching approach (educational approach) rather than sanctions (punitive approach). basically, all of the lecturers also agreed that plagiarism was something that had to be overcome by providing students with the appropriate knowledge of academic integrity. they recognized that a holistic approach was needed starting with the student’ admission, matriculation programs, as well as portions of english lessons received by students. 4. conclusion this study was intended to find out how lecturers and students perceive plagiarism in students’ writing, particularly in english. besides this study also attempted to knows what the lecturers’ strategies to inform students about plagiarism and the students’ strategies to avoid plagiarism on their written assignments using english. the findings showed us that lecturers and students basically had the same perspective on plagiarism. they both agreed that plagiarism was something that should not be done in the education world. however, there were things that made students do plagiarism such as insufficient time to complete assignments, weak academic vocabulary coupled with lenient consequences for those who do plagiarism made them positive towards plagiarism. this implies that students will still practice plagiarism even though they are aware that it is prohibited in the academic world.. therefore it is important for educational institutions to introduce to their students from the beginning about rules of writing in the academic world. in addition, it is also risa..... 70 important to equip the students with appropriate english language skills, especially writing skills, so that they can avoid plagiarism in their writing. 5. references adiningrum, t., & kutieleh, s. (2015). how different are we? understanding and managing plagiarism between east and west. journal of academic language & learning. vol 5(2), a88-a98. agustina, r. & raharjo, p. (2017). exploring plagiarism into perspectives of indonesian academics and students. journal of education and learning. vol 11(3), 262-272. ajzen, i. (1991). the theory of planned behavior. organizational behavior and human decision processes. vol 50, 179–211. akbar, a. & picard, m. (2019) strategies to help university students avoid plagiarism: a focus on translation as an intervention strategy. international journal for educational integrity. vol 15(7), 1-17. allport, g. w. (1935). attitudes. in c. m. murchison (ed.), handbook of social psychology. winchester, ma: clark university press. cengage (2015, september 28). students’ top strategies for avoiding plagiarism [blog spot]. retrieved from https://blog.cengage.com/students-top-strategies-for-avoidingplagiarism/ gullifer, j., & tyson, g. (2013). who has read the policy on plagiarism? unpacking students' understanding of plagiarism. studies in higher education. vol 39(7), 1202-1218. hacker, d. (1991). the bedford handbook for writers (3rd ed.). boston: bedford books of st. martin's press. 6. heigham, j., & croker, r. a. (2009). qualitative research in applied linguistics: a practical introduction. new york: palgrave macmillan. howard, r.m. (1995). plagiarisms, authorships, and the academic death penalty. college english. vol 57(7), 788-806. howard, r. m. (1999). standing in the shadow of giants. stamford, ct: ablex. keck, c. (2014). copying, paraphrasing, and academic writing development: a reexamination of l1 and l2 summarization practices. journal of second language writing. vol 25(sep), 4-22. ostrom, t. m. (1969). the relationship between the affective, behavioral, and cognitive components of attitude. journal of experimental social psychology. vol 5(1), 12-30. pecorari, d. (2001). plagiarism and international students: how the english-speaking university. in d. belcher & a. hirvela (eds.), linking literacies: perspectives on l2 readingwriting connections (pp. 229–245). ann arbor, mi: university of michigan https://blog.cengage.com/students-top-strategies-for-avoiding-plagiarism/ https://blog.cengage.com/students-top-strategies-for-avoiding-plagiarism/ perceptions on ......... 71 press. pecorari, d. (2013). teaching to avoid plagiarism: how to promote good source use. maidenhead, uk: open university press. power, l. (2009). university students' perceptions of plagiarism. the journal of higher education. vol 80(6), 643-662. seftiawan, d. (2018, april 11). akhirnya lampaui singapura publikasi ilmiah indonesia ke-2 asean. pikiran rakyat. http://www.pikiranrakyat.com/pendidikan/2018/04/11/akhirnyalampaui-singapurapublikasi-ilmiahindonesia-ke-2-asean-422670 shi, l. (2006). cultural backgrounds and textual appropriation. language awareness. vol 15, 264–282. stander, m. (2018). strategies to help university students avoid plagiarism: a focus on translation as an intervention strategy. journal of further and higher education, 114. strauss, a. & corbin, j., (1998). basics of qualitative research: grounded theory proce dures and techniques (3rd ed.). thousand oaks, ca: sage. sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d. bandung: pt alfabet. villalva, k. e. (2006). hidden literacies and inquiry approaches of bilingual high school writers. written communication.vol 23(1), 91–129. wilhoit, s. (1994). helping students avoid plagiarism. college teaching. vol 42(4), 161164. (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 1 7 p-issn: 2356-2048 e-issn: 2356-203x 1 the utilization of ‘online dictation’ content to increase students listening ability in stikes madani yogyakarta surip haryani1, miftahul zuhro2 1lecturer of s1 nursing program, sekolah tinggi ilmu kesehatan madani yogyakarta 2student of s1 nursing program, sekolah tinggi ilmu kesehatan madani yogyakarta email correspondence: sharyani81@gmail.com abstract listening is one of the skills considered hard for the students in learning english. rapid listening practice can be used to overcome this. this is experimental research aimed to find out the effect of online listening dictation content using pre and post-tests design. 15 students were taken randomly. paired t-test shows an increase in the value of the pre and post-test results of all study participants with a p-value of 0.003 and <p value 0.05 means there is an influence of online listening content on the website to improve students' listening skills. keywords: english, listening ability, online dictation introduction in learning english there are 4 (four) basic abilities that must always be given to students. the 4 (four) skills in question are the ability to listen, read, write and speak. the final point of the goal of learning english is to speak fluently. these abilities are given on an ongoing basis and are related to each other supported by grammar. one of the skills that are considered hard for the students to be easily understood is listening to skill. during the years of teaching in stikes madani yogyakarta where the students are non-english department students, listening is considered as a hard session in english learning activities. one of the activities in listening is dictation. (richards & schmidt, 2010) state that dictation is “a technique used in both language teaching and language testing in which a passage is read aloud to students or test-takers, with pauses during which they must try to write down what they have read as accurately as possible”. the students have to write down what they listen to from the audio or spoken passage accurately which means it indicates the ability to recognize the vocabulary. the spoken passage or sentences can be in the audio mailto:fatmaery@ymail.com the utilization of.... 2 format which is read by english native speakers or spoken by the teacher in the class. of the 4 english skills that are felt difficult by students, especially the class of 2019/2020 is listening to ability. this can also be seen from the results of the value of listening practice activities. students tend to be more difficult to get the maximum value if it is related to listening practice. by still being one of the skills that are still a scourge in english courses, the author wants to get a solution related to it. but the problem is still limited listening resourc es in teaching for some reasons, especially for teaching listening materials. as (nurjannah, 2019) findings in her research meningkatkan kemampuan listening siswa dengan running dictation strategy, researchers tried to find another dictation teaching technique online. the study used free dictation online teaching materials available on the website www.englishclub.com there are some resources of listening materials as (alzuhdy, 2014) mentions in his article that online resources are abundant for improving listening skills. the materials are provided on the websites and students are free to practice the listening skills provided on the websites such as british council, syllabi, englishteens, ryndal, etc. during covid -19 pandemic distance learning or online learning is widely used all over the world, online or web-based materials are helpful to help teachers in providing teaching materials for the students. for those who have limitations in providing media for the material development of teaching materials, online materials are helpful for helping the learning-teaching process. any farikhatul maghfiroh, (2016) finds that the dictation technique is effective to teach listening to the students. the author has the same insight with this finding and is trying to use the dictation method for improving the students listening ability. the dictation method was chosen for improving the listening ability as it is taken for the resources where the audio is spoken by the english /native speakers. this study is focused on the listening content of a website named englishclub.com. the content of “online dictation” can be used as one of the ways to improve the students listening ability. the audio on the content is provided at normal speed and slow speed of sentence reading. the students can practice the dictation especially in the slow sentence reading mode while the normal speed ones listen at the beginning of the number. http://www.englishclub.com/ surip haryani.... 3 methods this is a quantitative experimental research using one group pre-test and post-test design. the results of the listening pre and post-test listening ability scores were presented and measured quantitatively using dependent t-test analysis with spss application. if the significant value of sig (2 tailed) t-test <0.05, it shows a significant difference between the pre and post-test values. the population in this study were first-semester students of stikes madani yogyakarta. sampling was conducted using random sampling techniques to 15 students representing students of the 2019/2020 stikes madani yogyakarta. the researchers took 5 respondents for each program; 5 students from the nursing bachelor program, 5 from the d iii midwifery program, and 5 students from the d iii pharmacy program. the design of this study uses pre-experimental and true experimental designs. the steps were observation, pre-test, application, and post-test. data collection techniques with primary data use observation and interviews to find out problems related to student listening skills. the treatment or experiment was given by providing material in the dictation online content to be done especially at the level that matches the screening results. the content was downloaded first with the consideration that the research participants did not do cheating or be dishonest in doing listening exercises. then to find out how the listening ability, the students were given pre and post-tests. analysis of the listening test results is analyzed using the t-test. results and discussion the content chosen by researchers was elementary level. this was because the results of screening indicate the level of student ability, especially for listening ability, were mostly at the basic level. on the observation stage, the author found that most of the student’s scores in the listening activities in the classroom tended to be below. in the interview, the author only gave a few simple questions related to their previous listening experience in their previous school because the research samples are 1st-semester students. most of them explained that seldom had they done listening in their high school before but more exercise for other skills. on the pre-test stage, the score gained by the students tended to be below : the utilization of.... 4 tabel 1. pre-test result name program pretest numbers of correct answers score (%) respondent 1 d iii midwifery 25 15.43 respondent 2 d iii midwifery 37 22.84 respondent 3 d iii midwifery 60 37.04 respondent 4 d iii midwifery 50 30.86 respondent 5 d iii midwifery 48 29.63 respondent 6 d iii pharmacy 16 9.88 respondent 7 d iii pharmacy 68 41.98 respondent 8 d iii pharmacy 50 30.86 respondent 9 d iii pharmacy 34 20.99 respondent 10 d iii pharmacy 81 50.00 respondent 11 nursing 25 15.43 respondent 12 nursing 13 8.02 respondent 13 nursing 16 9.88 respondent 14 nursing 31 19.14 respondent 15 nursing 62 38.27 the post-test results indicate the improvement of the score tabel 2. post-test results name program post-test numbers of correct answers score (%) respondent 1 d iii midwifery 152 93.83 respondent 2 d iii midwifery 63 38.89 respondent 3 d iii midwifery 92 56.79 respondent 4 d iii midwifery 70 43.21 respondent 5 d iii midwifery 58 35.80 respondent 6 d iii pharmacy 131 80.86 respondent 7 d iii pharmacy 78 48.15 respondent 8 d iii pharmacy 70 43.21 respondent 9 d iii pharmacy 48 29.63 respondent 10 d iii pharmacy 135 83.33 respondent 11 nursing 39 24.07 respondent 12 nursing 20 12.35 respondent 13 nursing 38 23.46 respondent 14 nursing 44 27.16 respondent 15 nursing 72 44.44 surip haryani.... 5 as findings in (nurjannah, 2019) show that students gained good results for dictation activity after some repetitions, the researchers conducted the dictation process in some steps of repetitions. researchers played listening audio at normal speed, then repeat at a slow speed according to the audio downloaded from the website. the researcher repeated the audio sound with normal speed once then followed by audio with slow voice speed several times until the students understood. this type of dictation falls into the category of type of dictation for mixed class. as mentioned by (newton & nation, n.d.) that there are some types of dictation namely running dictation, one chance dictation, dictation of long phrases, guided dictation, dictation for mixed class, peer dictation, completion dictation, perfect dictation, sentence dictation, unexploded dictation, and the author took mixed class dictation to be used for the research. students were allowed to write in the form of a draft first, then after the audio playback according to the theme is complete, students copy the draft writing into neater copies. this activity was carried out several times with different themes. the level taken is the element level. this is because when given training in special classes for listening in general the results show an average at elementarytary or elementary level. the pre and posttest results are given below: table 3. the effect of the “online dictation” content application on the website www.englishclub.com to improve listening skills no variable pre-test post-test p-value 1 the effect of the “online dictation” content application on the website www.englishclub.com to improve listening skills 26.66±12.12 45.67±23.80 0.003 standard deviation values of the pre and post-test indicate an increase in value. analysis of the pre and post-test scores using spss 16 and the results of the t-test results show a sig value of 0.003 which means there is a significant difference in value between the pre and post-test results. utilization of the ‘online dictation” content on the website www.englishclub.com influences improving the english listening ability of students in the 2019/2020 grade in stikes madani yogyakarta. the utilization of.... 6 based on the data results, the author proved that the dictation method using online dictation content on englishclub.com can improve the students listening skills. it is in line with (yonezaki, 2014) who states that dictation is an effective method in improving a learner’s listening ability in the sense that it develops several competencies necessary. the competence gained by the activities held by the author is listening and writing. the process of writing the words for some students needed some repetition. the audio was played 3-5 times and the students should write what they listen to. some students made mistakes in writing the words even though they know what the words meant by the speakers in the audio. conclusion tthe data analysis concludes that the student’s scores improved after the given treatment. it indicates the good effect of the “online dictation” content in www.englishclub.com website on their listening skill ability. it means that the problems of difficulties in listening practice can be solved by giving them online dictation content. the fact that almost all students have their audio player which is at least on their smartphone will make it easier for teachers to continue to give opportunity for students to have their practice of dictation from the “online dictation” content of the englishclub.com website. the common situation where education uses remote learning as the pandemic of covid – 19 is still becoming an issue can make the use of online dictation as one of the best ways to selflearning for improving the students listening ability. the web-based online dictation can be one of the alternative ways in teaching-learning materials during the pandemic situation. further research on listening skills can be developed to create students’ habits in listening practices through online media. research related to listening skills can be continued especially in improving the listening skills using selected topics that are appropriate with the students’ major such as pharmacy, nursing, midwifery, etc. the authors appreciate the management of stikes madani yogyakarta for supporting and funding the research. appreciation is also given as the institution had allowed the authors to research the institution for grade one students of pharmacy, nursing, and midwifery programs. surip haryani.... 7 references alzuhdy, y. a. m. h. (2014). meningkatkan keterampilan listening lewat sumber-sumber belajar online. http://staff.uny.ac.id/sites/default/files/pengabdian/yosa-abduhalzuhdy-ss-mhum/artikel-ppm-belajar-listening-lewat-online.pdf any farikhatul maghfiroh, 2813123042. (2016). the effectiveness of dictation technique on listening ability of the first grade students in mtsn 2 tulungagung. newton, j. (jonathan), & nation, i. s. p. (n.d.). teaching esl/efl listening and speaking. 295. nurjannah, s. (2019). (pdf) meningkatkan kemampuan listening siswa dengan running dictation strategy | siti nurjanah academia.edu. https://www.academia.edu/32817830/meningkatkan_kemampuan_listening_siswa_ dengan_running_dictation_strategy richards, j. c., & schmidt, r. (2010). dictionary of language teaching and applied linguistics. in proceedings of the 21st asian pacific weed science society (apwss) conference, 2-6 october 2007, colombo, sri lanka. http://search.ebscohost.com/ yonezaki, h. (2014). effectiveness of dictation in improving english listening ability of japanese high school students. 50, 21–30. jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 60 improving the skill and the interest of writing advertisements and posters through esa sequence fatma yuniarti english department of stkip muhammadiyah pringsewu abstract the action reserach aims at improving the students’ writing skill especially to write advertsements and posters. both are the short functional texts to be learned at the first semester of the ninth grade. according to the data on pre cycle, the students of class ixa junior high school swadhipa natar, south lampung got difficulties in writing advertisements and posters. a treatment was necessary to help the students overcome their problem. to consider the related literature, the writer decided to implement esa sequence in the class. the elements of teaching in esa sequence are engage (to arouse the students’ interests), study (learn the language focus), and activate (use the language freely and communicatively).the data were taken from the test of the linguistic competence mastery, the students writing, and the questionnaire. the result shows esa sequence can improve the students’ ability in writing advertisements and posters. key words : esa (engange study activate), advertisement, poster. 1. introduction one of the communicative competences for the smp students is to design and write an advertisement. in the syllabus it is the part of short functional texts. the written advertisemets are usually found in the printed media. it is an effective media for promoting a product. poster is another kind of short functional text to be published for the people. it is brief, concice, and it usually gives announcement, campaign something, or promote a show, and the other purposes. at the first semester of the ninth grade the teaching of short functional text is stated in sk 6/kd 6.1. although the teaching of advertisement is not explicitly written in the syllabus model, the implementation of school-based curriculum gives possibility for the teachers to put the material as a part of the short functional texts. in the english sylabus of smp swadipha natar at the first semester of the ninth grade the materials include promoting products through spoken and written advertisements. smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 61 at the productive phase, as the follow up of the receptive step, the students of class ixa got difficulties to choose the theme of the advertisement, design the layout, use the effective expressions, as well as give the illustration of the advertisement. the early works of the students show the low quality of the written advertisement. the average score of the advertisement is under the standard (the average score = 48). the questionnaires also indicates that most students get difficulty to design an advertisement. 12 0f 34 students thought that creating an ads is very difficult. 18 students think it difficult and only 4 students think it moderate. to consider the difficulties the students get on designing advertisement, a special treatment is needed to improve the teaching learning process in class ixa. the treatment in this class is esa sequence as suggested by harmer (2001). esa sequence stands for three phases of teaching i.e. engage, study, and activate. engage is the phase of teaching aims at arousing the students’ interests on learning the subject. study aims at learning a linguistic aspect while activate is the phase for activating the students’ knowledge for productive purposes. the aims of the research specifically the action research aims at 1). improving the students’ ability to write short functional texts (advertisement and poster) indicated by the increase of the average score of writing the short functional text above 65, 2). improving the students’ interests to write short functional texts (advertisement and poster) indicated by the increase of the average score of the questionnaire, 3). improving the quality of teaching learning process by designing the steps of teaching learning activities more systematically. advertisement and poster are two kinds of short functional texts we usually find in daily life. nearly every day we watch commercial shows on tv or read advertisements in newspapers or magazines. the teaching of english advertisement & poster is not only directed toward reading comprehension but also producing them. designing advertisement is not fairly difficult. dixon (2010) states the steps for designing advertisements i.e. 1). open the word processing program, 2). concentrate on and plan to start writing smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 62 immediately, 3). write the deep description and the whole things of the subject, 4). include photos if possible, 5). put the advertisement at the appropriate category. not so different from writing an advertisement, creating a poster is moderate for the students. finley (2010) states some steps to make posters i.e. 1). check the task to create a poster, 2). consider the aspect of the report or the presentation to be presented at the report, 3). design the poster by creating the draft previously, 4). get pictures, graphs, painting to give illustration to the poster, 5). write the short description of the report and the project of the report, 6). add pictures or written description at the poster, 7). make the poster easier to see for the audience. esa sequence for teaching writing advertisement/poster teaching writing can be done in many methods. one of the steps for teaching the writing skill in the class is done through the process writing. seow in richards and renandya (2002:316) states some steps of teaching writing through process writing i.e. group brainstorming, creating cluster, quick free writing, giving w-h questions, creating draft, responding, revising, editing, evaluating, and post writing. harmer (2001:25) states three elements that must be present in the process of learning i.e. engage, study, and activate. engage is an element of learning process in which the teacher tries to arouse the students’ interest in learning in such a way that it can involve the students’ emotion. study is the other phase of learning in which the students concentrate on learning the language and on how the language is constructed. the last element is activating. it is the phase in which the learners do the activities or exercises to make the students use the language freely and more communicatively. 2. research method this study is action research method. the action research wass carried out at class ixa smp swadipha natar, lampung selatan at the first semester of the academic year of 2015/2016. this research was done in 2 cycles and each cycle runs through the four steps i.e. planning, acting, observing, and reflecting. the research was done on october to november 2015. smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 63 this action research uses test and non-test techniques. the test includes the essay test at pre-cycle, the end of cycle 1, the end of cycle 2. the instruments to collect data in this research stand for 20 questions in indonesian that the students must change into english expressions. the expressions are created in sentences usually found in the advertisement or posters. they range from statements, orders, to questions. this test aims at measuring the students’ linguistic competence to express meaning. besides, the action research also uses non-test technique i.e. the documentation of the students’ works, the documentation of the teaching learning interaction, and the questionnaires. the documentation of the students’ work includes advertisement 1, advertisement 2, and poster. advertisement 1 is the free advertisement created by the students before they join the learning process with esa sequence. advertisement 2 is various kinds of advertisement created by the students at the end of cycle 1, and poster is the poster that the students created after they joined the teaching learning activities of cycle 2. the questionnaires are given three times (before cycle 1, at the cycle 1, and at the cycle 2). research procedures the action research was done in two cycles. the general steps were planning, acting, observing, and reflecting. at cycle 1 the activity started from pre-cycle. the researcher collected the students’ works on writing advertisement freely. the works then were scored. the assessment of the students’ work was made based on the grammar and the vocabulary. then the students also gave the answers of the questionnaire 1. the analysis of the students’ works and the questionnaire lead to the conclusion that the class needed a special treatment. the treatment was the implementation of esa sequence. then, the researcher made the planning of instruction by writing lesson plan 7. the lesson plan reflects the steps of teaching in cycle 1. the preparation of the media, the worksheet, the guides for group works were the other things to prepare. after the preparation had been made, the steps of teaching (esa sequence) had to be implemented in the classroom. at the first step (engage) the activity was brainstorming. teacher asked the students to discuss about advertisements smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 64 the students were familiar with. some advertisements were displayed at the slide shows. they were the models of the advertisement the students should know. while surveying the advertisement, the students had to choose which one was the favorite advertisement. the advertisement of ponari sweat was selected as the most favorite ads. the students made a discussion about the content of the commercials. after they had finished the discussion, they continued to observe the other advertisements. they learned the advertisement of playboy and a computer course. at the second phase (study) the activity focuses on the analysis of the general structures found in an advertisement. they range from questions, exclamation, statement, or negative sentences. the teacher exposed a great number of the expressions. then, the students got drilling to produce the similar expressions. the expressions are needed to create an advertisement. at the post test the students got some questions to measure whether they have mastered the patterns or not. the last step (activate) was intended to make the students’ memory more active. the students worked in group of five to choose the theme of the advertisement they wanted to create. each group worked to design and finished their advertisement. at the end of the step the works were displayed at the wall magazine. after creating the advertisement in group, the students had to make the advertisement individually ad independently. at last, the students had to fill in the questionnaire given to them. when the teaching learning activities had been done in cycle 1, the reflection was made. the results showed that the research had to be continued to the next cycle (cycle 2). in cycle 2 the steps looked like the steps of cycle 1. however, there were some differences compared to the previous cycle. in the phase of engage (cycle 2), the students were exposed to some english posters. they were presented in videos. after being exposed to the model, they gave their perception about the posters. the other difference was at the study phase, the students learned the patterns and the sentence structures that the students have not mastered through meaningful drilling. on activate the students did not design advertisement but posters. smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 65 3. findings and discussion pre-cycle description firstly, the linguistic competence as shown by the linguistic competence test shows that the students’ average score is 58. some sentences are not made under the english sentence patterns. the students forget to use do (does) to make negative sentences or interrogative sentences. the structures of the sentences are also influenced by indonesian language structure. secondly, the assessment to the students’ works shows that the learning products a shown by the advertisement made are not well-designed. 27 works are not appropriate. 5 works are appropriate but much-influenced by the model and only 2 works are created appropriately and free from the influence of the model. the average score of the students’ works is only 53. thirdly, the questionnaire shows that the interest of the students to join the learning activities is moderate. it is indicated by the average score of the questionnaire i.e. 22,3 (moderate) with the range of 21 t0 30. cycle 1 description firstly, the average score of the linguistic competence test is 66. some notes are taken i.e. 1). the ability to make questions get improved (only 3 of 34 failed) because they do not use do/does correctly. 2).the ability to create imperative also get better, 3). some students still include the word ‘you’ on creating the imperative such as you take this medicine!, you go to the shop! etc. 4).the ability to make statement and the negative sentences also get improved with minimum errors. secondly, the students’ work shows some creativity. 23 works have fulfilled the criteria of writing advertisements. 6 works fulfilled the requirements but low creativity, and only 3 works do not fulfill the criteria. the average score of the works is 63. thirdly, the questionnaire shows that the students; interest on writing advertisement get improved. in the cycle 1 they think it is easy (score 32,5). cycle 2 description firstly, the test of linguistic competition shows that the students get higher average score (70). they get improved to make questions, statements, imperative, and also negative sentences. fayan manggala yuda galutama still does a mistake on creating questions and smart journal volume 2 no. 1, januari 2016 hlm. 60-66 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 66 efa salfiya got difficulties to make negative sentences. secondly, the increase of the score can be gained on the students’ work. students’ average score is 72. at the end of cycle 2 the work of the students are 8 posters (excellent), 17 works (good), 7 works (fair), and 2 works (bad). the two works are the works of ernawati and rizqi irfangi. thirdly, the questionnaire also shows that the students’ interest on writing poster is 37 (easy). 4. conclusion based on the data of the action research it can be concluded that esa sequence can improve the students’ ability and interest on writing advertisement and poster. the ability to write advertisement (poster) is indicated by the score of linguistic competence test and the assessment of the students’ works. the linguistic competence test get improved from 58 (pre-cycle) to be 66 (cycle 1) and 70 (cycle 2). the score f the students’ work get increased from 53 (precycle) to be 63 (cycle 1) and 72 (cycle 2). the interest is indicated by the score of the questionnaire. it get increased from 22,3 (pre-cycle) to be 33,5 (cycle 1), and 37 (cycle 2). 5. reference dixone, michelle. (2010). ‘how to write good eyecatching advertisements’ dalam http://www.ehow.com/how_493339 1_write-good-eyecatchingadvertisement.html finley, irene. (2010). ‘how to do a report with posters for an elementary school projects’ dalam http://www.ehow.com/how_770058 0_do-posters-elementary-schoolproject.html harmer, jeremy. (2001). how to teach english. essex: longman pearson education limited. richards, jack c dan willy a. renandya. (2002). methodology in language teaching. cambridge: cambridge university press. http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html http://www.ehow.com/how_4933391_write-good-eyecatching-advertisement.html jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 67 the analysis of students’ text in cooperative learning on the students’ recount text mastery fitri wulandari english education departmen of stkip muhammadiyah pringsewu, lampung. email: adwaafaf@yahoo.co.id abstract this study investigated the effects of students’ text in cooperative learning on students’ recount text mastery, and on their perfomance in their fisrt year classes at college. seventy first year students of english education department stkip muhammadiyah pringsewu lampung (stkip-mpl) in the academic of year 2014/2015 and a lecturer in the english education department of stkip-mpl participated in this study. the data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews. descriptive statistics were used for analysis of the data coming from the questionnaire. results indicated that students’ text in cooperative learning has some positive effects on students’ reading comprehension and on their perfomance in their first year classes at college. keywords: students’ text, cooperative learning, recount text, reading comprehension 1. introduction nowadays, the government policy is using genre approach in teaching and learning english. swales (1990: 33) states that genre refers to a distinctive category of discourse of any type, spoken or written, with or without literary aspiration. because of the reason above, the main material that has to be delivered to the students is a text. as what canale and swan in richards and rodgers (1993: 71) say, there are four dimensions of communicative competence. they are grammatical competence, sociolinguistics competence, discourse competence, and strategic competence. one of the communicative competence dimensions is discourse competence. related discourse competence, in teaching and learning english the students must be able to interpret massage element in terms of their interconnectedness and how meaning is represented in relationship to entire discourse text. harmer (1998: 68) states that an english teacher has an important job that is teaching students to read english text. he says that it is important part of teacher’s job because many of the students want to be able to read texts in english either for mailto:adwaafaf@yahoo.co.id smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 68 their careers, study purposes, or simply pleasures. reading texts provides good models for english writing. when a teacher teaches the writing skill, he or she will need to show students a model of what she is encouraging them to do. reading text also provides opportunities to study language including vocabulary, grammar, and punctuation, and to study the way of constructing sentences, paragraph, and texts. in line with the theories above, in the buku panduan akademik for english department of stkip-mpl, one of the program of teaching and learning english as a foreign language is focused on objectives to develop students’ skills in listening, speaking, reading, and writing. the students are expected to achieve competencies to communicate orally and written by using suitable language variation, fluently and accurately in interaction or monologue in the form of descriptive, recount, narrative, procedure, and report. the focus of learning english is to achieve the ability to communicate meaningful, purposeful within form of oral or written text. to raise the goal, the students must understand the text, its purpose and features. the purpose of this study was to examine the effect of students’ text in cooperative learning on the students recount text mastery in reading class. students’ text means that the text discussed in teaching process is coming from the students. the students are allowed to find their own favorite text to be a main discussion in the class; therefore they will be interested in the discussion. the students will have good motivation to learn if their needs are fulfilled. maslow in elliot and friends (2000: 335) mentions that there are five basic needs. one of them is that people in this case students need for selfactualization. tendency (in spite of the satisfaction of lower needs) feel restless unless we are being all that we can be. encourage students to recognize their potential and guide them into activities that will enable them to feel both competent and fulfilled. major problems of students in comprehending reading text were as follows: first, the students have difficulty in finding the main idea of the text. it means that the students do not understand the whole idea of the text; second, the students have difficulty in finding the supporting ideas; third, the students have smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 69 difficulty in getting meaning of the word, phrase, and sentence. it causes students’ difficulty in getting the messages of the text so it is difficult for students to find the main idea of the text; fourth, the students have difficulty in understanding the text organization. those problems caused by the texts are not interesting. texts are only from the students’ books as the source of material to find the text in teaching process. the lecturer seldom asks the students to get or to choose their own text to be discussed in teaching process. by investigating the students and lecturer perception related to the students’ text in cooperative learning, this study aimed at shedding light on the effects of students’ text in cooperative learning on students’ recount text mastery, and on their perfomance in their fisrt year reading class at college. the study addressed the following research questions in particular:what are the perceptions of the first year students of english education department related to the effect of students’ text on their recount text mastery and on their perfomance in their first year reading class at college? what are the perceptions of the lecturer teaching at english education department of stkip-mpl related to the effects of students’ text on students’ recount text mastery and their perfomance in the reading class they took in their first year at college? 2. research method participants the participants of this study were 70 (62 females and 8 males) first year students of english education department stkipmpl and 1 lecturer who lecturing at reading class at english education department of stkip-mpl. instruments and data collection the data of this study came from two sources: a structured questionnaire and a set of semi-structured interviews. the questionnaire used in the study was developed by the researcher. in the development process of the questionnaire, to ensure the validity and reliability, first of all, the researcher review the relevant literature and examined the questionnaires designed for similar purposes. then, the first draft was sent to two experts to be reviewed in order to ensure the content validity of the questionnaire. following the suggestions from the experts, the first draft of the questionnaire was revised and the smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 70 necessary changes were made in the second draft. the second draft of the questionnaire was piloted on 30 students. those 30 students who were administered the second draft of the questionnare were not included in the group of 70 who were given the final version of the questionnaire. the main purpose of piloting the second draft of the questionnaire was twofold: (a) to test the internal reliability of the instrument, (b) to foresee the possible problems that can be encountered in the administration process do to the wording of the items. for the first purpose, cronbach’s alpha coeficient was calculated to see the internal reliability of the questionnaire the coefficient was found to be 77, which indicates a good internal reliability for the questionnaire. for the second purpose, in order to ensure the clarity of the questionnaire items, some minor changes in the wording of the items were made considering the problems encountered during the pilot study. the final version of the questionnaire focused on the participants’ opinions related to the effect of the students’ text in cooperative learning on their recount text mastery and their perfomance in their first year class at college. the questions in this section were answered on a fivepoint scale of agreement, from 1 (strongly disagree) to 5 (strongly agree). the final version of the question is given to 70 participants. the interview questions used in this study were developed by using similar procedure with the development of the questionnaire items. data analysis descriptive statistics were used for analysis of the data coming from the questionnaire. namely, participants’ answers to each question were calculated in term of frequency and procentages. to aid analysis of the data and interpretation of the results, points 1 and 2, and points 4 and 5 of the five-point likert-scale were combined during the data analysis procedure. statistical sciences (spss) was used for computing all the descriptive statistics and cronbach’s alpha coefficient. regarding the data from the interviews, all the interview sessions were audio recorded and transcribed. transcriptions were analyzed and categories in the light of the research questions of the study. first, the main categories were defined in the transcribed data, and then, the data were read and re smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 71 read for the further analysis and categorization (mackey & gass: 2005). 3. findings and discussion following the order of research questions given at the end of the first section, this section of the paper presents the results of the study. result from the questionnaire are reported in terms of frequencies and procentages. all the interview extracts used in this section were translated into english by the researcher. students’ perceptions related to the effects of students’ text in cooperative learning on them the second research question of this study asked students’ perceptions about the effects of students’ text in cooperative learning on their recount text mastery, and their perfomance in the reading class they took in their first year at college. the result presented the frequencies and procentages of the answers given to the questionnaire items regarding the second research question. being consistent with the answers given in the section on recount text mastery and areas empasized in the learning process , results in in the table appear to indicate that the majority of the students think that their learning in their last year at high school sharpened their recount text mastery. also, again, the majority of the students agree or strongly agree with the idea that the learning process using students’ text in cooperative learning helped them a lot with their recount text mastery in their reading class of the first year at college. furthermore, most of the participants strongly agree or agree with the idea that students’ text in cooperative learning helped them in understanding the text in the first year at college. interviews with the students revealed similar result. students generally think that the using and the learning process using students’ text in cooperative learning have had some positive effects on their reading skill, especially, on recount text mastery. the following extracts from two different interviewers demonstrates how they see the effects of students’ text in cooperative learning on their recount text text mastery in their first year at college: i think i can say that students’ text had some good effects in term of finding specific information, main idea, communicative purpose, language feature, and generic smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 72 structure of language feature of recount text....however, the learning process using cooperative learning was a valuable learning experience in my first year at college. the learning process using students’ text in cooperative learning had a lot impact in the reading class and my social life positively in my first year at college.....reading class become very enjoyable with students’ text in cooperative learning... the result showed that most of the students do not think that using students’ text in cooperative learning was a valuable learning experience for them and that it affected their reading skills, especially, in recount text positively. in addition, a great majority of the students (70,6)% strongly disagree or disagree with the idea that students’ text affected their ability in finding meaning of the word in recount text. furthemore, 72% of the students strongly disagree/disagree with the statement that learning process using students’ text affected their social life and their perfomance in their first year at college. lecturer’s perception related to the effects of students’ text in cooperative learning the research question of this study also asked the perception’s of the lecturer who lecturing reading of the students in the first year at english department of stkip-mpl related to the effects of using students’ text in cooperative learning on students’ recount text mastery and their perfomance in their perfomance in the reading class of the first year at college. the data to answer this question collected through interviews with one lecturer who lecturing at reading class. regarding the effects of the students’ text in cooperative learning on students of the first year at english department stkipmpl, the lecturer stated that the students’ text in cooperative learning has a positive impact on students’ recount text mastery. in general, she said that since the learning process places a great emphasis on facilitating the development of interest, lecturer should structure their classroom around goals such as inviting students to participate in meaningful projects with connections to the world outside of the classroom, providing activities that involve students needs and provide them developmentally appropriate challenges, smart journal volume 2 no. 1, januari 2016 hlm. 6773 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 73 allowing students to have a major role in evaluating their own work and in monitoring progress, facilitating the integration and use of knowledge, and learning to work cooperatively with other students. following is an extract from the interview with the lecturer: generally, the activity using students’ text gave great facilities of the development their interest...because it was very challenging for them. they were really enjoy in doig their projects.... students’ text in cooperative learning also integrated the use of knowledge and learning...students had much time to evaluate their own work and monitoring their progress... 4. conclusion in light of what has been discussed above, the results of this study indicate that students’ text in cooperative learning has some positive effects on students’ recount text mastery and their perfomance in their first year reading class at college. 5. reference elliot, et al. (2000). educational psychology: effective teaching learning. boston: mc grawhill. harmer, jeremy. (1998). how to teach english. london: pearson education limited mackey, a. & gass, s.m. (2005). second language research: methodology and design. mahwah, nj: lawrence elrbaum richards, c. jack. rodgers, s. theodore. (1993). approaches and methods in language teaching. cambridge: cambridge university press. swales, m. john. (1990). genre analysis. cambridge: cambridge university press. (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 40-48 p-issn: 2356-2048 e-issn: 2356-203x 40 an analysis of code-switching used by the teachers of english at sma negeri 1 palembang sri yuliani1) latifah handayani2) 1) 2) faculty of teacher training and education, university muhammadiayah of palembang e-mail correspondence: nyimasyuliani71@gmail.com abstract the objectives of the study were to find out the types of code-switching used by the teachers of english at sma negeri 1 palembang during the teaching process and the motivation of the teachers in using code-switching. the method of this research was descriptive research with a qualitative approach. the result of the study found that there were twenty data which classified, namely metaphorical, situational and conversational code-switching. the most often type of codeswitching that the teachers used during teaching were conversational code-switching. their motivation was the teacher wanted to give a clearer explanation to the students. keywords: an analysis, code-switching, teachers of english introduction english is an international language in a global sense. it has become the popular language that is learned by most people in many areas. countries all over the world use english as their first foreign language. therefore, english is taught as the first foreign language in all levels of schools and language courses. it develops and achieves the communicative competence and perspective of the discourse. in the globalization era, where worldwide interaction happened, it is quite common for people to use two or more languages as a communication medium. when many members of society can speak more than one language, they do not always stick to the language that they know. they can shift to use and switch two or more languages in a conversation. nowadays, the phenomenon of code-switching is not a strange thing for indonesian people, especially for those who live in urban areas. it is caused by the progress of era and human being's life, including the language that people used. mailto:nyimasyuliani71@gmail.com an analysis... 41 recently, it can be seen that indonesian people not only speak their language. but also foreign languages such as french, japanese, and particularly english. it is proven when people mix or switch their language into another language such as in certain places, like trading market, workplace, business place and even at school or campus. this phenomenon happens because of some motivations. some of them are: to express his/her feeling to compensate for the deficiency, to express solidarity with a particular social group, and to convey his/her attitude to the listener. the phenomenon of code-switching mostly happened in daily conversations such as in advertisements, broadcasts, tv programs, and even in the teaching process. according to mahootian (2006), code-switching is a linguistic phenomenon commonly occurring in biand multilingual speech communities. people who switch the language should have purposes, such as to quote someone, qualify message, emphasize, convey anger, and annoyance, mark, and emphasize group identity. meanwhile, code-switching is a phenomenon when there are two or more languages exist in a community and it makes speakers switch from one language to another language. (hornberger & mckay, 2010). furthermore, wardhaugh (2006:100) states that code-switching is a phenomenon that is limited to bilingual or multilingual situations. it can only be found in bilingual or multilingual speech communities. furthermore, code-switching is viewed as a bilingual /multilingual practice that is used not only as a conversational tool but also establishes, maintains, and delineates ethnic boundaries and identities. it means that code-switching is not only to convey a conversation’s activity but also to cover all aspects of social meaning. code-switching occurs when a bilingual uses an alternative way between two or more languages during his/her speech with another bilingual. it is because bilingual people tend to switch the code from one language to another, especially when the languages they know are used in their environment. it means the use of code-switching depends on the speech community. when a conversation happens among bilingual people, a dominant language plays an important role in accessing their two own languages, for example, two english department students who are in a conversation about a grammar lesson. as a student of the english department, they know how to speak indonesian and english. when they are sri yuliani... 42 talking, they can switch the language from indonesian to english or from english to indonesian during their speech to get a better understanding of the lesson. in this case, they tend to use the indonesian language rather than english as a second language they study. according to wardhaugh (2006), there are some types of code-switching, namely: a). situational code switching situational code-switching occurs when the speaker uses one language in one situation and a different language in a different situation, and it does not involve the change of the topic. jendra (2010:76) states that situational code-switching occurs when the situation change that causes the bilingual to switch from one code to another one. b). metaphorical code switching metaphorical code-switching happens when there is a chance of the topic influencing the use of different codes. the codes are always changed because of the topic. it depends on the perception's change; formal to informal, official to personal, serious to humorous, and politeness to solidarity. c). conversational code switching conversational code-switching presents in situations where codes are compartmentalized or politically charged and it fails to explicitly define the link between code choice and social meaning. in this case, the researcher tried to investigate the code-switching phenomenon between english-indonesia which was found in the teaching process of teachers of english at sma negeri 1 palembang. in this case, the researcher chose sma negeri 1 palembang because this school is the best one in south sumatra. the researcher also chose the teachers of english because the teachers are expected to use english when they are talking to their students in class. the teachers have some motivations to use codeswitching during teaching. therefore, in this research, the researcher would investigate the types of code-switching uttered by the teachers and the motivation of using it. the importance of this study was to investigate the teachers' motivations in using codeswitching in class. an analysis... 43 in general, the purpose of this research was to get further information about the application of code-switching by teachers of english during a teaching at sma negeri 1 palembang. specifically, the purpose of this research was to identify the types of codeswitching which are found in the teaching process and also to know the motivation of the teachers in using code-switching during teaching. research method in conducting this research, the researcher used descriptive research with the qualitative approach as a method focusing in how to manage a study descriptively. this research described code-switching used by teachers of english during teaching. the researcher described systematically and factually the language fact found in the data. in this case, the researcher described the types of code-switching and the motivations that influence code-switching used by teachers of english during teaching. according to arikunto (2010:173), the population is all investigation subjects. the population of the investigation consisted of all teachers of english at sma negeri 1 palembang. in choosing the sample, the researcher used the purposive sampling technique because the data chosen are based on certain considerations. a sample is a subgroup of the target population that the research plans to study for generalizing about the target population (creswell,2005:146). according to palys (2008), purposive sampling signifies that one sees sampling as a series of strategic choices about with whom, where, when, and how one does one’s research. this statement implies that the way the researcher must be tied to their objectives. next, purposive sampling is different from convenience sampling in that the researcher does not simply study whoever is available, but uses his or her judgment to select the sample for a specific purpose (wallen and fraenkel, 1991:127). the sample was three teachers of english who teach at the tenth, eleventh, and twelfth grades students at sma negeri 1 palembang. in collecting the data, the researcher used the observation method. this method is followed by some steps, which we’re the recording technique and note-taking technique. all of the teachers' speech is transcribed with a 'narrow transcription system'. this system is used because the reporter of research only examined the linguistic input at the level of morphology and syntax so that the addition of diacritical sri yuliani... 44 symbols would not make a difference in the analysis. so the data was taken by recording ca conversations in the teaching and learning process of each teacher of english for one hour with a duration of about 45 minutes in an hour. to know teachers' motivations in using code-switching, the researcher interviewed the teachers. the researcher interviewed them by recording technique. they had to answer the questions about their motivation to use code-switching during teaching. some steps that were used in collecting the data were as follows: 1), recording the conv the data was analyzed by identifying the use of codeswitching by the teachers of english, classifying the types of code-switching used by the teachers of english based on wardhaugh, and calculating the percentage of types of codeswitching that commonly used by the teachers, based on the formula: p = f n x 100% p= percentage f= frequency of types of code-switching n= number of sample findings and discussion data analysis that has been gathered from three respondents showed that language used by the teachers when they taught english, namely english and bahasa indonesia. data was collected from recording the conversation between teachers and students in the teaching and learning process and also interviewing the teachers about their motivation to use code-switching during teaching. the researcher chose three teachers of english as the objects of this study. the first teacher taught at the tenth-grade students, the second teacher taught at the eleventh-grade students, and the last teacher taught at the twelfthgrade students. the two of these research questions were answered based on the participants of the study. the first research question related to the types of code-switching that were commonly used by the teachers of english during teaching was answered by recording the conversation in the teaching and learning process of each teacher of english for one hour with a duration of about 45 minutes in an hour. meanwhile, the second research question was about the motivations of the teachers of english to use codean analysis... 45 switching during teaching is answered by interviewing them. there were three questions that they had to answer during the interview. the researcher started by asking them about why they used code-switching during the teaching process after that the researcher asked about the reasons to use code-switching during the teaching and learning process. then, the researcher continued by asking them whether they think code-switching was important or not used in the teaching and learning process. the researcher analyzed the types of code-switching used by teachers at sma negeri 1 palembang. as the result of the analysis, the researcher found twenty data that were classified into three types of code-switching. based on the result, it was found that the common types of code-switching that the teachers used during teaching were metaphorical code-switching were 10%, situational code-switching was 20% and conversational code-switching was 70 %. the most frequent type of code-switching that the teachers used during teaching were conversational code-switching. it happened because most of the teachers switched their language without changing the topic and the situation at the time. besides, the teacher used this switch to reiterate her message or to make the explanation clearer. then, followed by situational code-switching that was caused by the language used to change according to the situation that the teachers found, and the last type was metaphorical code-switching which is caused by the topic and the situational changes that require the changes of language used by the teachers. the motivation of using code after interviewing the teachers related to their motivation to use code-switching during teaching, the researcher found interesting answers from the participants of this study. the researcher found that some motivations caused the switch of the language used by the teachers. firstly, the teacher has been influenced by the students. the teacher switched her language because the student has switched his/her language to another language first. thus, the student was considered as an interruption to the teacher. in addition, the interruption disturbs the teacher's concentration in using english when the teacher was explaining something. secondly, the teacher wanted to give a clearer explanation to the students, because the student seemed confused about what the teacher has explained before. in line with ansar (2017), when the teacher teaches a foreign sri yuliani... 46 language code-switching also become a strategy learning to develop the students skill in the english language, and the beginning meets the teacher uses the target language when they explain material and they switch again to indonesia to make sure understood for the students. then, the teacher switched her language because she wanted to make a joke or sense of humor intake the situation in the class became become one. thus, the students can relax and enjoy studying. then the teacher switched her language because she wanted to express her feeling to the students. another reason the teacher switched her language was that she wanted to emphasize the student's answers to make the students feel comfortable with their answers. not only emphasize but also to stress his/her utterance toward the students. besides, the teacher switched her language because she wanted to compensate for the deficiency, for example, the teacher forgot some english terms, therefore, to fill that blank she used the indonesian language. sometimes the teacher wanted to bring the students under his/her consideration to make it the students easier catch the main point of the lesson. finally, the teacher switched her language because she wanted to do clarification. the teacher switched her language to clarify her sentences that made the students confused. with the clarification, the students gain clarity about what is meant by the teacher. so, there would be a misunderstanding as the result of the analysis, the researcher found twenty data that are classified into three types of code-switching. based on the result, it is found that the common types of code-switching that the teachers used during teaching were metaphorical code-switching, situational code-switching, and conversational code-switching. the most often type of code-switching that the teachers used during teaching were conversational codeswitching. it happened because most of the teachers switched their language without changing the topic and the situation at the time. besides, the teachers used this switch to reiterate his message or to make the explanation clearer. then, followed by situational code-switching that was caused by the language used to change according to the situation that the teachers found, and the last type was metaphorical code-switching which is caused by the topic and the situational changes that require the changes of language used by the teachers. an analysis... 47 conclusion regarding the findings, the researcher had some conclusions which could be described. from the analysis through the paragraph above, the researcher found twenty data that were classified into three types of code-switching. based on the result of the study, it was found that the common types of code-switching that the teachers used during the teaching process were metaphorical code-switching, situational code-switching, and conversational code-switching. the most often type of code-switching that the teachers used during teaching were conversational code-switching. then, was followed by situational code. the last type was metaphorical code-switching. meanwhile, some motivations caused the switch of the language used by the teachers. firstly, the teacher has been influenced by the students. secondly, the teacher wanted to give a clearer explanation to the students, because the student seemed confused about what the teacher has explained before. then, the teacher switched her language because she wanted to make a joke or sense of humor to make the situation in the class become an informal one. then, the teacher switched her language because she wanted to express her feeling to the students. another reason the teacher switched her language was that she wanted to emphasize the student's answers to make the students feel comfortable with their answers. besides, the teacher switched her language because she wanted to compensate for the deficiency, for example, the teacher forgot some english terms, therefore, to fill the blanks, she used the indonesian language. the teacher switched her language because she wanted to do clarification. finally, it can be concluded that switching from english to indonesia or other languages can also able be employed in english conversation classrooms. the teacher employs code-switching to minimize either students’ miscomprehension of the lesson or students’ difficulties in understanding the english lesson given by the english teachers in the classroom. sri yuliani... 48 references ansar. a fithrah. (2017). code-switching and code mixing in teaching-learning process. journal of tadris bahasa inggris. vol 10 (1), 29-45. arikunto, suharsimi. (2010). prosedur penelitian suatu pendidikan praktik. jakarta: rineka cipta creswell, john w. (2005). educational research, usa: merrill prentice hall. hornberger, n.h..,&mckay, s.l. (2010). sociolinguistic and language education. great britain: short and run press. jendra, made iwan indrawan. (2010). sociolinguistics. the study of societies’language. yokyakarta: graha ilmu. palys, t. (2008). purposive sampling. in l, m. given (ed) the sage encylopedia of qualitative research methods (vol.2). los angelos. wallen, norman e. (1991). educational research: a guide to the process. united states of america: mcgraw-hill, inc. wardraugh, ronald. (2006). the introduction to sociolinguistics. oxford: basil blackwell ltd. jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 52 the influence of vocabulary journal in teaching students’ vocabulary mastery dian rakhmawati english department of stkip muhammadiyah pringsewu email: dyanrakhma@yahoo.co.id abstract the aims of this research is to find out the influence of vocabulary journal as media in teaching student vocabulary at the eighth grade students of smp al-fajar. the quantitative method was conducted and this research is a population research, because all the member of population is taken as sample, which consisted of 30 students of eighth grade. to collect the data, the writer used pre-test and post-test, then the vocabulary test was used as the research instrument. to know whether there is an influence, the writer analyzed the data by using paired-sample t-test.the result shows that there is significant influence of vocabulary journal in teaching students’ vocabulary mastery. keywords: influence, vocabulary journal, students’ vocabulary mastery 1. introduction english is important for indonesian in order to face the development of the world. it has also been a compulsory subject to the indonesian learners from junior high school up to university. the students should have four language skills such as listening, speaking, reading and writing. there are also language components; vocabulary, spelling and structure. the communication among people from different countries requires an international language which can be understood by other people easily. english has been the most widely used as an international language. and now the demand of english as tool of communication among people in the world is getting broader. one of the elements of language that is important is vocabulary. most of the students fail on the examinations because they are low on mastering vocabulary. the limitation of vocabulary makes them confused about what they have to say or write. without a sufficient understanding of words students cannot understand others or express their own ideas. schmitt (2000) stated that vocabulary is important across the curriculum from language arts and social studies to mathematics and science. it is intimately connected to both effective mailto:dyanrakhma@yahoo.co.id smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 53 reading and writing skills, and these skills in turn are necessary for doing well in school. vocabulary has many advantages, such as , it gives the student ability to say what he or she means. by having several words at their disposal for describing an event or emotion, they can be explicit when sharing their ideas and opinions. it helps the student understand what other people are saying and what she/he is reading. vocabulary is the foundation for comprehension. unfamiliar words become holes in the text, preventing the student completely understanding what he or she has just read. it bolsters their ability to grasp ideas and think more logically. the greater number of words that student has, the more he or she can interpret ideas from others, and express their own ideas. it boosts students’ power of persuasion. having a rich vocabulary will help the students communicate in a more engaging way. relying on one or two words to describe an idea will be repetitive and not as persuasive, as relying on a vocabulary of 10-15 similarly descriptive terms. it helps the students make a good impression on others. how articulate the student is constitutes a big part of the impression she or he makes on others. vocabulary is part of relationships on language. it is the main element of language because human will do nothing for increasing language into practice without any words or vocabulary. it is relevant with schmitt (2000) statement, he says that with grammar very little can be conveyed, and without vocabulary nothing can be conveyed”. vocabulary is of the components of language and that no language exists without words. words are sign or symbol for ideas; they are the means by which people exchange their thought. vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and wordlearning strategies, nation (2008). vocabulary is central to english language teaching because without sufficient vocabulary students cannot smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 54 understand others or express their own ideas. nation (2008) said that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed. as schmitt (2000) said that learners carry around dictionaries and not grammar books. teaching vocabulary helps students understand and communicate with others in english. learning vocabulary is a very important part of learning a language. the more words you know, the more you will be able to understand what you hear and read; and the better you will be able to say what you want to when speaking or writing. the vocabulary we know can be divided into two groups passive vocabulary and active vocabulary. passive vocabulary contains all the words that you understand when you read or listen, but which you do not use (or cannot remember) in your own writing and speaking. active vocabulary is all the words you understand, plus all the words that you can use yourself. the writer saw that the level of vocabulary mastery of students at smp al-fajar is still low. they felt difficult in comprehending the english text and difficult in memorizing the new words. when the students have difficulties in receiving the lesson, a teacher should be creative to create the attractive teaching learning process. one thing that a teacher can do to utilize media as a mean of teaching pictures and other visual aids are essentials but represent “old fashioned” but effective teaching aids. brown (2001). there are so many techniques that can be used to teach vocabulary for the students, one of them is vocabulary journal. a dugan (2010) stated that vocabulary journal is an ongoing personal collection of key vocabulary terms that can be pre-taught by the teacher or self-selected by the student. in addition to recording the word and definition, vocabulary journals also ask the student to enter additional information such as an illustration, example of use, and synonyms/antonyms to deepen their understanding of the word as well an ensure that the student will use the word in their speaking and writing. vocabulary journals are extremely flexible and can be used effectively across grade levels and subject areas since students encounter both highfrequency vocabulary. using a vocabulary journal can also increase the smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 55 engagement and motivation that students have in mastering vocabulary since the information is personally entered by the student and can be used as their own personal reference both inside and outside of the classroom, dugan (2010). vocabulary journal is a note-taking strategy for learning new vocabulary that uses a three-column format for definitions, examples, and a visual cue. dugan (2010) the journal provides students with a structure to record new vocabulary as it is reinforced throughout a lesson or unit. students also practice the skill of determining importance in this activity. while reading, students note unfamiliar words from the text. students then work in teams to review all of their individual lists and determine which words may be essential to understanding the focus of the unit. the teams report out and defend their word selections to the whole group. words are recorded on the board or chart paper. the teacher modifies the lists by deleting less important words or adding important words that were missed and explains the rationale for the deletion and additions. the resulting list now becomes part of the students’ vocabulary journals. 2. research method creswell (2008) states, "research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue". it consists of three steps: pose a question, collect data to answer the question, and present an answer to the question. research plays a vital role in addressing these issues. through research we develop results that help to answer questions, and as we accumulate these results, we gain a deeper understanding of the problems. according to sugiyono (2010) experiment is a way to find a causal relationship between the two factors that deliberately appeared by researchers with eliminate or reduce or set aside other factors that interfere. experiment was always done with the intent to see the effect of the treatment. in this study, there is only one class as experimental group. this study uses pretest and post-test group design. in pretest and post-test design, observation is done twice, i.e. before and after treatment. first observation done before treatment is called pre-test and second observation done after treatment is called post-test (suharsimi arikunto, 2006). smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 56 a population is a set or collection of all elements processing one or more attributes of interest. the population of this research was the students of smp alfajar of the eighth grade, which consist of 30 students. suharsimi arikunto (2006) states that the population is limited and not too much subject. suharsimi arikunto (2006) maintains, if someone wants to observe the entire of the element in the research area, this research is called population research. in this research, all the member of population is taken as sample, which consisted of 30 students of eighth grade; therefore this is a population research. descriptive analysis is a technique uses by a researcher to describe the difference between before and after a treatment by using a simple descriptive statistics (sugiyono, 2010). the analysis was by mean, standard deviation, minimum and maximum score of both experimental and control class. inferential analysis is used to analysis two samples whose result of test represent the sample. there are two kinds of inferential analysis, parametric and nonparametric statistics. parametric is used if the data are normal, while nonparametric is used if the data are not normal (sugiyono, 2010). one of the base assumptions of statistic computation is that the data must fulfill the qualification of normal distribution. to analyze the normality distribution of the scores, the writer used kolmogorov-smirnov formula in spss in 16.0 for windows. there are two kinds of data collected from the procedure of data collection. they are the scores of pre-test and the scores of post-test of vocabulary. according sugiyono (2010: 274) data can be analyzed by giving the quantitative data. the writer uses pairsamples t-test formula in spss 16.0 for windows to know the influence of the vocabulary journal as media in teaching vocabulary mastery. 3. findings and discussion pre-test the obtained scores of pretest was analyzed by using spss 16.0 for windows to find the mean, the standard deviation, the maximum score, and the minimum score. the computation data distribution of pre-test is shown in table 1 table 1 data distribution of pre-test participants mean standard minimum score maximum score deviation 30 63.66 5.48 54 70 smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 57 in this research, the total numbers of the students is 30. the table above shows that the highest score in the pretest was 70 and the lowest score was 54. the mean score in the pretest was 63.66 and the standard deviation was 5.48. post-test the obtained scores of post-test was analyzed by using spss 16.0 for windows to find the mean, the standard deviation, the maximum score, and the minimum score. the computation data distribution of post-test is shown in table 2. table 2 data distribution of post-test participan ts mea n standar d minimu m score maximu m score deviatio n 30 73.4 3 4.98 58 81 in this research, the total numbers of the students is 30. the table above shows that the highest score in the post-test was 81 and the lowest score was 58. the mean score in the post-test was 73.43 and the standard deviation was 4.98. normality a normality test is used to analyze whether the data distribution is normal or not. it is decided to use 0.05 for the significant value in this test. the normality test was conducted by using kolmogorov-smirnov formula test in spss 16.0 for windows. the result of the normality test for the pre-test and posttest can be seen in the following table. table 3 the normality test result of the pre test and post-test sig pre-test 0.405 post-test 0.241 after the pretest scores had been calculated by using liliefors (kolmogorov-smirnov) formula in spss 16.0 for windows, the researcher found that the probability (asymp.sig.) of the pre-test was 0.405 which was higher than the level of significance (0.05). however, since the probability (p) is lower than the level of significance (0.05), the null hypothesis is accepted. while if the probability (p) is higher than the alpha, so the null hypothesis is rejected. based on the description above, it can be concluded the students’ score in the pre-test were normally distributed. and for post-test, the probability (asymp.sig.) was 0.241 which was higher than the level of significance (0.05). it means that the null hypothesis is rejected in other word the students’ score in the post-test were normally distributed. smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 58 3.4 hypothesis testing to prove the influence of using vocabulary journal as media in teaching vocabulary mastery, the writer used paired sample t-test formula in spss 16.0 for windows. the result of the t-test is described in the table below: table 4 the result of t-test resource to tt df p(sig.) result pre-test and post-test 11.020 2.048 28 0.000 significant different according to the table above, it shows that tobserved was higher than the ttable (11.020>2.048), with degree of freedom 28 and level of significance 0.05. in other word, the probability (asymp.sig. 2 tailed) was lower than the level of significance (0.000 < 0.05). because t observed > t table and p < 0.05, it can be concluded that the null hypothesis of no difference was rejected. this result indicated that after the vocabulary journal was used to teach student vocabulary, the obtained of posttest scores were significantly different with pre-test scores. in the other words, there is a significant influence of vocabulary journal as media in teaching vocabulary. 4. conclusion based on the results of the study show that the students’ posttest scores is significantly difference with their pretest scores. the students’ pre-test score is higher than their pre-test score with the mean ( 73.43 > 63.66). and in the table of paired sample t-test, t observed is more than the t table (11.020>2.048), with degree of freedom 28 and level of significance 0.05. in the other words, the average scores of the pre-test and posttest were significantly different. it means that vocabulary journal that was used as media in teaching vocabulary has given good influence for the students especially in learning new words. moreover, this strategy will help the teacher in improving the students’ vocabulary and in memorizing the new words. in addition, vocabulary journal is interesting media that consist of some column , including the word, the definition, the example and the picture. 5. references arikunto, suharsini. (2006). prosedur penelitian: suatu pendekatan praktek (edisirevisi vi). jakarta: pt. rineka cipta. smart journal volume 2 no. 1, januari 2016 hlm. 52-59 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 59 brown, h. douglas. (2001). teaching by principles (an interactive approach to language pedagogy). new jersey: prentice-hall. inc. creswell, john.w. (2008). educational research: planning,conducting and evaluating.usa: pearson. dugan, christine. (2010). strategies for building academic vocabulary in science. huntington beach: shell education. nation, i.s.p.(2008). teaching vocabulary: strategies and technique. boston: heinle. schmit, h. nobert. (2000). vocabulary in language teaching. united kingdom. cambridge university prress. sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung : alfabeta. jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 33 an analysis of different politeness expression in showing apologizing humaira 1 ), siti lamusiah 2 ) 1 faculty of teachers training and education (fkip), muhammadiyah university of mataram mairamoe@yahoo.com 2 faculty of teachers training and education (fkip), muhammadiyah university of mataram lamusiah.siti@yahoo.com abstract this study supposes to know the different expression of the students when they showing apologizing and also analyze more deeply about their culture background. it is affected their apologizing expression or not. it analyzed by descriptive qualitative approach with 19 students from different culture as participant in postgraduate state university of semarang. the results of analysis are; every culture differs from each other in their politeness of showing apologizing even though not really significant. different background of culture is one of the important things that make people differ in particular expression. key words: politeness, apologizing, expression, and expressive speech act. 1. introduction searle (1969) as cited in mey l j (1993: 151) affirms that when we speak we are performing speech acts, acts such as making statements, giving commands, asking questions, making promises and so on. he suggests that these acts are performed in accordance with certain rules for the use of linguistic elements. still, according to searle the goal of spoken interaction is to communicate things to the hearer by getting him/her to recognize the intention that one has to communicate those things. the speaker then must achieve the intended effect on the hearer by allowing him/her to recognize his/her intention to achieve that effect. once, the hearer recognizes the intention of the speaker to achieve an effect this is generally achieved. what the speakers intend to achieve related to hearers‟s response has strong relation with how speakers deliver the speech in what we called politeness. terms “politeness” has became an issue since 1970s. this term represents the action and willingness to be pleasant to one and other. basically, there was no written standard of level in politeness, and how to judge people more polite than other. sometimes we found one group more emphasis in their talk rather than other groups. as example in indonesia, different culture of indonesia might mailto:mairamoe@yahoo.com mailto:lamusiah.siti@yahoo.com smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 34 appears too much different belief about politeness itself. it can be concluded that something that we only can assess is about to what speakers say and to how their hearers react. that is why “politeness” then become one of the important field in pragmatic, especially in speech act discourse (thomas, 1995: 150). in the early discussed, politeness focused on investigating the utterances performanced by the speaker. it refers to how much politeness can be delivered by the speaker in expressing “the hierarchy of politeness”. based on brown and levinson (1987: 93) clarify two strategies in expressing the level of politeness. first, involve organization and ordering of the expression in utterances. example (1) if you don’t mind me asking, where did you get the dress?. (2) where did you get the dress, if you don’t mind me asking?. we may observe that according to the organization and ordering, the first uttarance may more polite than the second utterance. second, is about the performance of the speaker (face effort), the more speakers‟ face expends in facemaintaining behaviour, the more speakers‟ communicate his sincere desire. the act of communicating such an acknowledgment is politeness. face (brown and levinson, 1987) is assumed to be of two types: positive face, or they want to be approved of by others, and negative face or they want to be unimpeded by others. acts that run contrary to these wants threaten the face of the speaker (e.g. apologies) or the hearer (e.g. requests). certain acts of politeness, such as orders or requests, are intrinsically face-threatening (fta) and thus require strategic redress. the choice of appropriate polite expressions in a given context depends on a number of factors which brown and levinson have reduced to a simple formula: p = distance (d) of the speaker and hearer, the relative power (p) between them, and the absolute ranking (r) of the imposition in the particular culture. politeness conducted in some kinds of speech act and utterances, and apology is the most frequently utilized speech acts (farashaiyan & amirkhiz, 2011). brown and levinson (1987: 187) stated that an apology is the expression showed by the speakers to the hearers in order to requires the speakers to admit the responsibility for the same behaviour. goffman (1971) as cited in farashaiyan smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 35 & amirkhiz (2011) defines apologies as remedial interchanges used to reestablish social harmony after a real or virtual offence. he further claims that a successful apology has several felicity conditions the most important of which are for the apologizer to acknowledge an offense has taken place, to take responsibility for that offense, and, finally, to offer some compensation for reparation. the reason of the writer for choosing this topic is because with the rapid development of globalization, crosscultural communication has been a more and more important part in people‟s ordinary life. it becomes rather important about how to communicate properly and politely with people in different cultural backgrounds. moreover in indonesia that have too much cultural background. it indicates that different background of culture will impact in how people express their apologizing when they are trying to ask sorry to another. class c or rombel 3 conducted of students from different background of culture, they have own language and many differences in showing some expressions, in this case, the writer suppose to know the different expression showed by the students in rombel c when they ask apology in their classmates, and also if there are any different expression, what are the background of those expressions. so that, this paper try to investigate more about politeness in showing apologizing. the statements of problems stated as follows: (1) is there any different politeness showing by students in apologizing expression? (2) why students differ from each other in their showing apologizing expression? many researchers had conducted previous study that related to this research, cross cultural studies of apologies have been carried out by many researches: firsly, apology strategies of iranian undergraduate students done by dadkhah tehrani & omid rezaei, et al (2012). this study investigated the different primary and secondary strategies the iranian efl students use in different situations and the effect of gender on this. the results showed that the statement of remorse was the strategy most frequently used by male and female respondents across the sample, and female participants used this strategy more frequently than male participants. moreover the four primary strategies used by the male respondents were smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 36 accounts, compensation reparation, negative assessment of responsibility (30%, 20%, 15%, 15%, respectively), while those used by female respondents were compensation, showing lack of intent to do harm, accounts, reparation (20%, 20%, 15%, 10%, respectively). male respondents tended to use negative assessment of responsibility more than their females, counterparts (15% and 5%, respectively). female respondents used the strategy of promise not to repeat offense in 10% of the situations, while their male counterparts did not use this strategy at all. the second study conducted by wagner, l. c. (2012). this is an ethnographic investigation of naturally occurring apologies and politeness strategies in cuernavaca spanish was accomplished. the basic strategies and sub-strategies used by members of the cuernavaca speech community to apologize for a wide range of offenses were identified and discussed. both positiveand negativepoliteness strategies within the apology acts were noted. finally, the findings from this sample were compared with the findings of previously conducted studies on apologizing and politeness in other varieties of spanish. results from this investigation dispel brown and levinson‟s claim that negative politeness is the universally preferred approach for doing facework, and it is advocated that additional investigations of (ftas) and politeness using culturally-sensitive models of interaction be used. the third study was a descriptivecomparative analysis of apology strategies: the case of iranian efl and malaysian esl university students, carried out by farashaiyan & amirkhiz (2011). this paper describe and compare the apology strategies utilized by iranian efl and malaysian esl learners in confronting identical apology situations. for this purpose, data were elicited from 15 iranian and 15 malaysian students through a discourse completion tasks questionnaire. the participants were of the same language proficiency. results of the study showed certain similarities and differences in terms of frequency and typology of strategies used by iranian and malaysian students. the findings of this study might be of pedagogical help and significance to teachers, students and those interested in pragmatics in general and apology speech act in particular. smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 37 zhu and bao (2010) also studied about the pragmatic comparison of chinese and western “politeness” in cross-cultural communication. this paper analyzes the similarities and differences of chinese and western cultures from the aspects of connotation of “politeness”, its choice preference and the way of expression and clarifies that only by correct use of politeness principles can people get the best effect of communication. strategies of apologizing generally speaking, human beings apologize when they commit a transgression under a low or high obligation. to offer an apology one needs to use one or a combination of apology strategies in order to be impressive in a remedial exchange. they are the available devices of the apology exchangers in order to maintain the social equilibrium. brown and levinson (1987) imply that apologetic strategies are specific methods of approaching an offence, modes of operation for confirming or assuring of mutual solidarity and “planned designs for controlling and manipulating certain” speech acts. in the course of an ongoing interaction, apology makers recognize the degree of the offence, the relative power of the addressee over the addressor, the social distance, and the relative circumstance in order to revitalize the position of the previous event. fraser (1980) cited in a. eslami-rasekh & mehdi mardani (2010) said that apologies are rule-governed. for example, uttering “i'm really sorry”. it means that the offended person may either admit the apology or sorry for persuing person. the denial or acceptance of excuse may involve a set of strategies. if you apologize, you are respected and answered; if you are apologized, the rule states that you respond politely. in that case, you will be reverenced. the ability to interpret, give and respond to apologizing appropriately is a social skill which can add greatly to the language learners‟ opportunities to enter into friendly relationship with native speakers and incidentally gain needed practice in using the target language. 2. research method smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 38 this study using descriptive qualitative approach, the qualitative research is research which purposes for understanding the phenomena about what the subject feels, for example; habitual, perception, motivation, action, etc. this study is a non-experimental research. there was no administration or control group as it found in an experimental research and it was not directed toward hypothesis testing either. instead, it just attempted to get the information about something. apologies for instance, due to the fact that they appear to be context dependent, are very hard to record as natural talk. another disadvantage is the difficulty in controlling variables such as power, status, gender, and age difference between the participants. these apologies were also analyzed and compared according to the following variables: type of apology, degree of politeness in each cultural background, power relationship between hearer and speaker (symmetrical or asymmetrical), social distance, and settings. all of postgraduate students from class c pps unnes participated in this study as respondents. all were university students majoring in english. the writer observed directly about the interaction happened in the classroom. there were 19 students in rombel 3, they were come from kupang (ntt) 3 students, lombok (ntb) 2 students, padang (sumatera) 1 student, lampung 1 student, and other were javanese. this observation result analyzed descriptively based on some notes made by the writer when observed each student from different city. the apologizing expressions that investigated in this observation could be short massage send (sms), conversation and interaction happened in the classroom weather among student and other student in formal situation, also students‟ interaction in formal situation such as discussion or presentations. 3. findings and discussion based on the observation, the writer would like to present the result of observation in descriptive analysis related to the politeness of showing apologizing in rombel 3 postgraduate state university of semarang as follow: disarming apologies disarming apologies are those apologies that anticipate an offence and they are often issued in both sets of data before formulating a question, asking for smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 39 repetition of what has been said or before making a statement that is contrary to the one already formulated by the speaker. edmondson (1981) as cited in fahey, m. p (2005) sserts that disarming apologies are issued before a speech act that could be considered by the speaker inconvenient for the hearer or contrary to the hearer's views. these apologies play an important politeness role because they soften the threat to face and aim to maintain harmony with the hearer. disarming apologies are often easier to convey than remedial apologies because the latter involves a higher cost of face for the speaker. disarming apologies that showing by students from each city present in range 10%-100% on the table below: table 1 disarming apologies students from degree of disarming in percentage explanation javanese 90% very high lampung 80% intermediate padang 85% high kupang, ntt 75% enough lombok, ntb 75% enough remedial apologies remedial apologies are those apologies that are uttered after an offence has been committed. they are retrospective, supportive of the hearer and self-demeaning (aijmer, 1996: 99). the apologizer‟s main concern is the reestablishment of harmony with the hearer. the choice of a particular strategy or combination of strategies for conveying remedial apology supposes the consideration of the following variables: seriousness of the offence, relationship of power between the participants, and the consideration of setting. (fahey, m. p: 2005). the following table shows the findings regarding types of offences in both sets of data: table 2 type of offense student‟s cultural background seriousness of the offence relationship of power between the participants the consideration of setting javanese 85% 95% 80% lampung 85% 90% 80% padang 85% 90% 80% kupang, ntt 85% 90% 80% lombok, ntb 85% 90% 80% degree of politeness expressive speech acts are associated with positive politeness, which may be explained referring to the approval and modesty maxims of politeness. the agreement maxim requires „minimizing dispraise of other‟ and „maximizing smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 40 praise of other‟; the modesty maxims requires „minimizing praise of self‟ and „maximizing dispraise of self‟. the expression of politeness in showing apologizing seen from intonations, stressing, and the language choose in utterance to express “sorry, excuse me, i beg your pardon etc”, the different expression also shown from the way of telling and the face performance. based on the observation that the writer done, the writer presents that in percentage as follow: table 3 degree of politness cultural background intonation and stressing language choose expression javanese very soft very high polite lampung soft high polite padang soft high polite kupang, ntt soft enough high enough polite lombok, ntb soft enough high enough polite 4. conclusions according to the data presented above, it could be conclude that: 1. there are some different expressions from each student who came from different city in the rombel c; students from javanese usually more soft in intonation, stressing and language choose when they are ask sorry to one another. students from lampung and padang almost the same in their politeness and apologizing expression. then kupang and lombok found little bit differ from other city. even they are the same language choose in showing apologizing, but they differ when they use language especially in stressing and intonation. kupang and lombok sounds harder than other cities. 2. the differences of each students perform in their apologizing expression cannot separate from the background of culture which where they come from. java which is known well as cultivated people with the gentle language use, make the students and people from java are really soft in their expression generally. then other cities which are come from other culture such as kupang and lombok are little bit harder in their intonations and words stressing. 5.references aijmer, k. (1996). conversational routines in english. london: longman. smart journal volume 2 no. 1, januari 2016 hlm. 33-41 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 41 a.eslami-rasekh & mehdi mardani. (2010). investigating the effects of teaching apology speech act, with a focus on intensifying strategies, on pragmatic development of efl learners: the iranian context. the international journal of language society and culture. lsc-issue 30: 96-103. brown & levinson. ( 1987). politeness: some universals in language usage. cambridge: cambridge university press. dadkhah, t.m., rezaei, o & dezhara, s. et al (2012). apology strategies of iranian undergraduate students. english language teaching. vol. 5, no. 2; 93-100. fahey, m. p. (2005). speech acts as intercultural danger zones: a crosscultural comparison of the speech act of apologizing in irish and chilean soap operation. intercultural communication. issn 1404-1634, 2005, issue 8: 1-20. farashaiyan, a.,yasin, s. & amirkhiz, y. (2011). a descriptive-comparative analysis of apology strategies: the case of iranian efl and malaysian esl university students. english language teaching. vol. 4, no. 1; 225-229. mey, jacob l. (1993). pragmatic: an introduction. cambridge: blackwell publisher. thomas, j. (1995). meaning in interaction: an introduction to pragmatics. london: longman. wagner, l.c. (2012). positiveand negative-politeness strategies: apologizing in the speech community of cuernavaca, mexico. international journal of the sociology of language, 27: 93-109. zhu, j & bao, y. (2010). the pragmatic comparison of chinese and western “politeness” in cross-cultural communication. journal of language teaching and research. vol. 1, no. 6, pp. 848-851. (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 19-27 p-issn: 2356-2048 e-issn: 2356-203x 19 the students response of using google classroom for online class novita eka tristiana1, rahmatika kayyis2 1,2 english education department, university of muhammadiyah pringsewu email correspondence: kayyis@umpri.ac.id abstract this research aim is to know the students' response in using the platform google classroom for an online class. this research used the qualitative method and took students of universitas muhammadiyah pringsewu as a sample of research. in-depth interviews, questionnaires, and observations were used as data collecting techniques. the result is the students felt confused because the situation is different from the classroom. the student’s opinion of the platform google classroom is a good platform but they need to have a good internet connection to access it and some students have problem with it. they also mentioned that this platform is effective for teaching as long as the teacher can maximize the function of google classroom. keywords: google classroom, ict, online class, pandemic era ‘ introduction 2020 is the year when everything in the world should change into a new paradigm. it can be called the technology paradigm where every side of life is taken and controlled by technology. people in the ’90s would be so wondering about life that does not need to be face to face but still can have meaningful communication. this can happen because in 2020 all humans in this world are facing the pandemic that is named coronaviruses 2019 ( covid-19). it is a new type of coronavirus disease that has never been identified in humans before. the first infection and death case caused by this novel coronavirus was first found in wuhan, china and later it spreads all over the world. according to a spinelli & g pellino (2020), covid-19 has been declared a pandemic by the world health organisation (who) as confirmed cases approach 200 000 patients with what will exceed 8000 deaths across over 160 countries1. after the initial description in wuhan and china, italy was hit first in europe and the impact has been immense2. the virus spread very rapidly such that 2 weeks after the first cases were diagnosed 1000 patients tested positive. one week later the number of positive cases exceeded 4600, mailto:kayyis@umpri.ac.id the students response... 20 reaching over 30 000 patients and 2500 deaths on 18 march 2020. the common symptoms of covid-19 infection include symptoms of acute respiratory disorders such as fever, coughing, and shortness of breath. the average incubation period of this virus is 5-6 days with the longest incubation period of 14 days. due to its transmission through physical contact, the virus can spread rapidly from one person to another person, from one place to another place, and from one country to another country. on march 2nd, 2020, indonesia officially reported its first covid19 case, which involved 2 positively infected citizens. within only three months, the case has significantly expanded to much terrible number. according to data from the ministry of health of the republic of indonesia’s official covid-19 response website, up to auguts31st 2020, there have been174.796 citizens tested positive and 7.417 death cases occurred. due to the emergency, the indonesian government through the ministry of education and culture made the regulation in the form of surat edaran no. 4 march 24th, 2020, explaining that the teaching and learning process for all educational institutions in indonesia must be carried out at home through online learning. at this point, the term “online learning”, “distance learning”, or “remote learning” has become a common word to be used by people all around the world to describe such a system, but it is then argued that these terms are not quite appropriate. in a recent study, it is concluded that there is a difference between online learning, which delivery is wellplanned and designed to be online, and the unprepared temporary shift of instructional delivery to an alternate delivery model due to crisis circumstances, which then suggested to be newly called as emergency remote teaching (ert) (hodges c. et al, 2020). ert itself is new for indonesian teachers and also students. at this time teachers should have a better solution to do the teaching-learning process without having to meet students in the classroom face to face. a virtual classroom is a choice for teachers who are still capable to teach without having physical contact with the students. a virtual classroom here by means an online classroom that allows the teacher to present the materials in the form of videos or presentations and this also enable students and teacher to have interaction. one of the recent virtual classrooms is google classroom. google classroom is considered one of the best platforms out there for enhancing teachers' workflow. it helps to keep classes organized. it is also completed by a free suite of productivity tools including gmail, drive, and docs. there are several benefits of using google classroom that is mentioned by janzen (2014), those are easy to use, save time, cloud-based, flexible, free, and mobile-friendly. while keeler novita eka.... 21 (2014) also mentions the other benefits of using google classroom such as ensuring streamlined counseling only by posting an announcement and encouraging collaboration between students. furthermore, crawford ( 2015) states that google classroom facilitates collaborative learning. here teachers can upload materials and can give feedback to students. students also can upload materials and make a personal comment. moreover, students can collaborate. they can share their documents and assignment and thus they can produce the best assignment. according to sukmawat& nensia (2019), “google classroom is to offer a platform of blended learning in schools to simplify creating assignments and getting the grade out to the students in a paperless way. there are many facilities provided by google classroom, they are: it will make it easier for teachers to carry out learning activities, the intended learning is not only in class but also outside the classroom because students can learn wherever and whenever by accessing google classroom online. a subject that relating to discuss as in the mobile that emphasizes the acquisition of observational skills; and allow students to see the concept of teaching and learning material.” this is in line with the result of a study conducted by almio susetyo harjanto and sri sumarni in 2019 with the research’s entitled teacher’s experiences on the use of google classroom found that teachers mostly use it as a facilitation tool for managing students’ tasks, organizing the classroom, and accommodating students’ interaction. however, the teacher’s perception is not always the same about it. google classroom with all the best benefits that it can bring still has some lackness in the use. based on the previous study by kaukab abid azhar and nayab iqbal entitled effectiveness of google classroom: teacher’s perception 2018 state that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies. it also indicates that the lack of a user-friendly interface that becoming a reason for inefficiency. however, those are from the perspective of teachers. need more investigation about exactly the student’s response toward google classroom. further, it is also believed that some students experienced more than just technical problems such as the loss of internet connection, the physical and mental tiredness students might have to endure in utilizing google classroom, the number of emotional burdens students might bear, the motivational struggles, the stress, the tasks, and many other challenges. how do students respond? how do these affect students? what do students think about the current situation, ert, the government, the school, the parents, and the policy? the students response... 22 method the muhammadiyah university of pringsewu was chosen as the site of research. the population was taken from the students in language and art faculty especially in english education program who experience utilizing google classroom as a teaching-learning process during emergency remote teaching (ert). this research is categorized as a case study. experts have consistently described case study as a versatile form of qualitative inquiry most suitable for a comprehensive, holistic, and in-depth investigation of an issue (phenomena, event, situation, organization, program, individual, or group) in context, where the boundary between the context and issue is unclear and contains many variables (harrison h. et al, 2017). harrison also mentions that case study is primarily exploratory and explanatory, it is used to gain an understanding of the issue in real-life settings and recommended to answer what, why, and how research questions. the data was collected by using interviews, questionnaires, and documentation. the validation used data triangulation by verifying from the investigation of phenomenon or fact from a different outlet. to analyze qualitative data, it used content analysis and narrative analysis. for getting the real data, in the interview processor, the researchers interviewed 6 students from different faculties. namely, 2 students from fkip, 2 students from fkes, and 2 students from feb. the questionnaire was given by using google form with the total respondents were 113 students, and documentation was taken from the process of google classroom. result the result of respondents’ education department background that completed the questionnaire with the total respondents were 113 students of the university of muhammadiyah pringsewu, who have different education department backgrounds, such as; management, pgsd, nursing, english department, indonesian department, and mathematics department. based on the data obtained from the research on the students’ responses on the utilization of google classroom, how these affect students, and students’ opinions about the current situation, ert, the government, the school, the parents, and the policy. the researchers got five main issues. the findings in this section were based on the data taken from the interviews, questionnaire, and observation. novita eka.... 23 a. the students’ first impression on google classroom the first questions are on what are the students’ first impressions when they should google classroom in the teaching and learning process they should study from home. a small number of students feel confused because this is the first time they study using google classroom, so bad because they do not have good connection internet, need to adapt, feel boring, and difficult to follow. on the other hand, the majority of the students have a positive impression on the utilization of google classroom, following answers were cited; challenging, pretty good, challenging, excellent, helpful in studying, google classroom can record all of the teaching and learning process, modern, fluent, more simple, easy to be used, easy in submitting the task, and fun. the finding is relevant to the previous research conducted by haber, j, and tesoriero (2018) that the study would lead to a more effective teaching style that aligns educational goals and criteria with desired student impressions. b. the students’ personal opinion on google classroom having experience teaching and learning process by using google classroom, the students have different opinions both positive opinions and negative opinions. the positive one is google classroom is a good platform in online learning since it provides complete facilities, such as; room for a presentation, discussion, giving tasks, and test. the other effectiveness of google classroom is easy to use, saves data, and is not economical. this result is in line with the research finding investigated by harjanto, a.s.& sumarni, s (2019) which asserted that most students, amounting to up to 56,8 %, agree that within the factor of using this google classroom is useful. while the experience of easiness when using, 61,22 of them agree that the application is easy to use. the negative opinion on google classroom is in the technical and conditional aspects. such as; the bad internet connection, bad signal and the lecturers do not use google classroom maximally. the lecturers only give the tasks not teaching. c. the effectiveness of the utilization of google classroom in learning process in responding to this question the students have a different point of view. the first group of students said that this is effective as long as both the lecturer and the students follow the procedure well. that is supported by a good internet connection and well structure of the teaching and learning process. furthermore, the students also mention the students response... 24 that google classroom is more effective than other applications like whatsapp. meanwhile, the second group asserts that google classroom is not effective for some reasons, such as the bad internet connection and google classroom only used to check the students’ attendance, giving the task and submit the task. the finding of the research conducted by alim, n, et.al (2019) also mentioned that google classroom is very useful in improving the abilities and skills of each student. students can learn by themselves and through guidance. so, both teachers should have well interaction by using google classroom. d. what should the lecturer do in improving the performance using google classroom in this session, the students give various criticism and suggestion, such as; the lecturer should give extra time for the students in submitting the task, the lecturer should be more creative in teaching, and in each new discussion should create new room chat, the lecturer also should be balanced in giving the material and tasks, the lecturer would be better giving video than ppt in teaching, the lecturer should increase the ability in ict, the lecturer should be more responsive in answering the students’ question and the lecturer should build a good interaction with the students. moreover, the students also suggested the lecturer use the facilities in google classroom for giving directed feed bask to the students. this is similar to the finding of the research conducted by shaharance, i.n.m., et.al the respondents strongly agreed that in terms of the usefulness of the google classroom, the feedback provided by the lecturer is very useful. e. the advantages and disadvantages of the utilization of google classroom the students mentioned that google classroom is a good platform that helps the students to learn the material in this pandemic era. all of the application of technology brings its benefit and also weaknesses. according to students, google classroom is easy to use, this virtual classroom provides the facilities for the teacher to share the material by giving instructional teaching process, it has specific room for doing the interaction, also has the facilities to give the portfolio task and quiz with the specific storage. the previous research conducted by okmawati (2020) found that google classroom is an effective platform for teaching in the pandemic era. harjana (2003) mentioned in measuring the effectiveness of communication, several aspects should be considered, such as the message recipients, contents, communication, media, format, source, and timing. google classroom full fill that requirement. the disadvantages of the utilization novita eka.... 25 of the google classroom mentioned by the students are it consumes so much internet data, the students need to increase the cost for studying. for the students who live in a remote area they face difficulty accessing it because of the bad internet connection, and the students can not study maximally. the previous research by iftakhar (2016) found that low internet speed also bars to implementation of google classroom effectively. discussion the changing situation force both the lecturer and student to be able to adapt and think faster to choose good platforms in learning. in this pandemic era, google classroom is like oases in the desert that help the students to reduce their knowledge. as mentioned by izenstark& leahy (2015), there are so many advantages of using google classroom as one of learning management systems (lsm), such as; quick and convenient setting, time saving, increase in cooperation and communication, centralized data storage, and quick and sharing of resource. this platform allows the lecturers to give make the virtual classroom where the students can learn effectively. as a result of the research, the students have a good impression and opinion of the utilization of google classroom in the teaching and learning process. of course, all application brings not only advantages but also disadvantages as mentioned by the students. they need a good internet connection and the ability in using the technology. moreover, this platform is beneficial for the virtual classroom as long as the lecturers can teach the students attractively, for example; bringing the video with the detailed explanation for each material, various kinds of tasks and tests, and also having good interaction with the students. for the improve the quality of utilization google classroom for an online class, the students suggest the lecturers prepare the material well by making the interactive video of the teaching and learning process, be more disciplined in starting and ending the classroom, the lecturers should not only give the tasks but also the material, and increase the ability to manage the google classroom. references alim, n, et.al (2019) the effectiveness of google classroom as an instructional media: a case of state islamic institute of kendari indonesia. humanities & social sciences reviews. ssn: 2395-6518, vol 7, no.2,/2019,pp 240246.https://doi.og/10/18510/hssr.2019.7227 the students response... 26 a. spinelli & g. pellino. (2020). covid-19 pandemic: perspectives on an unfolding crisis. the british journal of surgery. retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/pmc7228411/ azhar, k.a.,&iqbal, nn. (2018). effectiveness of google classroom: teacher’s perceptions. prizren social science journal, 2(2), 52-66. retrieved from https://www.prizrenjournal.com/index.php./pssj/articel/view/39 almio, s.h. & sri s. (2019). teacher’s experiences on the use of google classroom. english language and literature conference (ellic) proceedings. vol 3 (2019). retrieved from: http://103.97.100.145./index.php/ellic/article crawford, .a.r. (2015).google classroom. retrieved from acrawf41.weebly.com/…3/7/ a crawford_emerging technology. google classroom. (2015). everything teachers need to know about google classroom. retrieved from www.educatorstechnology.com/.../everything-teachersneed-to-know-ab... haber, j & tesoriero .(2018). student impression management in the classroom. global research in higher education. vol.1,no.1,2018.www.scholink org/ojs/index.php/grhe hardjana, agus m.(2003). komunikasi interpersonal dan interpersonal, yogyakarta: kanisius. harjanto,a.s,& sumari, s. (2019). teachers’ experiences on the use of google classroom. 33rd english language and literature international conference (ellic) proceedings-(ellic proceedings vol.3,2019) harrison, h., birks, m., franklin, r., mills, j. (2017). case study research: foundations and methodological orientations. in forum: qualitative sozialforschung, 18(1).retrieved from http://www.qualitativeresearch.net/index.php/fqs/article/view/2655/4079 hodges, c., moore, s., lockee, b., trust, t., & bond, a. (2020, march 27). the difference between emergency remote teaching and online learning.educause review.retrieved from https://er.educause.edu/articles/2020/3/thedifference-between-emergencyremote-teaching-and-online-learning. iftakhar (2016). google classroom: what works and how?. journal of education and social science, vol.3, (feb) issn 2289-9855. izenstark, a., & leahy, k.l (2015).google classroom for librarians; features and opportunities. library hi tech news,32(9), 1-3 janzen, m. (2014) hot team: google classroom. retrieved from tlt.psu.edu/2014/12/04/hotteam-googleclassroom. http://103.97.100.145./index.php/ellic/article http://www.educatorstechnology.com/.../everything-teachers-need-to-know-ab http://www.educatorstechnology.com/.../everything-teachers-need-to-know-ab novita eka.... 27 keeler, a. (2014). "15 more things you can do with google classroom". retrieved from http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-withgoogle-classroom/ kemendikbud. (2020a). se mendikbud: pelaksanaankebijakanpendidikandalammasadaruratpenyebaran covid-19. kementrianpendidikandankebudayaan republik indonesia. retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbud-pelaksanaankebijakan-pendidikan-dalam-masa-darurat-penyebarancovid19 kemendikbud. (2020b). se mendikbud: pembelajaransecaradaringdanbekerjadarirumahuntukmencegahpenyebaran covid-19. kementrianpendidikan dan kebudayaan republik indonesia. retrieved from https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudpembelajaransecara-daring-dan-bekerja-dari-rumah-untuk-mencegahpenyebaran-covid19 okmawati, m.(2020). the use of google classroom during pandemic. journal of english language teaching. http://ejournal.unp.ac.id/index.php/jelt. shaharance,i.n.m.,et.al (2016). the application of google classroom as a tool teaching and learning. the application of google classroom as tool for teaching and learning. issn:2180-1843 e-issn:2289-8131vol.8.no.10 sukmawati, s& nensia, n. (2019) the role of google classroom in elt. international journal for educational and vocational studies. vol. 1, no.2 (2019). retrieved from https://ojs.unimal.ac.id/index.php/ijevs/article/view/1526 http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-with-google-classroom/ http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-with-google-classroom/ http://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudhttp://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbudhttp://ejournal.unp.ac.id/index.php/jelt (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 8-18 p-issn: 2356-2048 e-issn: 2356-203x 8 perception towards english webinar among college students in assisting english learning during pandemic covid-19 devanny patricia inkiriwang 1, marlin steffy marpaung 2 . 1 faculty of teachers training and education, universitas advent indonesia 2 faculty of teachers training and education, universitas advent indonesia correspondence author marlin2: marlin.marpaung@unai.edu abstract the purpose of this study is to find out colleges’ perceptions towards english webinars held during the pandemic to assist their english learning. the population included some colleges from random subjects in a private and stated university who had attended an english webinar and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester colleges. the collected data were analyzed using thematic analysis. the result demonstrates that english webinars can assist colleges in learning english during the pandemic however, they also face some challenges while learning english through english webinars. keywords: perception, english language webinar, english learning, covid-19 introduction the covid 19 phenomenon, which started in late 2019 and has continued until now, has impacted a vast number of people all across the world (pustika, 2020). many facets of life have changed as a result of this pandemic. similarly, considerable changes are occurring in the educational system. many schools have been forced to close temporarily, and face-to-face teaching has been discontinued. returning to traditional education will be challenging shortly (dhawan, 2020). minister of education and culture nadiem makarim issued a circular letter outlining the transition from face-to-face to online learning to combat the spread of covid-19 in indonesia. as a result, the internet has become the primary medium for learning (oktaria & rahmayadevi, 2021). universities are also abiding by government policies by implementing an online learning system. an online learning system, according to mukhtar et al. (2020) is a webbased program that allows students and teachers to distribute, search, and organize courses over the internet. even though they are learning online, students still require comprehensive learning elements to assist learning and to attain their learning objectives. this pandemic according to laili & nashir (2021) represents new defiance in the education sphere, notably for colleges. due to this, universities are interested in looking for the most effective perception towards.... 9 and efficient way during the pandemic to share course content, engage students, and conduct assessments in online systems (mukhtar et al., 2020). this pandemic is also having an impact on technology advancements, as evidenced by the rising popularity of learning applications as well as numerous online learning events. even if students do not meet in person, the numerous learning applications and learning events available on the internet can aid the college students to gain knowledge as oktaria & rahmayadevi (2021) have stated. technology improvements, which are getting increasingly advanced throughout this pandemic, have an impact on english language learning as well. because of the many free learning resources available to college students especially, during the pandemic, they have many opportunities to improve their english skills. students may study anywhere, by anybody, and at any time (lowerison et al., 2006; safitri & khoiriyah, 2017). one of the resources available that can help colleges to learn english during the pandemic is the webinar. covid-19 has given a tremendous possibility for a webinar to spread throughout the educational sphere. a webinar is a term that combines the words "web" and "seminar.", and it refers to a seminar delivered via the internet. it has recently gained popularity. the webinars have gained a lot of traction in the business sector, and now they are also making their way into the educational sphere. students can benefit from webinars to learn or train using video conferencing technology (srinivas rao, 2019). besides, gupta & sengupta (2021) explain that webinars are essentially online seminars. however, in a broader sense, the term "webinar" refers to more than only online seminars. the category now includes meetings, conferences, demonstrations, training or teaching, and events that provide information and learning in a one-way or interactive manner. webinars offer a variety of features to help college students to learn even when they are not in the same room as verma & singh (2010) stated that webinar has features to discuss and share information, a webinar also has some characteristics such as a sharing application, a chat window, session recording, and questionnaires, all of these are highly useful in the learning process. colleges will be able to develop their english language skills more readily using the characteristics of the webinars, especially during the pandemic. as we know this pandemic allows us to meet and communicate with people from another devanny patricia … 10 country, webinars help us to share knowledge, meet and communicate with people from all over the world (gupta & sengupta, 2021). an example is an english webinar, which helps college students to learn english and improve their english skills by interacting with a native speaker or a non-native speaker who is fluent in english. as srinivas rao (2019) said that english webinars have proven to be useful for students and teachers. several organizations and people have created english webinars in the elt and ell environments to assist teachers in the development of their teaching abilities and to assist students in the improvement of their english skills. the goal of this study is to find out college student perceptions about english webinars conducted by native or non-native speakers throughout the pandemic in terms of assisting students in learning english during this pandemic. there are some studies related to this research. the first is research entitled "leveraging skype-based webinars as an english language learning platform" by hidayati et al. (2021). as the frequency of elt webinars has increased throughout the corona pandemic situation in 2020, so has the use of various online platforms to enable the activities. skype is one of the platforms utilized to host webinars, as well as one of the applications that spread during the pandemic. a qualitative study of 30 undergraduate students was undertaken by the researcher. the results showed that skype-based webinars boost students' eagerness to learn, broaden their viewpoints, and provide a stimulating learning environment. aside from the benefits, there are also drawbacks, such as a lack of subject comprehension, which causes learning anxiety, and technical challenges with signal stability issues. furthermore, budiana & yutanto (2020) undertook a study entitled “webinar: a strategy to enhance speaking skill of non-native english speakers”. this study looked at the impact of using webinars to teach speaking to non-native english speakers in surabaya business schools. in this study, three classes were observed. according to the findings, posttest scores improved in two of the three classes studied. as a result, it has been demonstrated that english webinars improve students' speaking ability, and based on the findings english webinars, can assist students in improving their communication skills. perception towards.... 11 another comparable study was done by alifah & jumrah (2021) entitled "american corner webinar and its impact on indonesian english teachers' professional development." the goal of this study was to investigate the elements of webinars, the characteristics of webinar professional development activities, also the attitudes of english professors and lecturers toward webinars and professional development. five webinar sessions of muhammadiyah university of yogyakarta's american corner were used to collect the data. the findings show that online presentations, live chat, q&a sessions, and sharing sessions were used to supplement the webinar sessions. the webinar's professional development activities, which included topic concentration, coaching and expert support, group participation, and long duration, benefited english teachers and lecturers, also they were enthusiastic about the webinars and their professional development, according to their perceptions. furthermore, the findings revealed that participants' reactions to the most influential aspect of the webinar on their teaching abilities were varied. webinars have been shown to raise students' enthusiasm in learning english, improve their speaking skills, and assist english teachers to improve their teaching abilities. based on the studies done previously, the researchers are eager to know about the college student’s perception of english webinars that were held during the pandemic in terms of assisting them in learning english. this study intended to find out the answers to the following questions in their opinion, can english webinars assist college students in learning english during the pandemic? what challenges do students face when learning english through webinars? research method the researchers employed a qualitative descriptive study, which describes a phenomenon to investigate and explain social happenings (nassaji, 2015). the population of this study consisted of some college students who had attended an english webinar from random subjects in a private and stated university and the sample of the population was taken using purposive sampling which focuses on seventh and eighth-semester students at public and private universities. in this study, 11 people were chosen as the respondents of this study. this research data was gathered through interviews using semi-structured devanny patricia … 12 interviews as the interview guide with open-ended questions, the researchers gave the respondents the freedom to express their opinions. due to the ongoing pandemic, the interview was conducted via whatsapp to reduce face-to-face meetings. the interview was conducted in two languages, english and indonesian, to ensure that all respondents understood the questions and could answer accurately and clearly. the researchers transcribed the data collected from all respondents and analyzed it through thematic analysis. instead of using statistical procedures, the words are examined by the researchers to be classified into larger meanings such as codes, categories, or themes. (allo, 2020) findings and discussion the table below shows the demographics of the 11 respondents who took part in this study. the results of this study were categorized into several themes using thematic analysis after the researchers asked two questions to the respondents based on the study’s research questions. table 1. demographics of participants respondents id gender semester affiliation r1 female 7 universitas advent indonesia r2 female 6 universitas advent indonesia r3 female 6 universitas advent indonesia r4 male 7 universitas advent indonesia r5 female 7 universitas tarumanegara r6 female 6 universitas sultan ageng tirtayasa r7 female 7 universitas pelita harapan r8 female 7 universitas bunda mulia r9 female universitas bonosowa r10 female 7 universitas indonesia r11 female 7 universitas airlangga 1. in your opinion, can english webinars assist you in learning english during the pandemic? the researchers divide the results into three themes based on the findings that some respondents have the same perception. 1.1 learn and discover new things perception towards.... 13 through webinars, students can interact with people from all over the world, both native and non-native speakers. this opportunity encourages students to learn new things and gain new knowledge, which can help them to enrich their english knowledge during the pandemic. college students who are not from the english department find this english webinar to be very beneficial because it allows them to broaden their english knowledge, especially during the covid-19 pandemic. also, according to their statements, they not only learn and discover new things through english webinars, but they also feel motivated, and they find webinars to be a fun way to learn english. as stated by wang & hsu (2008) through the webinar, speakers can motivate participants by making the atmosphere exciting by joking, encouraging participants to express their opinions, and extending the discussion. the following statements substantiate the ideas: “by attending an english webinar, i can learn new things in english and motivate me to be even more active in learning, especially during the pandemic”. (r3) “yes, because learning through webinars is fun and it helps me to learn english more since i’m not from the english department”. (r8) “yes, it’s helpful, because the webinar allows me to learn new things about the english language during the pandemic”. (r9) “yes, because it is a great opportunity to get new knowledge from a great speaker”. (r11) 1.2 practice english skills based on the data collected, the english webinar allows students to practice their english skills during the pandemic. they can practice their listening skills by listening to the speaker when delivering the material, and they can practice their speaking skills by interacting with the speaker. this statement is in line with srinivas rao (2019) who said that webinars provide opportunities to practice their english skills, particularly their teaching, speaking, and listening abilities. as in the following quotation: “yes. english requires more than just grammar and vocabulary, it also requires hands-on practice. during the pandemic, i rarely met people who could be invited to speak english, but the availability of webinars, particularly interactive ones, enabled me to practice my english skills”. (r5) devanny patricia … 14 “i think it's quite helpful because listening to the speakers itself will improve our ability to learn english. the reason is that i'm the type who learns foreign languages, especially english by listening”. (r6) “yes, because with the english language webinar i can practice my english skills during the pandemic". (r10) 1.3 broaden vocabulary according to the data collected, some of the respondents said that participating in english webinars help them to expand their vocabulary during the pandemic. this is also supported by zhao & li (2018), who claims that children can increase their vocabulary outside of the classroom by using media technology because it is a creative vocabulary teaching way that helps students expand their vocabulary amid a pandemic. “i learn new words that i don't hear in everyday conversation, and as an economics student, taking english webinars helps me to expand my vocabulary”. (r1) "by attending an english webinar, i learned new vocabulary that i had not heard before". (r2) “through english language webinar, i can get new vocabularies that can make it easier for me to speak in english.”. (r4) 2. are there any difficulties or obstacles that make it tough for you to expand your english knowledge while participating in an english webinar? the researchers divides the results into three themes based on the findings that some respondents have the same perception. 1.1 network issues signal stability is critical for generating high-quality webinars, therefore when students have a poor signal, it can be a barrier to their online learning. this statement is supported by hamid et al. (2020) who claimed that poor internet connections inhibit students from learning, particularly in rural areas. “i hate it when my signal goes out unexpectedly, especially when the material is very interesting”. (r1) “because we have different areas with different network speeds, i think the signal is the most common issue that i encounter when joining webinar”. (r3) perception towards.... 15 “there were times where my internet connecting was really bad and it’s quite annoying because i can’t hear the speaker”. (r5) 1.2 lack of information some respondents said that getting information about the english webinars was difficult for them, either because they were from a non-english major or because they were not up to date on english webinar information, which caused them difficulty in finding information about the english webinar and learning from it. “the issue is i am not very up to date on information about english webinars, and the people around me are not particularly interested in english webinars, so that’s the reason why am i kind of difficult to know the information about english webinars”. (r6) “lack of information about the english learning webinars, especially the free ones for students”. (r8) one respondent stated that she found it difficult to find information about free english webinars because she frequently found paid english webinars, and it made him hesitant to participate in the english webinar. “i rarely find free english webinars, but i often find paid english webinars, which makes me hesitant to participate in english webinars because i prefer the free one”. (r11) english webinar is extremely beneficial for students to learn english during the pandemic. aside from being easily accessible, the webinar also helps students to learn new knowledge from outside or within the country, helps them to practice their english skills, and adds vocabulary that they did not know before. however, webinars have some drawbacks that are difficult to avoid, one of which is a network issue. networking is an important component for achieving a good quality of online learning, but networks are unpredictable and can suddenly change depending on the circumstances (rohleder et al., 2008) as well as lack of information about the existence of english webinars. according to the data gathered, some respondents said that they do not receive much information about the existence of english webinars, which is an impediment for them to learning english through webinars. gunasekaran et al. (2002) supported the statement, technology, and information assist students in learning, particularly during online learning. it will be able to help students to improve their learning and provide more learning opportunities if adequate devanny patricia … 16 and disseminated information is available. people learn more when they have access to information. this finding supports a study conducted by hidayati et al. (2021) who discovered that internet capacity and accessibility have an impact on student learning engagement in online learning. conclusion the covid-19 pandemic is still going on, and some universities are continuing to implement online learning. colleges need online learning that provides both beneficial and engaging ways. webinars can assist students in learning by providing them with useful and interesting learning. for example, students can broaden their knowledge of english and increase their vocabulary by interacting with native or non-native speakers during the english webinars. they can also practice their skills through webinars. in learning english through webinars, students find several challenges or difficulties, such as network issues and lack of information about english webinars among college students, particularly colleges who are not from the language department. in this case, providers are expected to improve their signal quality (hidayati et al., 2021), particularly in areas where the signal is frequently poor, to facilitate online learning, especially through english webinars, and lecturers are expected to share availability information more frequently about english webinar with colleges, particularly those with majors other than english, to assist them in learning english through english webinars. however, webinars are still useful for students to help them in learning english during the pandemic. references alifah, n., & jumrah, a. (2021). american corner webinar and its impact on indonesian english teachers to their professional development. international journal of innovative science and research technology, 6(1), 281–287. http://repository.unhas.ac.id/id/eprint/3681/ allo, m. d. g. (2020). is online learning good amid covid-19 pandemic ? the case of efl learners. jurnal sinestesia, 10(1), 1–10. https://www.sinestesia.pustaka.my.id/journal/article/view/24 perception towards.... 17 budiana, k. m., & yutanto, h. (2020). webinar: a strategy to enhance speaking skill of non-native english speakers. jees (journal of english educators society), 5(1), 31– 37. https://doi.org/10.21070/jees.v5i1.354 dhawan, s. (2020). online learning : a panacea in the time of covid-19 crisis. journal of educational technology systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018 gunasekaran, a., mcneil, r. d., & shaul, d. (2002). e-learning: research and applications. industrial and commercial training, 34(2), 44–53. https://doi.org/10.1108/00197850210417528 gupta, s. k., & sengupta, n. (2021). webinar as the future educational tool in higher education of india: a survey-based study. technology, knowledge and learning, 1– 20. https://doi.org/10.1007/s10758-021-09493-7 hamid, r., sentryo, i., & hasan, s. (2020). online learning and its problems in the covid19 emergency period. jurnal prima edukasia, 8(1), 86–95. https://doi.org/10.21831/jpe.v8i1.32165 hidayati, a. n., ramalia, t., & abdullah, f. (2021). leveraging skype-based webinars as an english language learning platform. al-ishlah: jurnal pendidikan, 13(1), 10– 20. https://doi.org/10.35445/alishlah.v13i1.420 laili, r. n., & nashir, m. (2021). higher education students ’ perception of online learning during covid-19 pandemic abstrak. edukatif: jurnal ilmu pendidikan, 3(3), 689–697. https://doi.org/https://doi.org/10.31004/edukatif.v3i3.422 lowerison, g., sclater, j., schmid, r. f., & abrami, p. c. (2006). students perceived the effectiveness of computer technology use in post-secondary classrooms. computers & education, 47(4), 465–489. https://doi.org/10.1016/j.compedu.2004.10.014 mukhtar, k., javed, k., arooj, m., & sethi, a. (2020). advantages, limitations, and recommendations for online learning during the covid-19 pandemic era. pakistan journal of medical sciences, 36(covid19-s4), s27–s31. https://doi.org/10.12669/pjms.36.covid19-s4.2785 nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747 oktaria, a. a., & rahmayadevi, l. (2021). students’ perceptions of using google classroom during the covid-19 pandemic. international journal of educational management and innovation, 2(2), 153–163. https://doi.org/10.12928/ijemi.v2i2.3439 pustika, r. (2020). future english teachers’ perspective towards the implementation of elearning in the covid-19 pandemic era. journal of english language teaching and linguistics, 5(3), 383–391. https://doi.org/10.21462/jeltl.v5i3.448 devanny patricia … 18 rohleder, p., bozalek, v., carolissen, r., leibowitz, b., & swartz, l. (2008). students’ evaluations of the use of e-learning in a collaborative project between two south african universities. higher education, 56(1), 95–107. https://doi.org/10.1007/s10734007-9091-3 safitri, n. ., & khoiriyah, i. (2017). students’ perceptions on the use of english vlog (video blog) to enhance speaking skill 1 nailis sa’adah safitri, 2 ianatul khoiriyah. the 5th aasic, 240–247. http://103.216.87.80/index.php/selt/article/view/7980/6083%0ahttp://ejournal.usd.ac.id/index.php/llt srinivas rao, p. (2019). webinars and their effective use in english language teaching international e-journal for research in elt. international e-journal for research in elt, 5(1), 73–97. verma, a., & singh, a. (2010). webinar education through digital collaboration. journal of emerging technologies in web intelligence, 2(2), 131–136. https://doi.org/10.4304/jetwi.2.2.131-136 wang, s. k., & hsu, h. y. (2008). use of the webinar tool (elluminate) to support training: the effects of webinar-learning implementation from student trainers perspective. journal of interactive online learning, 7(3), 175–194. zhao, q. y., & li, h. l. (2018). application of new media technology in college english vocabulary teaching. kuram ve uygulamada egitim bilimleri, 18(6), 3591–3598. https://doi.org/10.12738/estp.2018.6.271 jurnal fokus konseling volume 1 no. 1, januari 2015 hlm 1-8 smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 42 an english syllabus design for the tenth grade students of tourism (hotel accomodation departement) kurniati english education departmen of stkip muhammadiyah pringsewu, lampung. email: kurniati.sewu@yahoo.com abstract the new curriculum of 2013 regulates 90 minutes in a week to learn english at the first year students of vocational school from 270 minutes before. therefore, the students become have lack of exposure to the language. besides, the syllabus is still general, it did not focus on vocational school department. because of that, the researcher conducted this research. the data sources that used in this research are observation, interview, test and documentation. first was interview which given to present and alumni of state vocational school 57 jakarta, stakeholders and hotel staffs. second, observation was conducted at hotel as a real situation of workplace. third test was given to the students to know the learner lack of language. fourth, documentation was taken by recording the interviewing data and implementation syllabus process in the class.the result of this research found that new english syllabus related to job field. from implementation of samples unit found that 67.5% the lesson was understandable, 80% interesting, 75% autonomous and 65% satisfactory. whereas the result did not reach 100% satisfactory, but it proved that the english syllabus designed was successful. keywords: autonomous, designing, need analysis, syllabus and implementation. 1. introduction vocational school which is called sekolah menengah kejuruan (smk) is a secondary program in indonesia. smk is also known as career and technical education as its objective is to prepare learners for a ready to work. therefore, the graduates are expected to have skills and capabilities that related with their jobs. in addition to that, english is one of the skills which should be acquired in this department because there are many books which related to the skills originated from english speaking countries. for instance, vocational school majoring tourism and its department of hotel accommodation should accommodate its graduates with the competencies of front office, operation, and house keeping. however, there are some requirements to achieve that goal, such as: teachers’ competency in designing the syllabus, language teaching, and the language exposure. smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 43 the teachers at hotel accommodation department are demanded to have competency in designing a practical and link-match syllabus as it is one of the most important variables in teaching and learning process. however, most teachers have difficulties in developing the syllabus which is distributed by ministry of national education (mone). therefore, the teachers use the syllabus from mone as it is. in addition to that, there is minimum research in developing english syllabus for hotel accommodation department which affects the teachers’ practice in developing the syllabus on the lack of guidance. for example, the english teachers designing syllabus for front office at the hotel department should cover the skills of telephoning, correspondence, room booking, and complaints. the english language teaching in vocational school mainly focuses on general english. the students of accommodation department of the first year used textbook “english for vocational school 1” delivered from mone. the book used to all the students in all majors of vocational school like is hotel accommodation, tour and travel and food production major. moreover, the content of that book is still broad and unspecific to the job related, in this case is hotel industry. for example: the content of unit i discussed greeting and leave takings. in contrast, the example of speaking dialogue showed the dialogue in family and hospital situation which is unspecific to the hotel accommodation department. therefore, developing english syllabus in line with the jobrelated is needed. as the mone stipulated the new curriculum of 2013 which regulates the length of english learning for tenth grade at secondary school is for 90; minutes, therefore, the students have lack of exposure to the language. as in the case of english for hotel department the students should acquire the competency of english related to their job. regarding of the students hotel accommodation, they will serve customers directly in their field. therefore, speaking material is needed as one of the important skill in english syllabus which to be designed. however in reality, there are some problems in english teaching that researcher finds in her preliminary research at hotel accommodation department such as: unspecific learning smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 44 material, lack of practice, and students’ low english competence. the english materials used in hotel accommodation department are unspecific. the english textbook used is similar to all majors, such as: tour and travel and food production department. therefore, the design of english language teaching syllabus is not in line with the students’ job-related requirements. there are many students who have lack of english skill related to their major. moreover, they have difficulties to communicate in english in their field because the lack of practice and lack of exposure to the language. in addition, the length of learning is too short to practice their familiarity with the language. for instance, the students should be directed to acquire the information about the hotel and its facilities while responding to the telephone calls. therefore, to exposure the student to the language, this research will present the autonomous learning in syllabus which is will be design. related to the problem in teaching and learning english in smk above, researcher assumes those cause the students who are learning english have various needs and goals that they attain, so the english syllabus should be designed to meet the learning objectives and related to the work place. in addition, the autonomous learning presented in syllabus design to expose the students to the language outside classroom and enhance their learning independently because of the length of english learning in class that is very short. in addition, the english syllabus design is a necessity to the teacher, as language is too complex and varied to learn and teaching and learning is collaborative effort between teachers and students to achieve the learning goal both the teachers and students have role to make learning happen. therefore, english syllabus based on students and work place needs to be designed. to sum up, designing a well english syllabus needs teachers’ competency which is based on their analysis on the students’ need and job-related. therefore, it is necessity to do a research on designing an english syllabus for hotel accommodation in state vocational school 57 jakarta. in designing sylabus, the need analysis is conducted prior to design syllabus to find out what the students needs, therefore needs analysis become smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 45 crucial to determine the effectiveness of the syllabus. moreover, brindley (1989) and berwick (1989) are described need as objective and subjective perceived and felt, target situation/ goal oriented and learning, process-oriented and product oriented. in addition, “there are necessities, wants, and lacks” hutchinson and waters (1987). derived of that, this research conducted need analysis based on necessities, lack and wants of the subject research to find out the students needs in learning english in hotel accommodation department. 2. research method this research was conducted at state vocational school 57 jakarta which is located on jl. taman margasatwa no. 38 b jati padang pasar minggu jakarta selatan. smk n 57 was chosen as the research place because this school has specialization in tourism department, particularly hotel accommodation. this research organized for six months since january – june 2014. the participants in this research were 40 participants. they consist of 32 or 25% students of the tenth grade of hotel accommodation department of state vocational school 57 jakarta as a present’s learner. the participants have taken by randomly from total students of hotel accommodation 120 students. the design of this research was qualitative research as it was relevant to the type of the data that has been collected. then, the method that has been applied in this research was the education research and development (r and d). r and d has been chosen because this research explored the process of identifying and describing the students and job – related needs in designing objectives and speaking material in english syllabus for the tenth grade students of hotel accommodation department. in additional to that, to clarify the steps of the research, the researcher adopts the steps by sugiyono’s book in doing educational r and d. the data collection method that had been gathered through needs analysis are interview, test, documentation and observation. 3. findings and discussion finding in designing syllabus in order to get data from the first year students of vocational school the test was delivered into multiple choices. which is smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 46 consist of specific english and grammar. the following diagram describes the result of the test in the following. 61,29% 19.35% 12,90% 6,45% 0 2 4 6 8 diagram 1 test result diagrams 1 shows 61.29% students are at pre basic level, 19.35% identified a basic level, 12.90% identified at intermediate and 6.45% advanced level. therefore, the syllabus designed is for the students of basic level. based on findings of need analysis from observation, documentation and interview, the english syllabus designed in ten topics. it is shown in the following table. table 2 topic of syllabus design topics language focus greeting and introduction personal pronounce offering help modal number and time plural and singular noun, simple present tense describing place comparison degree giving direction preposition when giving direction telephoning simple continuous tense memo developing vocabulary handling complain handling complain expression whquestions simple past tense bill settlement bill settlement expression findings in implementing syllabus implementation has been done by piloting the sample unit. the purpose of doing the implementation was to find out the responses of the students towards the english syllabus has been designed. to get data during and after implementation of english syllabus designed, the researcher conducted weekly assessment for the students and interview after implementing four sample units of lesson. weekly assessment conducted to find out the progress of students in learning english by using new english syllabus. after implementing unit one, greeting and introduction, the result showed on the following table. table 3 the result of implementing syllabus score excellent good average poor total of students lesson lesson 1 2 7 9 8 26 lesson 2 2 10 7 6 25 lesson 3 1 10 6 5 22 lesson 4 4 12 9 2 27 based on the table above, the progress of students from lesson 1 to lesson 4 students have good progress in learning whereas the result is achieve the smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 47 expectation yet. it happened because influence some factors such as time, learning strategies and confidence of students. in addition, besides the findings from weekly assessment, interview is delivered to find out the result of implementing new english syllabus in vocational school. the result of interview showed in table 4 table 4 the result of interview lesson 1 lesson 2 lesson 3 lesson 4 result the lesson related to the need 100% 100% 100% 100% 100% the lesson was understanda ble 80% 70% 50% 70% 67.5% the lesson made students autonomous 60% 60% 100% 100% 80% the lesson was interesting 70% 80% 70% 80% 75% the lesson was satisfactory 70% 60% 70% 60% 65% discussion this part is discussed to find out the process of designing english syllabus whether the syllabus made was effective. and for the findings would be supported by previous research, theoretical framework, and the result of data as follows. the syllabus of esp designing to meet the specific need of the learners, that way needs analysis become crucial to determine the effectiveness of the syllabus. related to that, there are some procedures in designing syllabus related to the expert as the consideration in conducting this research. as discussed on chapter ii ( page 2829) first brenn and littlejohn 1 stated that the curriculum designer needs to see range of decisions in designing curriculum including the goals, content and sequence, format and presentation, and monitoring and assessment. for goals, content and sequence, format and presentation were conducted and got the findings from the students such as necessities, lack and wants of students. from stakeholders found the learning objectives and school expectation, and from hotel staff found the job requirements and students needs. related to that, its can be seen from the explanation in the following: first, the necessities from the students. most of the students said that, smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 48 knowing many english vocabularies, practicing the conversation, and listening in real situation of their work place. student az : “english in hotel is how to the students practicing do not only write something on the paper based on the theories given by the teacher. because the students of vocational school have to be ready in working place, so by practicing english more the students will be ready too.“ second the necessities from the stakeholder. from three stakeholder who were interviewed, all of them agree that speaking and listening about conversation such as in real situation are needed by the students of vocational school. stakeholder dh: “ in xi class, as long as 6 months the students will follow the training and need practice for speaking and listening. and for the material needed for the students such as procedure, knowing the tools and place in hotel, besides that saying number nominal and ordinal related to the room price. third the necessities from hotel staff. hotel staff also recommended that students need speaking and listening more than other skill, because the hotel staff ussualy deal with the costumer directly. from the findings of the necessities of three objectives above in designing the english syllabus the researcher presented many activities to make students practice more. such roleplay, drilling and dialogue interactive among the students. besides that, the topics that presented guidanced the students to know the real situation of students work place. next is finding of the wants of the students, stakeholder and also hotel staff found that the students want to communicate with the costummers of hotel fluently and ready to follow the training in hotels. based on the interview result, student t: “students’ expectation is they are able to communicate like as the real situation of working place.” stakeholder dh: in the xi class, the students have to follow the training in hotel. so, when the students has been in working place, they have to be able use english for communication. and can use english as in daily activities in job field hopefully.” smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 49 hotel staff ah: “hopefully the students have good english because if want to work in international hotel, the students have to fluent in communicate by using english to face costumers.” based on findings of interview result, an english syllabus designed related to the wants of students, stakeholder and also hotel staff they want to be able to communicate fluently especially in working place and also ready to follow the training in the hotel. by knowing the wants from the informants above it could bennefit in designing syllabus. at least the reseacher knows the expetation of other parties part from the students themselves and could cater that expectation. morever, in english syllabus, reseacher presented some topics related to the job field. it ordered such as greeting and introduction, offering help, number and time, describing place, giving direction, telephoning, memo, handling complain, whquestions, and bill settlement. in conclusion, it supported by expert that “need analysis can play a major role in determining the content course, particularly for language item” nation 2 moreover, the researcher took account the findings from the need analysis in choosing content for the new english syllabus that researcher has made. now, implementation of new english syllabus. it has been implemented may to june 2014 in aph class of tenth years state vocational school 57 jakarta. it has conducted in four meeting for foursample unit of lesson. each meeting conducted as long 90 minutes for one lesson. in implementing lesson 1 the topic was greeting and introduction. this topics put in the first because based on the result of proficiency test that students were at basic level. therefore, because greeting and introduction included in basic topic. so, the researcher put it into the first. in addition, it is supported by expert that there are two rules which can be applied to selection the material in language teaching and learning they are giving attention to high-frequency items of language and for low frequency dealt after high-frequency items have been sufficiently learned. nation (2010) smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 50 the second lesson implemented was offering help. this topic becomes the second lesson because after the hotel staff met the costumer in hotel they use offering expression to give service in hotel. in addition, it supported by steven in chapter ii (page 19) esp has several absolute characteristics: one them is designing to meet specified needs of the learner. therefore, the researcher chooses this topic because related real situation. the third lesson implemented was number and time. this topic ordered after offering help because in the real situation the hotel staff deal with the number and time directly, such as information about the price of room, number of room, date, etc that related to hotel. the last lesson implemented was describing the place of hotel. this topic ordered to guidance the students using some expression in describing the facilities of hotel. in addition, besides taking related topics in new english syllabus, researcher included some language focus, vocabulary and grammar and also autonomous learning strategies in each lesson. it supported by nation in the first group of principles deals with content and sequencing. they were “the course should include language focus, vocabulary and grammar” and “a language course should train learner in how to learn a language. 4. conclusion based on the research finding, which has been mentioned in chapter four, the researcher draws some points as conclusion. the points are as follow. firstly, related to students’ need, school expectation and real situation, learning activities that suitable in new syllabus have to exposure the students in conversation, drilling, and role play. secondly, the result from implementation also illustrated that the new english syllabus is interesting, making them autonomous, more understandable and they satisfactory about the lesson. thirdly, the english syllabus designed has related to job requirement of students in the future that is work in hotel. speaking skill and able to communicate with the costumer are the main objective have to reach in order the students ready to work smart journal volume 2 no. 1, januari 2016 hlm 42-51 published in: http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart english department of stkip muhammadiyah pringsewu lampung 51 references brindley, g.p. (1989). the rule of analysis in adult esl programe design. in r. k. berwick. (1989). need analysis in language programming: in r. k. johnson (ed.) the second language curriculum. cambridgeuniversity press hutchinson, t and waters a. (1987). english specific purposes: a learning-centred approach. new york: cambridge university press. nation, i.s.p and john macalister. (2010). language curriculum design.esl & applied linguistics professional series. rouledge taylor and francis. sugiyono, (2008). metode penelitian kuantitatif, kualitatif dan r & b. alfabeta: bandung, group.new york .london (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 28-39 p-issn: 2356-2048 e-issn: 2356-203x 28 students’ engagement in basic english online course in the bloodbank technology study program ika sulis setianingsih bloodbank technology study program, polytechnics kesehatan bhakti setya indonesia e-mail correspondence: ika_setianingsih@poltekkes-bsi.ac.id abstract this study aimed at elaborating the student engagement in basic english online courses, by employing the cross-sectional survey design. the subject of this study was the first semester students of diploma 3 of the bloodbank technology study program. the data were collected through a questionnaire that was distributed through google forms. the students’ engagement was high on the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33. however, the communication issue became the least engaged activity with a mean value of 2.74. keywords: student engagement, online learning, blood bank technology introduction there are numerous teaching and learning contexts for english classes, particularly english for specific purposes (esp). there are both online and offline classes, but most english for specific purposes courses are held in a traditional classroom setting. we can talk about a broad range of audiences for a general english class, but we cannot talk about specific english classes available to a diverse group of students. according to hutchinson & waters (1987), there are numerous branches of english for specific purposes. they provided examples from a variety of ict branches. the great umbrella term for the campus at bhakti setya indonesia's health polytechnic must be in health education settings. there are already many branches available for the topic in the very own health topic setting. one of the branches is english for medicine; however, it also has many other branches, such as english for nursing, english for pharmacy technicians, english for medical record clerks, english for blood banking, and so on. mailto:ika_setianingsih@poltekkes-bsi.ac.id students engagement... 29 as early as the year 2020, the pandemic struck and made everybody on the earth struggling. they included teachers of english for specific purposes. english for specific purposes is also seen as an approach, not a product of teaching. however, the students of esp rely so much on offline classes more than the online ones since many of them are from non-english departments. then, when the pandemic struck, many schools and universities experienced closures which made the teaching and learning to be a shift to be online ones following the outbreak. many common developing countries have challenges in distance learning, not to mention lack of good internet connections as well as students' digital skills, then poor power supply, inaccessibility, distractions, and many others (onyema et al., 2020; sari, 2020). indonesia is one of the many developing countries struck by the coronavirus, yet the education also yielded to be conducted at home, or, we can also say as learning from home. problems arose in digital learning or learning from home which hindered the learning process in the pandemic era, such as the lack of internet connection and quota (sari, 2020; rianto, 2020; atmojo & nugroho, 2020; agung et al., 2020). technology, according to onyema et al., (2020), facilitates remote learning, distance learning, virtual learning, blended learning, mobile learning, distributed learning, machine learning, ubiquitous learning, deep learning, cooperative learning, and collaborative learning. as a result, from the beginning of the pandemic until now, online learning has been used to avoid school closures and failures in teaching. moreover, (dhawan, 2020) adds that online teaching and learning can be seen as a panacea for the crisis. according to onyema et al. (2020), several factors affect the success of online education, including internet connections, learning software, digital skills, availability, and access to technology. these skills assist learners not only in acc tossing the materials but also in maintaining interaction with lecturers and fellow students, resulting in greater engagement in the learning materials. furthermore, (onyema et al., 2020) stated that 36 platforms allow for online education. in the context of poltekkes bsi, the lecturer uses four platforms that are familiar to the students, namely youtube.com, ted-ed, ika sulis … 30 zoom.us, and whatsapp. however, two additional platforms, telegram and edline, are used to add more variations. then, another problem which is also there was the unfamiliarity with the platforms that are provided and used by the campus. this led to another problem, that was related to student engagement. the lms system recorded the number of student views in learning materials and tasks, however, those kinds of views were not observable. then, there should be a specific assessment for the student engagement itself done later after the course ended. although the lmss were the only options used to overcome the learning problems that also needed a strong call for an offline class setting (wong, 2013). it is already known that issues of student engagement have always been discussed in both teaching and learning settings: offline and online settings. however, greater attention on student engagement must be put on the online settings since a lecturer cannot see their students in real-time (unless they use a video call tool every time they teach). on the other hand, the basic english course is the prerequisite course for advanced english course lessons which will be in the even semester. without being able to master the basic english course well, the students will not be able to succeed in the next semester’s class. it is risky to use the term "engagement" to refer to any interaction between students in an online classroom because the true nature of engagement must be viewed through several aspects of the learning process. moore (1989; cited in kennedy, 2020) stated that three types of interaction determine the types of student engagement in online environments: learner-instructor interaction, learner-learner interaction, and learner-content interaction. these three types of interactions are critical in an online learning environment because they determine whether learners or students are truly engaged with the course. meaningful learning will not occur unless these types of interactions are integrated. moreover, barkley, matsushita, 2018) define the term student engagement as a process and a product that occurs on a dynamic process and is the result of a synergistic interaction between motivation and active learning. as the dynamic process occurs, by students engagement... 31 looking at the interactions as well as the product of the learning itself that occurred from the activities mentioned earlier. the interaction of a learner with the content provided by the lecturer for their class' material will then add a new dimension to a new perspective. this type of interaction will also determine how active the students are in the classroom (kennedy, 2020). these are the interactions that take place in an offline class that must be integrated into the course in terms of learner-instructor, learner-learner, and learnercontent. then, in the digital classroom, these kinds of interactions work well for determining students' overall engagement with the course. then, in the research done by jonassen, 1988; plowman, 1996, cordova & lepper, 1996, kennedy, 2004, domagk, schwartz & plass, 2010 (cit. kennedy, 2020), two fundamental distinctions emerged, namely behavioral and cognitive engagement. many things are done by students in the online learning environment that are related to these engagements. for example, in behavioral engagement, learners are observed based on how many learning behaviors they perform, such as clicking, navigating, submitting, scrolling, and viewing the course content, task, and quiz in the lms context. whereas cognitive engagement in an online learning environment reflects their deeper thinking about the learning material. according to the findings of this study, contracting the material or course content at a deeper level will help learners engage more in the course. students are asked to watch videos, access materials, and download them to read later at the most basic level of online learning cognitive activities (kennedy, 2020). however, in the context of deeper learning, students must discuss and contribute their ideas about the material as the discussion becomes more intense, the interaction with all aspects: teacher/instructor, fellow students, and the materials (especially the material contents) will become deeper. numerous challenges in distance learning are common in developing countries, including a lack of good internet connections as well as students' digital skills, as well as a lack of power supply, inaccessibility, distractions, and a variety of other factors (onyema et al., 2020). these issues arose during the pandemic era because of digital learning or learning from home, which affected the learning process. moreover, as mentioned by (abla & fraumeni, 2019), we must measure ika sulis … 32 student engagement to see whether our students were engaged in our lesson, more importantly, in our online lessons. therefore, a study concerning the student engagement in online learning, especially in the english for specific purposes context in the covid-19 pandemic era, was needed to be done not only to measure the engagement as an evaluation of the course but also as a tool to find better learning methods to be used in the following courses. research method the study employed the cross-sectional survey design, with a primary focus on the analysis of d3 blood bank technology learner engagement for the basic english course in semester 1 in the academic year of 2020/2021. the technique was chosen since this study was done only in a very short time, yet it showed the descriptive description of the findings (creswell, 2012). the student engagement measured in this study employed the type of students’ self-report which was coined by fredricks & mccolskey (2012). the subjects of this study were d3 blood bank technology students from classes 1 and 2 at the end of semester 1 of the 2020/2021 academic year. as a population, there were 83 students in total. however, there were only 70 people who responded to the questionnaire. edline was used to monitor and grade student participation in the class program (learning management system). there was only one type of questionnaire, which was adopted from (dixson, 2015) and distributed via google form. the study adopted the whole instrument for measuring online classes’ student engagement survey questions which were developed by dixson (2015). since learner engagement consists of many aspects from cognitive to emotional ones, the questions taken were adopted by considering many aspects from the student side instead of the teacher. this study employed the cross-sectional survey design which was done by employing the following steps. the first stage in this study was identifying problems in the field, i.e., the problems faced in the online classes of basic english. problems were identified and elaborated. then, the identified and elaborated problems were narrowed students engagement... 33 down by finding problems that extremely needed to be investigated, i.e., the learner engagement in basithe c english course. the delimited problems were then reduced into an important problem, i.e., the learner engagement in basthe ic english course. in this stage, data related to student engagement were collected through a uesquestionnaires ere was only one type of questionnaire, adopted from (dixson, 2015) and delivered through the google form. then, in the final stage, data were processed descriptively and interpreted based on the research question at the beginning of the study. however, since the aim of this study was to analyze the learner engagement in the basic english’s course, the data were then interpreted in the form of simple descriptive statistics and then explained. findings and discussion dixson (2015) developed a questionnaire to measure student engagement consisting of 19 questions. there were only 18 questions taken in the study since there were 2 similar questions and then only one of them was chosen. then, the questionnaire was divided into 4 categories, namely skills, emotion, participation, and performance section. to know which aspect of the online classroom was found to be effective, a descriptive analysis employing the mean values was conducted. this was done mainly because it is important which item was favorable so that it could be used to evaluate the activities observed and applied in the course during the online classes in the pandemic era. the question recapitulation can be viewed in the following table. table 1. student answers mean value on skills items question number question mean value 1 make sure to study regularly 3.67 2 staying up on the readings 4.06 3 looking over class notes between getting online to make sure i understand the material 4.06 4 being organized 3.63 5 taking good notes over readings, powerpoints, or video lectures 3.79 6 listening/reading carefully 4.23 ika sulis … 34 based on the analysis of the mean value, the students agreed that they could learn to listen or read carefully through the online class. it has the highest mean value, i.e. 4.23. following the receptive skills questions, they also agreed that the materials learned through the online classes helped them keep their reading pace as well as keep them checking their notes to help them understand the day’s material and task. these items have the same mean value; i.e. 4.06. then, the students agreed that they were engaged in the materials that made them take good notes over readings, ppts, or video lectures so that they can make themselves sure to study regularly. they also believed that by learning online they could learn to be organized. this result was in line with the result of the study done by (agung et al., 2020); which found that the students enjoyed learning with the materials given to them. this also showed that the students were engaged in the learning and materials given by the teacher. the students agreed the most that the materials and activities given in the classes of basic english’s course that they could learn to listen or read carefully. it is true that most of their materials were reading pieces. in most of the meetings, video lessons were also given to overcome the student’s connection problems when they were in synchronous classes. they were then asked to do tasks that made them engaged in readings, including the ones they were given in the class. the students were also given a task every meeting to evaluate their learning. these tasks were also used to assess their learning and engagement in the online classes. this finding was in line with (suharti et al., 2021); i.e., which have also found that most of the students in their study also listened and read the english material carefully. this showed the positive characteristics for the student engagement; the students were all active in the learning sessions. table 2. student answers mean value on emotional items question number question mean value 1 putting forth effort 4.37 2 finding ways to make the course material relevant to my life 3.33 3 finding ways to make the course interesting to me 4.10 4 desiring to learn the material 4.39 students engagement... 35 in the questions regarding the students’ feelings toward the online class, they agreed that they wanted to learn the materials given in every meeting. this was shown by having the highest mean value, i.e., 4.39. being motivated to learn, was also found as another predictor for effective engagement in a study by ergün & adıbatmaz (2020). these motivated students were found to have higher engagements in the course. following this item, the students also felt that by learning in this course, they put great effort to learn english. not only put greater effort to learn, but they also found ways to make the course more interesting to them. we know that online learning with asynchronous meetings needs greater effort for teachers to assess or evaluate the students and the learning process. it was also shown in the data that online learning needs to be improved more to help the students find the relevance of the materials in their real or daily life. table 3. student answers mean value on participations items question number question mean value 1 having fun in online chats, discussions, or via email with the instructor or other students 3.83 2 participating actively in small-group discussion forums 3.90 3 helping fellow students 4.03 4 engaging in conversations online (chat, discussions, email) 3.99 5 posting in the discussion forum regularly 2.74 6 getting to know other students in the class 4.24 the next topic evaluated was the students’ participation. this was one of the most highlighted and investigated topics in this study. participation had the least attention because of the limitation in online learning media, for instance, telegram, youtube, and link. the students agreed upon the course helped them to get to know each other in the class. the mean value for this item had the highest value, namely 4.24. this showed that they agreed that they could know each other through the course. they also agreed that they could help each other in the class discussions. the mean value was the secondhighest for this category, i.e., 4.03. the students also agreed that they could participate in the class activities by engaging in online conversations through chat and discussions in the class forum. ika sulis … 36 although not all of them were engaged in intense conversation with the teacher and fellow students, they agreed that replying to greetings, as well as answering class questions could be a sign that shows their participation. then, they also agreed that they showed participation in small group discussion forums. this was shown in their task results. some of their tasks were in group type. they chose their group and then submitted their task. the record of their tasks exists in the lms. this was consistent with the findings in the study done by (fazza & mahgoub, 2021) in which the students found that online interactions could be done in several mediums, one of which is the chat box provided in the learning management system; then, in the students’ point of view, they suggested to be given more time, practice, as well as technology to master the digital tools presented in the video conference tool or the learning management system. the students also enjoyed having fun in online chats with the teacher and other students. they showed their fun side when the teacher-initiated fun conversations with them. then, in telegram, they could make use of funny emoticons to show their feelings. other students were also able to reply with emoticons matching their feelings. the last item to be put attention to was the eagerness of the students to post in the discussion forum regularly. they rarely initiated questions regarding the materials or just questions such as the ones used to just initiate a light chit-chat. they tend to only reply to questions sent in the forum or discussion initiated by the teacher. a similar result was also found in the study done by (willms et al., 2009) in which one of the findings showed that students were engaged more in the classroom if they have positive interactions with other students as well as with the teacher. (gray & diloreto, 2016) also found similar data possibility in their research; i.e., students probably will increase their learning capacity once they had enough interactions with one another. table 4. student answers mean value on performance items question number question mean value 1 getting a good grade 3,59 2 doing well on the tests/quizzes 4,33 students engagement... 37 the last one, regarding the performance in the class, the students agreed that they did well on the tests/quizzes in the class activities. this was shown that this category has the highest mean value, i.e., 4.33. this result was also found in the study done by (suharti et al., 2021) that the point of doing well in quizzes or tests as well as getting good scores in english disclosed students’ cognitive engagement in english online classes. in the lms used by poltekkes bsi, the link, students must do a task every meeting to assess their learning. most of the students also submitted their work there, too. a quiz was given once every three meetings in the form of multiple-choice items. they also participated well in this and got high scores for their grades. conclusion it can be concluded from the findings and discussion that most of the students’ learning behavior observed in the whole course participation were high on four aspects, namely the skills, thoughts/emotions with the highest mean value of 4.39, participation with the mean value of 4.37, and performance items, with the mean value of 4.33. however, the communication issue done by posting in the forum regularly became the least engaged activity of the students with the mean value of 2.74. these items were related to student engagement in a course, although these observed behaviors needed to be investigated in further studies to make more generalized results. it is hoped that through this research, routine evaluation or assessment in online classes program following this research should be done because online learning is still the main medium in learning in this pandemic era. then, it is hoped that a more detailed aspect of student engagement should be investigated to get a more comprehensible yet generalizable result. ika sulis … 38 references abla, c., & fraumeni, b. r. 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(2021). exploring students’ learning engagement in efl online classroom. advances in social science, education and humanities research, volume 546, proceedings of the thirteenth conference on applied linguistics (conaplin 2020), 139–149. willms, j. d., friesen, s., milton, p., & canadian education association. (2009). what did you do in school today? : transforming classrooms through social, academic, and intellectual engagement. wong, l. (2013). innovations in practice editor: linda knight student engagement with online resources and its impact on learning outcomes. journal of information technology education, 12, 129–146. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0004/3362125/student-engagement-online-learning_final.pdf https://doi.org/10.1007/978-981-10-5660-4 https://doi.org/10.1007/978-981-10-5660-4 https://doi.org/10.7176/jep/11-13-12 http://www.ijeltal.org/ https://doi.org/10.21462/jeltl.v5i3.446 (journal of english language teaching and applied linguistics) volume 8, no. 1, january 2022 page. 49-61 p-issn: 2356-2048 e-issn: 2356-203x 49 learning language with technology out of classroom self-organized khaled suleiman omer abaker faculty of cultural studies, university of airlangga e-mail correspondence: khaleddarfur@gmail.com abstract various studies have a focus on language learning by using technology in/outside the classroom. for more investigation, this proposal study examined self-independent learning english outside the classroom; it aims to determine the most frequent technological tool that learners preferred, and what is the most effective online platform. because of the overlap, several studies published from 2004 up to 2021 have been reviewed. self-organized as a theoretical framework has been adopted. participants from three different nationalities: 15 from indonesian, three sudanese, and two from malaysia. findings show participants used technological means for learning english independently; the smartphone is more used; among many apps, youtube is the best platform for learning english through videos and movies. in sense of wide opportunities that created by technology, materials availability, and easy accessability to improve language learning out of classroom. keywords: learning, language, self-organized, technology, outside, classroom introduction a few years ago, when we think about language learning, we often looking for schools, institutes, colleges, universities. nowadays, digital technology introduced various possibilities to the process of language learning. as a result, access to a native of a specific language and teachers become effortless and available 24 hours worldwide. moreover, big data, learning materials, assistance and the creation of positive learners identity are available (thorne 2019). many studies on technology-supported language learning have proven several dimensions of technology's power of whether first or foreign language acquisition (chapelle 2016). these educational advantages are aimed at improving language training in the classroom as well as out of the classroom with self-direction. thus, due to the multiple constraints that formal instructional environments face, the classroom has shown to be the most resistant to change. learning language... 50 (halverson & collins 2009). therefore, the impact of technology on language training and learning may be good experienced and enhanced out of school. admittedly, the acceptance of technological values and their effectiveness by language learners is really important. digital technology gives places for learners to govern their language acquisition and make it simple for them to do so (lee & mcloughlin 2010). thus, are learners of language who are willing to use technological tools to control their learning process in order to produce ideal and self-direct language learning skills? in terms of the power of technology of self-direction in language learning, the previous studies have a lot to offer. furthermore, there are also researches concentrating on learners that respond to specific pedagogical uses of individual technicians as well as integrative distance language courses ( chun lai & mingyue gu 2013). this study works to provides some highlights about the issue of enhancing and develop language skills with technology out of class and also to understand how learners direct and regulate themselves. learning language out of the classroom is defined as; any activities of language learning that are performed outside the classroom. however, studies on out-class-language learning show inconsistent terms to wording on this issue; for example, pickard (1996) use out of class language learning strategy (chausanachoti, 2018) used efl learning through activities out of class language learning, (lai and mingyue, 2013) used outside of classroom language learning with technology, (bown 2019) choose self-regulate outsde of the class language practice and so on. these studies refer to the importance of self-independent learning topic in educational research in the last two decades. according to barron (2004), learners' environment comprises of several settings, virtual or physical, in school and out of school, in order to comprehend the learning process, we also need to make attention to what learners are experienced in or out of the classroom. on the other side, green sefton (2018) advised the educators need to widen their learning scope and to explore the broader environment of learning actively. further, he adds, as we work to improve the system of education more broadly, learners and learning out of the classroom context need to be given significant enhancement and understand well. in contrast with these views and khaled... 51 concentrating primarily on language development, benson (2011) stated that classroom learning is just one of many techniques for students to involving learn a language. in fact, past research has found that effective techniques for learners usually assign their successes in language development to active learning involvement with foreign language out of class lamb (2012). also, researchers have supposed positive link between the outside of the classroom learning and acquire language. activities of learning a language outside of school have mostly related to second or foreign language. in 1999 freeman investigated how english and french language learners as a second language at two colleges in the united kingdom, he divided them into two groups; as the result all group organized their times as following: one learning a language by interacting with the local society whereas the other group is learning in a foreign situation, by using materials, both of them show a distinct preference for outside of class activities over inside-of-class activities, with english second language learners spend 88 per cent of their time outside of the classroom to learn. other similar results of studies related to learners activities and intent to engage with language out of classes; for example, a survey study by pearson (2014) in new zealand and chinese about international academic students of english classroom discovered that most of these students rearranged to several of places and materials such as internet, tv, video, radio and so on, to develop their english experiences and skills. furthermore. learners stated that activities of language learning out of the classroom made them more excited than the inside classroom activities. across different regions, different studies about learning language as a foreign language such as cha & humphreys (2004) conducted in hong kong, shen, (2015), in taiwn, and inozu et al (2010) in turkey found similar findings related to learning outside class in spite of little difference in frequency. role of ict outside of the classroom for learning the following paragraphs focus on studies that examined learning activities out-of-class based on information communication technology (ict) to develop language skills. according to lai & zhao (2017), the cause of concentrating on technological area and materials used outside the classroom for learning language is that ict grasp the enormous educational possibility for learning language... 52 learning; and constructs a significant learning venue in the learning environment of learning (seften green, 2016). previous researches built a connection between using a computer in house and language learning academically results: in one research, reach to a computer in house augments adolescents' probability of high school graduation by six to eight per cent and is linked to a 0,23 point rise in stage middle point (fairlie, 2016). employ ict out of class to learn a language emphasized the important influence on the learning process. for example, researches on learners of english in the united states who were classified as unsuccessful in the educational context, students have the ambition to use ict such as online across border communities and multilingual chat-forum, out-side-of-class, and they created and grew in their new sociality and ethnic identity as convinced and active users of english in these digital forums (lam, 2014). black (2016) conducted anthropological research focus on teenagers activities of learn english outside the classroom on a pop-fiction exchange and criticizing venue; fan-fiction demonstrated how these students took advantage of social situations, textuality, and digital aspects of communication sociality to encourage and support learners foreign language literacy improvement and promote their personalty as speakers. consequently, focusing on the considerable amount, diversity of technological tools, and facilities available to allow students to integrated with the languages on their recognition, it is necessary to comprehend how learners of language use digital to organize their learning process. the literature that i reviewed in the previous part proposed that digital devices such as radio, tv video can be part of the stock for learners to used outside the classroom to learn a language. this literature, therefore, was unable to provide us with a clear picture of using ict to learn independently or out of class. goertler (2008) draw a map about university students who learn a foreign language by using ict for learning; a survey included 912 students of foreign language, the first year at american university on their conception and utilized digital facilities for learning a language, the writer show that using technology by learners for learning a language was restricted, whether in or outside the classroom. furthermore, in spite of the widespread use of technological tools for enjoyment or entertainment, but the author found limited and small use of khaled... 53 the ict for language study purposes; around 20% of students were aware the importance of using diverse technologies that frequent in daily life to learn a language. another study conducted by zhang (2020) covered chinese university students, learn english as a foreign language; findings show that the majority of students adopted technological facilities to learn english and the average time was 24 hours per week. this paper aims to provide readers with a good understanding of the possibility of using technologies to learn or develop language skills outside the classroom; how learners organize themself independently when using digital tools to learn a language? self-organized learning will use as the theory to underline our examination cause of the close relation between self-organized and technology-promote the learning process (steffens 2007; byrnes (2011). on one side, technology-promote settings give chances for, enhance and develop self-autonomous learning, on another perspective, technology-promote learning settings are well used by students or learners with self-independent can reflect good outcomes (hannafin, 2010). self-organization for learning is operating by which guide learners and assortment their potential, feelings, and thinking to realize learning objectives. this paper focuses on an investigation of language learning out-of-classroom by using technological facilities and how learners regulated themselves with different aspects for developing language skills. therefore, this research working mainly to answer two following questions: what is the impact of technology on learners when using it to organized their learning process outside of the classroom? what kind of technological platforms are more sued by learners for enhancing language skills out-of-class? this proposal study mainly based on a self-organized as theortical framework to comprehend how learners use technologies outside classroom to learn english. therefore, this theory is part of primary theories that widely used by researchers since 2002 up to now. the theories are adopted by xinyuan, li‑jen kuo, zohreh, & stephanie (2021) to investigate the acquisition of foreign and second language vocabulary by using technology. digital-mediated education should be created and applied with robust theoretical frameworks to understand how technological applications interact with diverse instructional approaches (xinyuan, li‑jen kuo, zohreh, & stephanie, 2021). learning language... 54 further, this theory can be used to describe learning processes in both traditional and digital environments. also, this approach includes a cognitive method of using multimedia to learn a language based on the idea that the creation of media instructions must be design in accordance with how learners processing knowledge. this multimedia encourages autonomous learning and helps learners to engage with events and strategies that can enhance their language skills ( jack, 2014). thus, this theory draws a map around software apps that design to match learners behaviours, which include declining the complex and difficulties related to learning activities. in addition, it is a method to discover the factors that can distinguish individual variables and aspects supposed to affect self-regulate and language learning. according to various studies, the primary theory has predicate that technology contributed to developing the awareness of learners to monitor and plan their language learning activities (david & jack, 2017). research method data were collected from 20 participants of different nationalities; 15 from indonesia, three from sudan, and two others from malaysia and india. the first three questions are general, cover gender, age, and the ability to speak english. therefore, 13 of the participants are females and eight males, ages between 25-55 years old, 75% (15) are employees, and five are employees students. participants answered electronic survey questions as learners of the english language outside the classroom. this paper was based on only one data resource: an online electronic survey conducted on 20 june 2021. the survey contains 11 questions, aim to examine the learners' conception about using technology to learn english with self-organized out-of-class. the approach only allows for a limited number of responses. as well known, technology has demonstrated various benefits for foreign language's learners. participants agreed 100% that recent technological tools help them to learn and develop their english language skills independently. independent learners are used to finding the materials or resources they want to learn, determining their learning requirements, and choosing learning activities on their own (silih w. and tian a, 2018). learning out-of-class is khaled... 55 required autonomous efforts, strategies, motivations, and the best technological platforms. learning strategies can be through elearning, applications and websites on smartphones, laptops, tablets and computers. thus, this method target to determine the most frequent smart devices used by learners findings and discussion all learners were asked to complete survey questions about how they used digital platforms to learn english independently. as mentioned above, the ages of participants are 25-55 years, 50% are 30-35 years old, only one female is 55years old. further, 75% of participants are working in the medical sector, all of them are indonesians as well natives, and five others are students; three are sudanese, native arabic, and two are natives malaysian. all participants using english as a foreign language; 75% reported that their english level is average, 10 per cent is very good, and 10% is poor, while only one of the participants is fluent. since the fourth question looks at how and what digital devices learners used to learn english outside the classroom. thus, 80% of participants using smartphones, 15% begun to use laptops, and 5% tablets. according to learners experience with technology, the majority of them using mobile phones to access videos platforms to learn english: 90% reported that they used videos and movies on youtube, only 5% using audio and 5% games. while rustam & mengke (2020) found that the most technologies used for learning out of class were games (49%), and online videos are 37%. when learners use digital tools for learn purposes, it's clear that participants know how to regulate themselves and what kinds of language skills need to be developed outside the classroom. therefore, 50% of them reported prioritizing developing listening, 25% reading, and 25% speaking skills, while no one reported to lear writing. some previous studies show most of the learners tend to learn listening skills with self-independent; for instance, (silih w. and tian a, 2018) found that 76,2% of participants using technology to developing listening out of class; the majority of learners paid a lot of attention to keywords that can help them to comprehend the meaning of the sentences they were hearing. in other previous researches finding illustrated the use of tv, radio, learning language... 56 and websites by learners. however, this paper shows the lack of using such devices, whereas the smartphone is becoming the best technological tool for daily entertainment as well as learning. this investigation engages to examines the interest of learners about technology using outside the classroom to organized, learn or develop their english skills. participants were from different nationalities and different sectors. consequently, i found limited diversity of utilizing technological means for learning purposes behind the class. thus, the smartphone is more adopted (80%). nowadays, the smartphone can provide us with stable and reliable services at a low cost; also, people can easily access websites, apps, and games at any time and anywhere. most of these services are now required to not only overcome everyday problems but to get the full benefits of these digital marvels. furthermore, among hundreds of apps, findings show most of the participants (80%) tend to access youtube and watch videos and movies as learning materials. however, these results may not be fully reliable because of the limited number of participants and the shortness of this study. related to abilities to use technology, individual experiences such as ict literacy, perception of digital advantages for learning a language and beyond cognitive knowledge of how to utilize technology effectively is the reason why many people prefer smartphones in comparison to other technological devices. these individual experiences are more tend to respond to the interferences; therefore, language learners need to adopt strategies that can help them to learn independently. in fact, a number of researchers make an argument for the necessity and effectiveness of using technology by self-independent learning (mingyue & lai, 2013). some of these researches have confirmed positive findings in which online resources offer good outcomes of enhancing the learning of english whether in or outside the classroom (bryan a, 2017). hence, a question raised do learners who engage with digital activities for self-organized to develop their english abilities have a relation with their inside-class background? this survey does not cover such issues, but one of the previous studies has illustrated that: during the teaching process in class, educators should motivated and encourage learners to regulate themselves outside the classroom by use technology to support and improve language knowledge (lai & mingyue 2013). this encouragement could khaled... 57 be in different forms, including materials on useful digital sources and instructions on utilizing particular ict resources. furthermore, since 50% of participants in this research speaking english averagely, so the suggestion is that there is a match between competence level of language knowledge and the awareness of self-organized to use digital materials for learning a language out of class. in the last ten years, the story using of technology has extensively increased, and nowadays, with the covid-19 crisis outbreak, the use of technologies means the first platform for education. it replaced the traditional classwork with online work (paula, diogo, jennifer, and pedro, 2020); for both in/outside the classroom learners. this crucial influence of technologies will strongly motivated learners worldwide to learn a language outside the classroom. as the data show that participants extensively used smartphones as the best digital device for learning english. their respondents illustrate that digital platforms enable more access to authentic english and interaction with the native. further, readers of this paper can infer that technologies provide a wealth of reliable recourse for the english language materials a give learners choices to access the information they need and their preference materials as well as to choose and improve their language skills as desired. additionally, learners are not constantly listening to the same sound, and they can hear different accents. the following charts are summaries of significant findings: figure (1): shows the answers to question: do you think technology can help you develop your english or learn english out-of-class? all of them beleived that technology is important for learn english out of classroom learning language... 58 conclusion this proposal study used a framework in order to explore the precise nature of learners' utilize digital platforms to learn english independently and make highlights on the most technological facilities that preferred. this survey found that language learners used technology for different activities outside the classroom to improve their english skills. therefore, since the survey in this paper transfers to learners online form, it is probable that may the questions were more prejudice by learners who more active in or inquisitive for figure (2): show the responds questions of which smart device you often use for learning english? answers illustrated; smartphone is more favorable among different technological tools this may because of availability, easly gained, and using. figure (3): shows ansewers to question of which types of materials do you use to learn english? participants more focused on using videos and movies to improve listening and speaking english skills. figure (4): shows responses of question, which applications do you often use to learn english? youtube is became at the top, in accordance with participants choice materials (videos and movies) as in figure 3. khaled... 59 learning english and technologies. as a result, i do not assert that what i saw here is a common occurrence among all foreign language learners worldwide; however, rather i would like to confirm that learners are smart users of digital platforms and motivate to use technologies for different self-organized facets of their english learning. furthermore, this proposal identified the more influential technological means for learning porpuses: according to data analysis, the smartphone is frequently used to access online language learning materials. social media is becoming part of modern life, so finding show the majority of participants access to youtube and used to watching videos and movies; 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